To explore the correlation between teacher frustration tolerance and discipline incidents among general and special education students, 38 teachers were asked to complete two surveys; 18 teachers responded. Teachers completed the Munich Personality Test with its measure of general frustration tolerance, plus a survey designed for this study of frustration tolerance for special education students. Results demonstrated negative correlations between teachers' general frustration tolerance and numbers of student discipline incidents among both general and special education children. Results indicated that teachers' frustration tolerance for special education students was highly correlated with student discipline incidents among special education students, suggesting that frustration tolerance for special education children is a separate construct from general frustration tolerance, and this it may be successfully measured by the instrument developed for this study. Results also indicated that teachers found specific disabilities to be more frustrating than others and that frustration tolerance of certain disabilities may predict numbers of discipline incidents for these children. Nevertheless, the direction of the correlation was the inverse of what was expected, with teachers having the greatest frustration tolerance for special education students also evidencing the greatest numbers of discipline incidents among these students. Among several explanations considered, it is suggested that the school administrator in the facility where this study occurred was aware of teachers' with high levels of frustration tolerance for special education students and thus assigned the most difficult students to these teachers, leading these teachers to have the greatest number of associated discipline incidents among special education students. Nevertheless, the ability to measure frustration tolerance specific to special education students can be a useful metric in teacher selection and student placement within other contexts where teachers' frustration tolerance is not well known to administrators. With this metric, school administrators may be better able to design behavior plans and train teachers to teach special education students successfully.
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|Commitee:||Belcarz, Sarah, Chung, Natasha|
|Department:||School of Arts and Sciences|
|School Location:||United States -- North Carolina|
|Source:||MAI 52/01M(E), Masters Abstracts International|
|Subjects:||Behavioral psychology, Special education|
|Keywords:||Applied behavior analysis, Attention Deficit Hyperactivity Disorder, Discipline, Frustration tolerance, Teacher frustration|
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