INFORMATION TO USERS This material was produced from a m icrofilm copy of th e original docum ent. While the m ost advanced technological means to photograph and reproduce this docum ent have been used, th e quality is heavily dependent upon the quality of the original subm itted. The following explanation of techniques is provided to help you understand markings or patterns which m ay appear on this reproduction. 1 .T h e sign or "ta rg e t" for pages apparently lacking from th e docum ent photographed is "Missing Page(s)". If it was possible to obtain th e missing page(s) or section, they are spliced in to th e film along w ith adjacent pages. This m ay have necessitated cutting thru an image and duplicating adjacent pages to insure you com plete continuity. 2. When an image on th e film is obliterated with a large round black m ark, it is an indication th a t th e photographer suspected th a t th e copy m ay have moved during exposure and thus cause a blurred image. You will find a good image of d ie page in th e adjacent frame. 3. When a m ap, drawing or chart, etc., was p art of th e m aterial being photographed the photographer followed a definite m ethod in "sectioning" the m aterial. It is custom ary to begin photoing at th e upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until com plete. 4. The m ajority of users indicate th a t th e textual co n ten t is of greatest value, however, a som ew hat higher quality reproduction could be m ade from "photographs" if essential to th e understanding of the dissertation. Silver prints o f "photographs" m ay be ordered at additional charge by writing th e O rder D epartm ent, giving the catalog num ber, title, au th o r and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages m ay have indistinct print. Filmed as received. Xerox University Microfilms 300 North Z eeb Road Ann Arbor, M ichigan 48106 7 4 -1 3 ,9 6 6 SCHAFTENAAR, L a r r y S t u a r t , 1 9 4 3 A STUDY OF MICHIGAN PUBLIC SCHOOL CLASSROOMS FOR EMOTIONALLY DISTURBED CHILDREN RELATING SPECIFIC PROGRAM VARIABLES TO TEACHER JUDGMENTS OF PROGRAM ADEQUACY. M ic h ig a n S t a t e U n i v e r s i t y , P h . D . , 1973 E d u c a tio n , s p e c i a l U niversity M icrofilms, A XEROX C o m p a n y , A nn Arbor, M ichigan © 1974 LARRY STU A R T SCHAFTENAAR ALL RIGHTS RESERVED A STUDY OF MICHIGAN PUBLIC SCHOOL CLASSROOMS FOR EMOTIONALLY DISTURBED CHILDREN RELATING SPECIFIC PROGRAM VARIABLES TO TEACHER JUDGMENTS OF PROGRAM ADEQUACY By L arry S tu a r t S c h a fte n a a r A DISSERTATION S u b m itte d t o M ic h ig a n S t a t e U n i v e r s i t y in p a r t i a l f u l f i l l m e n t o f th e re q u ire m e n ts f o r th e d eg ree o f DOCTOR OF PHILOSOPHY D e p a rtm e n t o f E l e m e n t a r y and S p e c i a l E d u c a t i o n 1973 ABSTRACT A STUDY OF MICHIGAN PUBLIC SCHOOL CLASSROOMS FOR EMOTIONALLY DISTURBED CHILDREN RELATING SPECIFIC PROGRAM VARIABLES TO TEACHER JUDGMENTS OF PROGRAM ADEQUACY By L arry S tu a r t S c h a fte n a a r T h is r e s e a r c h i s an e v a l u a t i v e s t u d y o f M ic h ig a n ’ s p u b l i c s c h o o l c la s s r o o m s f o r e m o t i o n a l l y d i s t u r b e d c h i l d r e n . F i r s t , th e stu d y s o u g h t t h e s p e c i f i c c o n d i t i o n s u n d e r w hich t e a c h e r s i n t h e s e p ro g ra m s w ere w o r k in g . S eco n d , t h e s t u d y s o u g h t t h e a d e q u a c y o f d i f f e r e n t A re a s o f Program ming b a s e d on t e a c h e r s ' j u d g m e n ts . L a s t, th e stu d y d e te r ­ m ined b o t h t h e m ost e f f i c i e n t and t h e m o st s t r a i g h t f o r w a r d means o f p r e d i c t i n g a d eq u a cy from s p e c i f i c c o n d i t i o n s . The s t u d y h a d f i v e m a jo r o b j e c t i v e s . 