A Program Evaluation of a Special Education Day School for Students with Emotional and Behavioral Disabilities

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Autor/in	Klein-Lombardo, Lucinda
Titel	A Program Evaluation of a Special Education Day School for Students with Emotional and Behavioral Disabilities
Quelle	(2012), (108 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Nebraska at Omaha
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-8903-2
Schlagwörter	Hochschulschrift; Dissertation; Health Needs; Evidence; Achievement Tests; Special Education; Behavior Disorders; Mental Health; Public Schools; Best Practices; Day Schools; Emotional Disturbances; Interpersonal Competence; Academic Ability; Student Adjustment; Mainstreaming; Statistical Analysis; Inferences; Pretests Posttests; Scores; Program Evaluation; Individual Differences; Parent School Relationship; Peabody Individual Achievement Test + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Evidenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Special needs education; Sonderpädagogik; Sonderschulwesen; Psychohygiene; Public school; Öffentliche Schule; Day school; Halbtagsschule; Gefühlsstörung; Interpersonale Kompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Statistische Analyse; Inference; Inferenz; Programme evaluation; Programmevaluation; Individueller Unterschied; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	The purpose of this study was the program evaluation of a special education day school compared to a set of best practice standards for school programs for students with emotional and behavioral disorders. This evaluation will enable the organization to make decisions about which aspects of the program to continue, strengthen, or discontinue. In this study, Malcom Provus' Discrepancy Evaluation Model (DEM) was used. The population included students enrolled in the program for the 2008-2009, 2009-2010, and 2010-2011 school years. Data was gathered from the teachers, coordinators, and youth workers who worked directly with these students. The study was organized into four domains: (1) academic, (2) social skills, (3) mental health, and (4) sustainability. Archival data including attendance records, assessment scores, social skills and level advancement records, mental health information of the students, and information on students' transitions back to public school was used. The analysis of this program evaluation included descriptive statistics and inferential statistics regarding pretest and protest scores on the Peabody Individual Achievement Test (PIAT). The results of this program evaluation indicate that in the academic domain there was a very significant difference in the pretest and posttest scores of the students on the PIAT. In the social skills domain, some students showed improvement in social skills while others showed little or no gains. In the mental health domain, individual mental health needs of the students were clearly a priority and there was no "one size fits all" aspect. In the sustainability domain, most students maintained their transition back to a less restrictive environment (public school). The information gathered from this student suggests that the organization should continue to enhance their program by using evidence-based practices in the academic and social skills domains. In the mental health domain, the individual differences of the students should continue to drive the decisions made about that aspect of the program. In the sustainability domain, collaboration between parents, schools, and other agencies should continue and expand to meet the needs of this very challenging population of students. [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