Ecobehavioral Analysis of the Experiences of Students with Complex Support Needs in Different Classroom Types

Autor/inn/en	Zagona, Alison L.; Kurth, Jennifer A.; Lockman Turner, Elissa; Pace, Jesse; Shogren, Karrie; Lansey, Kirsten; Jameson, Matt; Burnette, Kristin; Mansouri, Mary; Hicks, Tyler; Gerasimova, Daria
Titel	Ecobehavioral Analysis of the Experiences of Students with Complex Support Needs in Different Classroom Types
Quelle	(2022), (36 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Students with Disabilities; Student Needs; Student Placement; Student Behavior; Teacher Behavior; Classroom Environment; General Education; Resource Room Programs; Self Contained Classrooms; Special Schools; Program Effectiveness; Special Education; Inclusion; Student Characteristics; Elementary School Students; Teaching Methods; Academic Accommodations (Disabilities) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülerpraktikum; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Klassenklima; Unterrichtsklima; Allgemein bildendes Schulwesen; Allgemeinbildung; Special school; Sonderschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Students with complex support needs frequently experience restrictive educational placements such as self-contained and separate school classrooms. Given the need to support students with complex support needs to experience positive outcomes and make progress in the general education curriculum, there is a need to investigate the characteristics of the classroom contexts in which they are learning. The purpose of this study was to use ecobehavioral assessment observation methods to investigate how student behaviors, educator behaviors, and classroom ecology vary across general education, resource, self-contained, and separate school classrooms. We observed 116 students with complex support needs across the United States, and results indicated that contextual features of resource, self-contained, and separate school classrooms do not offer superior levels of instruction or supports for students with complex support needs as compared to general education classrooms. We were more likely to observe no one interacting with the focus student, no instruction, and the presence of distractions in self-contained and separate school classrooms compared to general education classrooms. Implications for policy, research, and practice are presented. [This paper was published in "Research and Practice for Persons with Severe Disabilities" v47 n4 p209-228 2022 (EJ1355237).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01