Effect of resiliency factors on the success of students with emotional and behavioral disorders

Resiliency and EBD;Emotional problems of children;Resiliency factors;Resiliency characteristics;School psychology;Resilience;Resiliency in schools;Behavior disorders in children;Resilience (Personality trait);Problem children--Education;Special education;Resiliency;EBD

Lightle, ErikaPevidor, IzabelaWoitaszewski, Scott ;

University of Wisconsin

关键词: Resiliency and EBD;    Emotional problems of children;    Resiliency factors;    Resiliency characteristics;    School psychology;    Resilience;    Resiliency in schools;    Behavior disorders in children;    Resilience (Personality trait);    Problem children--Education;    Special education;    Resiliency;    EBD;   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/34463/license_rdf?sequence=4&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

This exploratory quantitative study examined resiliency characteristics in students placed in Emotional and Behavioral Special Education programs (EBD).From the 250 K-12, licensed, EBD special education teachers throughout Eastern Minnesota and Western Wisconsin, who were sent research materials, 64 replied to this study. Each teacher was asked to answer two questionnaires concerning resiliency characteristics associated with the successful and struggling students they had worked with in the EBD special education program. Results indicated there was a significant difference in the mean total resiliency scores between successful males and females, with males showing more resiliency characteristics. Successful was defined by the students who had improved academic achievement, demonstrated appropriate behavior, and had social improvement. The results also indicated that there were mean differences in the total number of resiliency characteristics in successful students and struggling students with successful students having more resiliency components. The results also indicated that successful students with EBD had more internal and external characteristics than struggling students. Educators could make IEP goals that would promote resiliency protective factors in students with EBD.It would be useful to have adult as positive role model to work consistently with the students. Social skills group would promote the resiliency protective factors in students with EBD.