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Dissertation
Teacher attributions of children's problem behavior: and investigation of the effectiveness of a decision making approach in changing attributions
Doctor of Philosophy (Ph.D.), Allegheny University of the Health Sciences
May 1996
DOI:
https://doi.org/10.17918/00007841
Abstract
The purpose of this study was to investigate whether special education professionals' attributions could be altered after being taught a component of a clinical decision making model (Nezu & Nezu, 1989). Specifically, this study investigated the effect a modified clinical decision making model had on special education professionals' attributions regarding the causes and costs of socially defiant behavior in children. In addition, the generalizability of these changes was assessed using two additional posttest vignettes. Subjects for this study were 61 special education professionals from a private school facility for children and adolescents with developmental disabilities. They were randomly assigned to one of two groups: (1) Control (CONTROL) and (2) Clinical Decision Making Model (CDM). Pretest data were collected using the Teacher Tolerance Scale (Cunningham & Sugawara, 1988; 1989) and measures of causal attributions and costs (class, indirect, student and teacher) of the problem behavior presented in the pretest vignette. During the intervention phase, the Control group watched a videotape on functional curriculum while the CDM group watched a videotape on the problem orientation component of the clinical decision making model (Nezu & Nezu, 1989). Posttest data were collected using measures of causal attributions and costs (class, indirect, student and teacher) of the problem behavior presented in the pretest vignette and the two additional posttest vignettes. Two Repeated Measures MANOVAs were calculated to determine whether being taught the CDM model changed special education professionals' attributions regarding the causes of children's problem behavior. There were no significant changes in special education professionals' attributions regarding the causes of children's socially defiant behavior. In addition, there was no generalizability of changes in causal attribution across additional posttest vignettes. Two Repeated Measures MANCOVAs were calculated to assess whether being taught the CDM model, changed special education professionals' attributions regarding the costs of children's problem behavior. There was no change in the CDM groups' perceptions regarding the costs of socially defiant behavior. However, both groups perceived one vignette as having lower class and teacher costs. These findings suggest that, among other factors, the special education professionals were already sensitized to the concepts underlying behavioral analysis techniques. Future research should evaluate the effectiveness of the CDM model with teachers not previously exposed to behavioral analysis techniques.
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Details
- Title
- Teacher attributions of children's problem behavior
- Creators
- Margo Stephanie Coleman
- Contributors
- Christine M. Nezu (Advisor) - Drexel University, Allegheny University of the Health Sciences (1996-1998)
- Awarding Institution
- Allegheny University of the Health Sciences
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Allegheny University of the Health Sciences; Philadelphia, Pennsylvania
- Number of pages
- [ii], 86 unnumbered pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- Allegheny University of the Health Sciences (1996-1998); Clinical and Health Psychology [Historical]; School of Health Professions (1996-1998)
- Other Identifier
- 991021888791804721