1. D e m o n s tra te t h e s t a t u s o f a num ber o f s p e c i f i c c o n d i t i o n s i n M i c h ig a n 1s p r o g r a m s . 2. D evelop ju d g m e n ta l s t a n d a r d s f o r t h e p r e v i o u s c o n d i t i o n s and com pare t h e a c t u a l s t a t u s o f c o n d i t i o n s t o t h e s e ju d g m e n t a l sta n d a rd s. 3. D e term in e t h e r e l a t i v e q u a l i t y o f d i f f e r e n t A re a s o f P r o ­ gramming i n r e s p e c t t o how t h e y i n f l u e n c e t h e s e r v i c e p r o v i d e d t o c h i l d r e n b a s e d on t e a c h e r j u d g m e n t s . 4. D e te rm in e t h e r e l a t i v e c o n t r i b u t i o n o f s p e c i f i c c o n d i t i o n s t o t h e j u d g e d a d eq u a cy o f p ro g ra m a r e a s . 5. D evelop an i n i t i a l f o r m u l a t i o n o f t h e s e s p e c i f i c c o n d i t i o n s i n t o a fram ew ork w hich can u l t i m a t e l y b e u t i l i z e d by r e s e a r c h e r s and p r a c t i t i o n e r s as one a s p e c t o f p ro g ra m e v a l u a t i o n . Larry S tu a r t S c h a fte n a a r The s u b j e c t s w e r e draw n fro m t h e e n t i r e p o p u l a t i o n o f t e a c h e r s r e i m b u r s e d by t h e M ic h ig a n D e p a rtm e n t o f E d u c a t i o n t o t e a c h e m o t i o n a l l y d istu rb e d c h ild re n . T h is in c lu d e d a l l t h e p u b l i c s c h o o l t e a c h e r s o f e m o t i o n a l l y d i s t u r b e d c h i l d r e n i n M i c h ig a n , a n d e x c l u d e d t e a c h e r s i n p u b lic and p r i v a t e p s y c h i a t r i c i n s t i t u t i o n s . The d a t a w e re g a t h e r e d by means o f a m a i l e d q u e s t i o n n a i r e , an i n s t r u m e n t w h ic h was r e f i n e d , t h r o u g h p i l o t t e s t i n g , c o n s u l t a t i o n s w i t h e x p e r t s , a n d s t a t i s t i c a l a n a l y s i s , from an i n s t r u m e n t u s e d p r e v i o u s l y by t h e M ic h ig a n D e p a r tm e n t o f E d u c a t i o n , S p e c i a l E d u c a t i o n S e r v i c e s . The i n s t r u m e n t s o u g h t i n f o r m a t i o n c o n c e r n i n g t h o s e v a r i a b l e s d itio n s) (con­ c o n s i d e r e d t h e m o st i m p o r t a n t , t h e m o st o b j e c t i v e an d t h e m ost r e a d i l y c h a n g e a b l e w h ic h e f f e c t a t e a c h e r ' s a b i l i t y t o m ee t t h e needs o f e m o tio n a lly d is tu r b e d c h ild r e n . T h e s e c o n d i t i o n s w e re o r g a n i z e d i n t o s e v e n c a t e g o r i e s o f i n p u t s c a l l e d " A re a s o f P ro g r a m m in g ," and t e a c h e r s w e re a s k e d t o d e s c r i b e t h e a d e q u a c y o f e a c h A r e a o f Program m ing and t o r e p o r t t h e s t a t u s o f a num ber o f c o n d i t i o n s w i t h i n e a c h A re a o f P ro g ra m m in g . F in d in g s 1. T each ers o f s e l f c o n ta in e d c la ssro o m s (cla ssro o m t e a c h e r s ) show ed d i f f e r e n c e s on t h e r e s u l t s o f a l l r e s e a r c h q u e s t i o n s when c o m p a red t o t e a c h e r s i n . o t h e r c a p a c i t i e s te a c h e rs). (n o n -c la ssro o m I t was c o n c l u d e d t h a t c l a s s r o o m a n d n o n - c l a s s r o o m p o s i t i o n s s h o u l d b e c o n s i d e r e d s e p a r a t e l y when t h e i n p u t n e e d s o f e d u c a tio n a l program s f o r e m o tio n a lly d i s t u r b e d c h i l d r e n a r e e v a lu a te d . Larry