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Managing and supporting students with challenging behaviors

Descriptive

TypeOfResource
Text
TitleInfo (ID = T-1)
Title
Managing and supporting students with challenging behaviors
SubTitle
an assessment of perspectives and practices within public school systems
PartName
PartNumber
NonSort
Identifier (displayLabel = ); (invalid = )
ETD_2241
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000052198
Language (objectPart = )
LanguageTerm (authority = ISO639-2); (type = code)
eng
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
School Psychology
Subject (ID = SBJ-2); (authority = ETD-LCSH)
Topic
Problem children--Education
Subject (ID = SBJ-3); (authority = ETD-LCSH)
Topic
Behavioral assessment
Abstract
This dissertation sought to gain an understanding of current practices and perspectives of school based professionals, such as directors and coordinators of special education, regarding managing the challenging behaviors of students in public school systems in New Jersey. An electronic survey asked respondents to consider how challenging behaviors are being addressed in their school settings, current and potential benefits of their efforts, and areas for potential improvement. Trends in survey findings, along with reviews of relevant literature, were used to develop a guide to behavior management programming for New Jersey public school professionals, addressing their reported needs while considering available resources. It is anticipated that school administrators, school psychologists, and others may utilize the information collected from the survey along with the guide to behavior management programming in schools to increase their understanding and knowledge toward designing and implementing consultation and related practices in their relevant contexts. Surveys were distributed to New Jersey directors and coordinators of special education. The majority of survey respondents reported having the necessary resources to implement behavior management efforts across settings, describing the greatest benefits as increasing teachers' abilities to manage the challenging behaviors of students and maintaining students with challenging behaviors in district. Areas of need were identified as determining appropriate professionals to facilitate behavior management programming and ensuring ongoing monitoring for effective outcomes. The guide to behavior management programming for New Jersey public school systems outlines a process for designing and implementing behavior management programs and services by using principles and procedures of program planning and evaluation. The guide operationally defines critical components and processes of programming, including ideal and acceptable variations of each. This information targets programmatic tasks, such as obtaining a consultant to facilitate programming, defining roles and responsibilities of participants, planning and implementing program activities, instituting ongoing evaluation of efforts, and making data-based decisions to ensure effective outcomes. Future research in the area of behavior management programming across New Jersey public school systems might focus on the guide developed as a result of these dissertation efforts by surveying school based professionals about application, outcomes, and professional opinions regarding utilization.
PhysicalDescription
Form (authority = gmd)
electronic resource
Extent
x, 236 p. : ill.
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application/pdf
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text/xml
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references (p. 215-222)
Note (type = statement of responsibility)
by Gina Marie Restivo
Name (ID = NAME-1); (type = personal)
NamePart (type = family)
Restivo
NamePart (type = given)
Gina Marie
NamePart (type = termsOfAddress)
NamePart (type = date)
1978-
Role
RoleTerm (authority = RULIB); (type = )
author
Description
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Gina Marie Restivo
Name (ID = NAME-2); (type = personal)
NamePart (type = family)
Maher
NamePart (type = given)
Charles
Role
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chair
Affiliation
Advisory Committee
DisplayForm
Charles A Maher
Name (ID = NAME-3); (type = personal)
NamePart (type = family)
Kormann
NamePart (type = given)
Russell
Role
RoleTerm (authority = RULIB); (type = )
internal member
Affiliation
Advisory Committee
DisplayForm
Russell J Kormann
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB); (type = )
degree grantor
Name (ID = NAME-2); (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB); (type = )
school
OriginInfo
DateCreated (point = ); (qualifier = exact)
2010
DateOther (qualifier = exact); (type = degree)
2010-01
Place
PlaceTerm (type = code)
xx
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3HD7VTN
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Notice
Note
Availability
Status
Open
Reason
Permission or license
Note
RightsHolder (ID = PRH-1); (type = personal)
Name
FamilyName
Restivo
GivenName
Gina
Role
Copyright Holder
RightsEvent (ID = RE-1); (AUTHORITY = rulib)
Type
Permission or license
Label
Place
DateTime
2009-11-05 17:54:01
Detail
AssociatedEntity (ID = AE-1); (AUTHORITY = rulib)
Role
Copyright holder
Name
Gina Restivo
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject (ID = AO-1); (AUTHORITY = rulib)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical

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ETD
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application/pdf
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application/x-tar
FileSize (UNIT = bytes)
1024000
Checksum (METHOD = SHA1)
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