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Using Positive Discipline to Connect Students With an Emotional Disturbance to Their School.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Using Positive Discipline to Connect Students With an Emotional Disturbance to Their School./
Author:	Turney, Victoria Lynn.
Description:	1 online resource (68 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355822755

Using Positive Discipline to Connect Students With an Emotional Disturbance to Their School.
Turney, Victoria Lynn.

Using Positive Discipline to Connect Students With an Emotional Disturbance to Their School. - 1 online resource (68 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.S.)--California State University, Fresno, 2018.

Includes bibliographical references

Students who have been found eligible for special education services based on an emotional disturbance can have difficulties fostering relationships with their peers and experiencing feelings of connectedness to their school. One way to increase feelings of school connectedness is through a social-emotional learning curriculum, such as Positive Discipline. Previous research has shown Positive Discipline to be effective in increasing prosocial behaviors between peers in a general education classroom. The first purpose of the study was to determine if students (N=17) enrolled in an Emotional Disturbance program would increase feelings of connectedness to their classroom and teachers following the implementation of the Positive Discipline program. A paired samples t-test showed no significant change in the feelings of connectedness following the Positive Discipline program. The second purpose of the study was to determine if classroom staff (N=16) working with emotional disturbance programs would increase their feelings of connectedness following implementation of Positive Discipline program. A paired samples t-test, showed a significant increase in feelings of connectedness for classroom staff. Further implications for the use of Positive Discipline are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355822755Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Using Positive Discipline to Connect Students With an Emotional Disturbance to Their School.
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500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Marilyn Wilson.
502 $a Thesis (Ed.S.)--California State University, Fresno, 2018.
504 $a Includes bibliographical references
520 $a Students who have been found eligible for special education services based on an emotional disturbance can have difficulties fostering relationships with their peers and experiencing feelings of connectedness to their school. One way to increase feelings of school connectedness is through a social-emotional learning curriculum, such as Positive Discipline. Previous research has shown Positive Discipline to be effective in increasing prosocial behaviors between peers in a general education classroom. The first purpose of the study was to determine if students (N=17) enrolled in an Emotional Disturbance program would increase feelings of connectedness to their classroom and teachers following the implementation of the Positive Discipline program. A paired samples t-test showed no significant change in the feelings of connectedness following the Positive Discipline program. The second purpose of the study was to determine if classroom staff (N=16) working with emotional disturbance programs would increase their feelings of connectedness following implementation of Positive Discipline program. A paired samples t-test, showed a significant increase in feelings of connectedness for classroom staff. Further implications for the use of Positive Discipline are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Special education. $3 567627
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0529
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