S tu a r t S c h a fte n a a r E x p e r t s i n v a r y i n g c a p a c i t i e s showed a h i g h c o n s i s t e n c y i n ju d g m e n ts r e g a r d i n g t h e m in im al c o n d i t i o n s t h a t s h o u l d e x i s t f o r a t e a c h e r t o p ro v id e a d e q u a te s e r v i c e t o e m o tio n a lly d istu rb e d c h ild re n . A d d i t i o n a l l y , when t h e s e p o o l e d ju d g m e n ts a re a p p lie d to re p o rte d c o n d itio n s s ta te w id e , i t i s ap parent t h a t many c o n d i t i o n s a r e a t f a v o r a b l e l e v e l s o n l y 60 p e r c e n t o f th e tim e o r l e s s . I t was t h u s c o n c lu d e d t h a t t h e c o n s e n s u s o f a v a r i e t y o f e x p e r t s i s a p r o m i s i n g means o f e s t a b l i s h i n g p ro g ra m s t a n d a r d s w i t h p a r t i c u l a r p r o m is e b e i n g shown f o r e v a lu a tiv e p u rs u its o f th is n a tu re . I t was a l s o c o n c lu d e d t h a t r e s p o n s i b i l e p a r t i e s s h o u l d be v e r y c o n c e r n e d a b o u t t h e s t a t u s o f c e r t a i n c o n d i t i o n s i n M ic h ig a n p u b l i c s c h o o l p ro g ra m s f o r e m o tio n a lly d is tu r b e d c h ild r e n . The n u m e r i c a l means o f c l a s s r o o m and n o n - c l a s s r o o m t e a c h e r s ' d e s c r i p t i o n s o f A re a s o f Program m ing r a n g e d from v e r y good t o fa ir; c la s s r o o m t e a c h e r s w ere s i g n i f i c a n t l y d i f f e r e n t from n o n ­ c la s s r o o m t e a c h e r s when c o n s i d e r i n g a l l a r e a s ; and when e x a m in in g t h e s e v e n a r e a s s e p a r a t e l y , t h e two g ro u p s w e re s i g n i f i c a n t l y d i f f e r e n t on one A re a o f Program m ing. I t was c o n c lu d e d t h a t s t a t e w i d e , some A re a s o f Program m ing w e re o f a l e s s d e s i r a b l e s t a t u s t h a n o t h e r s , b u t t o make a c l e a r s t a t e ­ ment a b o u t t h e r e l a t i v e s t a t u s o f an a r e a , one m ust d i f f e r ­ e n t i a t e b e tw e e n c l a s s r o o m and n o n - c l a s s r o o m s i t u a t i o n s . F o u r t e e n M u l t i p l e R e g r e s s i o n S te p w is e D e l e t e A n a l y s i s f o r e a c h A re a o f P rogram m in g, s e p a r a t e l y f o r c l a s s r o o m and n o n - c l a s s r o o m t e a c h e r s showed t h a t i n e a c h c a s e d i f f e r e n t c o n d i t i o n s b e s t p r e d i c t e d t h e a d e q u a c y o f an A re a o f Program m ing. A d d itio n a lly , L arry S tu a r t S c h a fte n a a r in each case d i f f e r e n t p ro p o rtio n s o f th e v a ria n c e o f th e a d e q u a c y o f a r e a s was p r e d i c t e d fro m s p e c i f i c c o n d i t i o n s . In a l l c a s e s , t h e amount o f v a r i a n c e i n a d eq u a cy p r e d i c t e d by s p e c i f i c c o n d i t i o n s was s i g n i f i c a n t a t t h e .05 l e v e l . I t was c o n c lu d e d t h a t a d e q u a c y c o u l d b e p r e d i c t e d from s p e c i f i c c o n d i t i o n s , b u t t h a t t h e c o n d i t i o n s p r e d i c t i n g a d e q u a c y m ust b e d i f f e r e n t i a t e d on t h e b a s i s o f p o s i t i o n (c la ssr o o m and n o n ­ c la s s r o o m ) and A r e a s o f Program m ing. F o u r t e e n s e t s o f c r i t i c a l c o n d i t i o n s w e re e s t a b l i s h e d f o r t y p i c a l c l a s s r o o n and n o n - c l a s s r o o m t e a c h e r s f o r e a c h o f t h e s e v e n A re a s o f Program m ing. N e x t, f a v o r a b l e l e v e l s f o r e a c h c r i t i c a l c o n d i t i o