Unveiling the Training Needs of the School Counselor: Implementing Effective Interventions with Students with Asperger Syndrome

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Autor/in	Kincaid, Laura
Titel	Unveiling the Training Needs of the School Counselor: Implementing Effective Interventions with Students with Asperger Syndrome
Quelle	(2012), (231 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of La Verne
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-0159-8
Schlagwörter	Hochschulschrift; Dissertation; School Counselors; Asperger Syndrome; Counselor Role; Counselor Training; Counselor Qualifications; Intervention; Mixed Methods Research; Public Schools; Elementary Schools; Secondary Schools; Questionnaires; Interviews; Statistical Analysis; Educational Needs; Inclusion; Symptoms (Individual Disorders); Behavior Modification; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School counselor; Beratungslehrer; Pädagogischer Berater; Asperger-Syndrom; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Sekundarschule; Fragebogen; Interviewing; Interviewtechnik; Statistische Analyse; Educational need; Bildungsbedarf; Inklusion; Psychiatrische Symptomatik; Behaviour modification; Verhaltensänderung; Kalifornien
Abstract	Purpose: The purpose of this study was to identify school counselors' specific training needs in order to provide leadership and consultation for effective interventions for students with Asperger syndrome. The study examined school counselors' level of knowledge, skill, and training in working with students with Asperger syndrome and their perceived level of skill and ability to implement effective interventions. Methodology: This was a mixed-methods descriptive study with quantitative and qualitative research. The 72 participants were school counselors working in public schools in the elementary through secondary levels from Riverside and San Bernardino Counties. The initial number of participants was determined by conducting proportionate stratified random sampling. The participants responded to a questionnaire, and an additional smaller sampling of participants participated in follow-up interviews. The data obtained were triangulated in order to corroborate findings. Findings: The findings drawn from this study include the need for ongoing training in the characteristics of Asperger syndrome, academic and behavioral evidence-based interventions, and state and federal legal requirements for students with disabilities, to occur in counseling credential programs, as well as at site, district, and county levels. Conclusions: In order to meet the needs of a growing population of students suspected to have and identified with Asperger syndrome, and receiving a portion to a full day of instruction in the general education settings, school counselors need to be able to identify the special characteristics of Asperger syndrome and respond with effective behavioral and academic interventions. Recommendations: The same study could be completed with principals, school psychologists, and providers of special education services in these counties and the results compared with the results from the school counselors in this study. Another option for research is to complete this study with principals to evaluate how well school staff members are implementing interventions and accommodations for the students with Asperger syndrome. The study could also be completed with parents to evaluate how well schools and districts are meeting the needs of their students with Asperger syndrome. The study could be replicated for school counselors in private schools in the Riverside and San Bernardino Counties of Southern California, and in other counties or states. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10