Dissertation/Thesis Abstract

Examining the Effects of Group Contingencies on Early Elementary Students with Adverse Childhood Experiences and Emotional Behavioral Disorders
by Bell, Laura, M.A., Trinity Christian College, 2020, 49; 27959616
Abstract (Summary)

The number of students affected by the combination of emotional and behavioral disorders along with trauma is on the rise, and when multiple students with these challenges are placed into the same self-contained classroom, the need for an effective intervention increases. Unfortunately, the body of research for group contingencies implemented with this population of students is limited. Weeden, Wills, Kottwitz, & Kamps (2016) concluded that group contingencies such as Class-Wide Function-related Intervention Teams (CW-FIT) are proven effective in the general education setting. Evidence to support them as effective interventions is lacking in self-contained special education classrooms with specialized populations. Due to the likelihood of the behaviors of these students being severe, intense, frequent and dangerous, it is necessary to increase the evidence base of the effectiveness of group contingencies within this population.

Indexing (document details)
Advisor: Boerman-Cornell, Bill, O'Connor, Karen
School: Trinity Christian College
Department: Special Education
School Location: United States -- Illinois
Source: MAI 81/11(E), Masters Abstracts International
Subjects: Special education, Elementary education
Keywords: Behavioral disorder, Emotional disorder, Group contingencies, Trauma
Publication Number: 27959616
ISBN: 9798641903101
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