n w e re e s t a b l i s h e d a n d , f i n a l l y , t h e s e fa v o ra b le le v e ls o f c r i t i c a l c o n d itio n s (FLCC's) w e re exam in ed i n t h e s i t u a t i o n s o f an i n d e p e n d e n t g ro u p o f t e a c h e r s w i t h g e n e r a l l y c o n firm in g r e s u l t s . I t was c o n c lu d e d t h a t t h e FLCC's p r o v i d e u s e f u l h y p o t h e s e s r e g a r d i n g w hat c o n d i t i o n s c a u s e A re a s o f P rogram m ing t o h a v e a p o s i t i v e e f f e c t on a t e a c h e r ’ s a b i l i t y t o m ee t t h e n e e d s o f e m o t i o n a l l y d i s t u r b e d c h ild re n . T h a t i s t o s a y , t h e FLCC's show p r o m is e as s p e c i f i c t h i n g s w h ich can b e done t o im p ro v e p r o g r a m s , b u t e x p e r i ­ m e n t a t i o n m ust t a k e p l a c e b e f o r e t h e FLCC's a r e r e p r e s e n t e d a s means o f r e m e d i a t i n g p ro g ra m d e f i c i t s . ACKNOWLEDGMENTS The a u t h o r w i s h e s t o e x p r e s s s i n c e r e a p p r e c i a t i o n t o t h e many p e o p l e who h e l p e d make t h i s s t u d y p o s s i b l e . To Dr. J . Edwin K e l l e r , c h a irm a n o f t h e g u i d a n c e c o m m itte e , f o r h i s t h o u g h t f u l a s s i s t a n c e and c o u n s e l t h r o u g h o u t t h i s s t u d y and t h r o u g h o u t t h e t o t a l d o c t o r a l p ro g ra m . A s p e c i a l n o t e o f a p p r e c i a t i o n i s e x t e n d e d t o D r. M a r y e l l e n K. McSweeney, c o m m itte e member, f o r h e r i n v a l u a b l e c o u n s e l d u r i n g t h e p re se n t research p ro je c t. To D r. F ra n k B run o, c o m m itte e member, f o r h i s a s s i s t a n c e and e n c o u ra g e m e n t t h r o u g h o u t t h e t h r e e y e a r s o f t h i s r e s e a r c h . To Dr. G i l b e r t M o user, c o m m itte e member, f o r h i s in v o lv e m e n t t h r o u g h o u t my d o c t o r a l p ro g ra m . To Mr. B e r t D o n a ld s o n , s t a t e d e p a r t m e n t c o n s u l t a n t f o r t h e e m o t i o n a l l y d i s t u r b e d , f o r h i s s u p p o r t and a s s i s t a n t . Maas f o r h i s t e c h n i c a l a s s i s t a n c e . To Mr. Jam es To Norma,- M ary, B ecky, and Andi f o r t h e i r d i l i g e n t an d c o n s c i e n t i o u s c l e r i c a l e f f o r t s . To my w i f e , Candy, and c h i l d r e n , T r a v i s and M a t t i , f o r t h e i r s u p p o r t and u n d e r s t a n d i n g . To my p a r e n t s , S t u a r t and H a r r i e t S c h a f t e n a a r , f o r t h e i r s u p p o r t and e n c o u ra g e m e n t t h r o u g h o u t my e d u c a tio n a l c a re e r. Above a l l , t h e a u t h o r w i s h e s t o ack n o w le d g e t h e d e v o te d t e a c h e r s and p r o f e s s i o n a l s c o n c e r n e d w i t h e d u c a t i n g M i c h ig a n ’s e m o tio n a lly d is tu r b e d c h ild r e n . W ith o u t t h e i r e x c e l l e n t c o o p e r a t i o n t h i s r e s e a r c h w ould n o t h a v e b e e n p o s s i b l e . TABLE OF CONTENTS Page LIST OF TABLES................................................................................................. v ii LIST OF FIGURES......................................................................................................... v i i i C h a p te r I . INTRODUCTION........................................................................................................... P u r p o s e an d O b j e c t i v e s 1 ......................................................................... 