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A Case Study on Systematic Communication, Collaboration for Individualized Educational Plans Teams and the Impact on Problematic Behaviors of Secondary Students with Emotional Behavioral Disorders Receiving Emotional And/Or School Social Work Services
A Case Study on Systematic Communication, Collaboration for Individualized Educational Plans Teams and the Impact on Problematic Behaviors of Secondary Students with Emotional Behavioral Disorders Receiving Emotional And/Or School Social Work Services
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152948
- ISBN
- 9798346385301
- DDC
- 362.1
- 서명/저자
- A Case Study on Systematic Communication, Collaboration for Individualized Educational Plans Teams and the Impact on Problematic Behaviors of Secondary Students with Emotional Behavioral Disorders Receiving Emotional And/Or School Social Work Services
- 발행사항
- [Sl] : University of Pittsburgh, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 88 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
- 주기사항
- Advisor: McCarthy, Tessa.
- 학위논문주기
- Thesis (Ed.D.)--University of Pittsburgh, 2024.
- 초록/해제
- 요약This study investigates the impact of systematic communication and collaboration within Individualized Educational Plans (IEP) teams on out-of-school suspension rates among secondary students with Emotional Behavioral Disorders (EBD), who are recipients of Emotional and/or School Social Work Services. Employing a Responsive Collaborative Approach, the study emphasizes the significance of collaborative interventions in education, highlighting the importance of fostering meaningful relationships between educators and students. The findings reveal positive effects on educator collaboration, leading to improved communication and teamwork, and fostering a culture of collaboration within educational settings. A decrease in student behaviors indicates enhancements in classroom management and a more conducive learning environment, while increased academic success suggests positive impacts on learning outcomes. The study underscores the vital role of building meaningful educator-student relationships in reducing out-of-school suspensions and creating a supportive learning environment. The responsive collaborative approach emerges as a promising strategy, prioritizing proactive interventions over disciplinary measures, and facilitating student engagement and success in educational settings.
- 일반주제명
- Health care expenditures
- 일반주제명
- Emotions
- 일반주제명
- Teachers
- 일반주제명
- Behavior disorders
- 일반주제명
- Behavioral psychology
- 일반주제명
- Clinical psychology
- 일반주제명
- Health sciences
- 일반주제명
- Mental health
- 일반주제명
- Social work
- 일반주제명
- Education
- 기본자료저록
- Dissertations Abstracts International. 86-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■035 ▼a(MiAaPQ)Pittsburgh46853
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a362.1
■1001 ▼aSchilling-Mansour, Sonia.
■24512▼aA Case Study on Systematic Communication, Collaboration for Individualized Educational Plans Teams and the Impact on Problematic Behaviors of Secondary Students with Emotional Behavioral Disorders Receiving Emotional And/Or School Social Work Services
■260 ▼a[Sl]▼bUniversity of Pittsburgh▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a88 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-05, Section: A.
■500 ▼aAdvisor: McCarthy, Tessa.
■5021 ▼aThesis (Ed.D.)--University of Pittsburgh, 2024.
■520 ▼aThis study investigates the impact of systematic communication and collaboration within Individualized Educational Plans (IEP) teams on out-of-school suspension rates among secondary students with Emotional Behavioral Disorders (EBD), who are recipients of Emotional and/or School Social Work Services. Employing a Responsive Collaborative Approach, the study emphasizes the significance of collaborative interventions in education, highlighting the importance of fostering meaningful relationships between educators and students. The findings reveal positive effects on educator collaboration, leading to improved communication and teamwork, and fostering a culture of collaboration within educational settings. A decrease in student behaviors indicates enhancements in classroom management and a more conducive learning environment, while increased academic success suggests positive impacts on learning outcomes. The study underscores the vital role of building meaningful educator-student relationships in reducing out-of-school suspensions and creating a supportive learning environment. The responsive collaborative approach emerges as a promising strategy, prioritizing proactive interventions over disciplinary measures, and facilitating student engagement and success in educational settings.
■590 ▼aSchool code: 0178.
■650 4▼aHealth care expenditures
■650 4▼aEmotions
■650 4▼aTeachers
■650 4▼aBehavior disorders
■650 4▼aChild & adolescent mental health
■650 4▼aSuicides & suicide attempts
■650 4▼aBehavioral psychology
■650 4▼aClinical psychology
■650 4▼aHealth sciences
■650 4▼aMental health
■650 4▼aSocial work
■650 4▼aEducation
■690 ▼a0384
■690 ▼a0622
■690 ▼a0769
■690 ▼a0566
■690 ▼a0347
■690 ▼a0452
■690 ▼a0515
■71020▼aUniversity of Pittsburgh.
■7730 ▼tDissertations Abstracts International▼g86-05A.
■790 ▼a0178
■791 ▼aEd.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164323▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
