The multiple intervention teams of elementary and secondary

• Main Authors: chih-ping Chen, 陳志平
• Other Authors: Tai-Jey Cho
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/27104314274961603770

博士 === 國立彰化師範大學 === 特殊教育學系所 === 98 === Abstract This study explored the model for multiple intervention teams and the relationships among procedures for identification and placement (IDP), multimodal treatment (MMT), and educational outcomes (EOs) for elementary and secondary students with emotional and behavioral disorder (EBD). A quantitative questionnaire was adopted and 398 efficient questionnaires are received, from whom withdrew 153 teachers as reference group for comparing special and general education with guidance teachers. After descriptive statistics, ANOVA, correlation, multiple regression analysis, and structured equation model (SEM), 6 teachers were invited for semi-structured interview and a case study was conducted in researcher’s school regarded as a unit for 6 months as a supplemented data. After data process, the results were as follows: 1.The demographic information about teachers and students with EBD: (1) Most teachers of EBD are female, general and special education teachers; (2) There is a shortage of guidance teacher, but it’s better in secondary school; (3) Most teachers are younger and fewer years of teaching experience; (4)Teachers’ professional training in special education competence is more than guidance training; (5) School size affect placement for students with EBD; (6) Attention deficit hyperactivity disorder (ADHD) can be identified early, but intervened late; (7) Pay attention to risk factors of students with EBD including academic and behavioral problems; (8) The use of multiple intervention teams isn’t sufficient. 2.The current state of teaching elementary and secondary students with EBD: (1) Procedures for IDP and MMT are better, but EOs are intermediate; (2) It’s hard to improve high levels of behavior and study problems;(3) There exit relationships between percentage of guidance teacher and improving the behavior problems of students with EBD. 3.The differences among procedures for IDP, MMT, and EOs: (1) Procedures for IDP vary based on most of teacher variables; (2) Teachers’ gender, education, categories, guidance background, and school size significantly affect MMT (3) Teachers’ seniority and school areas significantly affect EOs; (4) Procedures for IDP vary based on most of student variables; (5) Main problems and guidance resource significantly affect MMT; (6) Certification for students with EBD, main problem and guidance resource significantly affect EOs. 4.The prediction of procedures for IDP, MMT, and EOs: (1) IDP and MMT can predict EOs, but not very well; (2) Interpersonal relationships, cognition, imagery can efficiently predict EOs. 5.Structured equation model of IDP, MMT, and EOs: (1) The indirect effect of IDP on EOs must be cooperated with MMT; (2) Structural equation modeling of teacher categories is different. 6.The results of teacher interviews: (1) Procedures for IDP vary greatly based on county system; (2) Sensation and imagery weren’t often adopted by teachers; (2) Enhancements of cooperative work and tracking progress of EOs for professional team. 7.The results of case study: During the period of case study, 6 steps were found to get out of trouble for teachers of students with EBD in researcher’s school. 8.Integration of multiple intervention teams: There is an integration of multiple intervention teams according to the conclusions of this study. Finally, some suggestions for these applications in education, guidance and the directions for further research are suggested based on the findings and the limitations of this study.