7 I I . METHODOLOGY.................................................................................................................. 9 I n t r o d u c t i o n ...................................................................................................... H ie S u r v e y Q u e s t i o n n a i r e and A s s o c i a t e d T e r m in o lo g y . . 9 10 C la s s ro o m T e a c h e r s (CR) v s . N o n -C la ssro o m T e a c h e r s CNCR)....................................................................................... A re as o f P r o g r a m m i n g ......................................................................... S p e c i f i c C o n d i t i o n s ................................................................................ C o n d i t i o n L e v e l s ....................................................................................... J u d g m e n ta l S t a n d a r d s ......................................................................... P e r c e i v e d A dequacy C P A ) .................................................................. E m p i r i c a l S t a n d a r d s ................................................................................ 10 10 11 11 12 12 13 S u b j e c t s ................................................................. R esearch Q u estio n s ............................................ P r o c e d u r e s i n D ev elo p m en t o f t h e Q u e s t i o n n a i r e . . . S p e c i f i c D i s s e m i n a t i o n , F o llo w - u p and F e e d b a c k P r o c e d u r e s ...................................................................................................... 21 I I I . FINDINGS.......................................................................................................................... 23 R esearch Q u e stio n I R esearch Q u e stio n I I . R esearch Q u e stio n I I I . 13 15 18 23 25 32 C h a p te r IV. Page R e s e a r c h Q u e s t i o n I V .............................................................................. R e s e a r c h Q u e s t i o n V ............................................................................... 39 61 DISCUSSIONS AND IMPLICATIONS.................................................................. 86 S u m m a r y .......................................... F i n d i n g s ........................................................................................................... Some O b s e r v a t i o n s on t h e S t u d y ......................................................... D i s c u s s i o n o f R e s e a rc h R e s u l t s ......................................................... 86 87 90 93 R e s e a rc h R e s e a rc h R esearch R esearch R esearch Q u estio n Q u estio n Q u estio n Q u estio n Q u e stio n I .............................................................................. ....................................................................... II I I I ....................................................................... IV ....................................................................... V............................................................................. 94 95 97 99 101 F u r t h e r A n a ly s e s W ith t h e P r e s e n t D a t a .................................... F u t u r e S t e p s .................................................................................................... 105 109 BIBLIOGRAPHY.............................................................................................................................. 115 APPENDICES A ppendix A. S u rv e y I n s t r u m e n t .............................................................................................. 118 B. F re q u e n c y and P e r c e n t a g e s o f R e s p o n s e s , J u d g m e n ta l S t a n d a r d s and F r e q u e n c i e s and P e r c e n t a g e s o f I n d i v i d u a l s Above an d Below J u d g m e n ta l S t a n d a r d s . . 130 L e t t e r t o S u p e r i n t e n d e n t s I n f o r m i n g Them T h a t t h e S u rv e y W i l l b e C o n d u c te d ........................................................................ 152 L e t t e r t o S u p e r i n t e n d e n t s I n f o r m i n g Them o f t h e I n f o r m a t i o n A v a i l a b l e f o r T h e i r D i s t r i c t and R e q u e s t i n g T h a t They D i s t r i b u t e t h e -Surveys t o T h e i r T e a c h e r s ............................................................................................. 153 L e t t e r t o S u p e r i n t e n d e n t s R e q u e s t i n g Them t o D i s t r i b u t e t h e E n c lo s e d R em in d ers t o T h e i r T e a c h e r s Who Had N ot R e tu r n e d t h e S u rv e y I n s t r u m e n t ............................. 155 L e t t e r t o T e a c h e r s R em inding Them t o R e tu r n t h e S u rv e y I n s t r u m e n t ...................................................................................... 156 Form Used t o E l l i c i t E x p e r t s ' Ju d g m e n ts f o r J u d g m e n ta l S t a n d a r d s ............................................................................... 157 C. D. E. F. G. v . C h a p te r Page H. Form Used t o E l l i c i t E x p e r t ' s R a n k in g o f t h e R e l a t i v e I m p o rta n c e o f A reas o f Program m ing I n c l u d e d Are t h e R e s u l t s o f T h is R a n k i n g ........................................................................ 172 I. P earso n C o r r e l a ti o n C o e f f i c ie n t s ( r ) and R a tio s f o r C ro ss V a l i d a t i o n P r o c e d u r e 2 ........................................................................ 173 J. R a t i o s f o r C ro ss V a l i d a t i o n P r o c e d u r e 3 ............................................ K. An Example o f F eed b ack S e n t t o D i s t r i c t s .............................................183 vi 178 LIST OF TABLES T a b le 1. 2. P age Numbers and P e r c e n t a g e s o f C o n d i t i o n s a t D i f f e r e n t L e v e ls o f J u d g e A g reem en t ........................................... 29 D i s t r i b u t i o n o f C o n d i t i o n s A c c o r d in g t o P e r c e n t a g e o f T eachers R e p o rtin g a Judged U n fav o rab le C o n d itio n . . . 30 3. Means and S t a n d a r d D e v i a t i o n s f o r A re a s o f P ro gram m ing . . 34 4. M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e f o r C la s s ro o m T e a c h e r s V e rsu s N o n -C la ssro o m T e a c h e r s .......................................... 2 38 5. R V a lu e s f o r MCA a n d MRSD A n a l y s i s ................................................... 57 6. O b ta in e d F r e q u e n c i e s (OF) and E x p e c te d F r e q u e n c i e s (EF) f o r C o n d i t i o n L e v e ls A c c o r d in g t o PA L e v e l ............................. 68 P e r C ent o f T e a c h e r s A c c o rd in g t o PA L e v e l and Number o f C r i t i c a l C o n d i t i o n s a t F a v o r a b l e L e v e ls . . . . . . 70 F re q u e n c y and P e r c e n t a g e s o f I n d i v i d u a l s W ith D i f f e r e n t Numbers o f F a v o r a b l e C r i t i c a l C o n d i t i o n s and D i f f e r e n t PA L e v e l s ........................................................................................................... 78 F re q u e n c y o f High S c o r e r s and Low S c o r e r s an d N e u tr a l/L o w PA L e v e l s ........................................................................................................... 81 F r e q u e n c y o f High E xtrem e S c o r e r s and Low E x trem e S c o r e r s a t High and N e u tra l/L o w PA L e v e l s .................................................. 83 V a l i d a t i o n P r o c e d u r e s P a s s i n g C r i t e r i a ............................................ 84 7. 8. 9. 10. 11. v ii LIST OF FIGURES F ig u re Page 1. V a r i a b l e s t o Exam ine i n P rogram E v a l u a t i o n ..................................... 5 2. Means f o r C la s sro o m and N o n -C la ssro o m T e a c h e r s f o r A reas o f P ro gram m ing.................................................................................................... 35 v iii CHAPTER I INTRODUCTION C la s sro o m p ro g ra m s f o r e m o t i o n a l l y d i s t u r b e d c h i l d r e n a r e r a p i d l y e x p a n d in g i n num ber t h r o u g h o u t t h e U n i t e d S t a t e s . T hese s p e c i a l i z e d e d u c a t i o n a l p ro g ra m s w e re f i r s t a p p ro v e d f o r s t a t e re im b u rs e m e n t i n M ic h ig a n i n 196 0. In t h e 1961-62 s c h o o l y e a r , t h e r e w ere 16 o f t h e s e p r o g r a m s ; i n 1 9 6 5 -6 6 , t h e r e w e re 90 o f t h e s e p r o g r a m s ; i n 1 9 6 8 -6 9 , t h e r e w ere 262 o f t h e s e p ro g ra m s and i n 1 9 7 1 -7 2 , t h e r e w ere 489 o f t h e s e p r o g r a m s . The J o i n t Commission on M e n ta l H e a l t h f o r C h i l d r e n (19691 h a s i n d i c a t e d t h a t many e m o t i o n a l l y d i s t u r b e d c h i l d r e n a r e n o t b e i n g s e r v e d and a l a r g e p r o p o r t i o n o f t h e s e c h i l d r e n w i l l h a v e t o b e s e r v e d by s p e c i a l e d u c a t i o n t e a c h e r s . M ic h ig a n D e p a rtm e n t o f E d u c a t i o n f i g u r e s show t h a t f u r t h e r r a p i d e x p a n s i o n o f t h e s e p ro g ra m s can be e x p e c t e d i n t h e f u t u r e . The p r e s e n t r a p i d e x p a n s i o n i s t a k i n g p l a c e w i t h no c o n c u r r e n t c o m p re h e n s iv e r e s e a r c h e f f o r t t o d e t e r m i n e what i s o c c u rrin g i n th e s e p ro g ram s, what ty p e o f re s o u rc e s a re b e in g made a v a i l a b l e t o t h e s e p ro g ra m s a n d , s p e c i f i c a l l y , w h a t r e s o u r c e s a r e m ost i m p o r t a n t t o t h e f u n c t i o n i n g o f t h e s e p r o g r a m s . A n g e llo tti (1967) d i d a s t u d y o f t h e s e p ro g ra m s i n M ic h ig a n w hich r e p o r t e d t h e num bers and t h e f a c t o r s s e e m in g ly m ost i m p o r t a n t i n t h e i r e sta b lis h m e n t. S tu d ie s have been r e p o r te d re g a rd in g th e 1 2 p ro g ra m s i n O hio ( 1 9 6 8 ) , T ex as ( 1 9 6 7 ) , and I l l i n o i s (19 6 7). T h ese s t u d i e s a l l r e p o r t d e s c r i p t i v e s t a t i s t i c s r e g a r d i n g t h e num ber o f c h i l d r e n i n a c l a s s r o o m , r e s o u r c e s a v a i l a b l e , num ber o f c l a s s r o o m s , e tc . A s t u d y by H e r s h o r e n (1970) r e p o r t e d s i m i l a r s t a t i s t i c s n a tio n a l sc a le . A s t u d y b y M orse a n d o t h e r s c o m p r e h e n s iv e e f f o r t t o d a t e . on a (1964) r e p r e s e n t s t h e m ost I t was c o n d u c t e d on a n a t i o n a l s c a l e and s t u d i e d b o t h w hat was o c c u r r i n g i n e m o t i o n a l l y d i s t u r b e d (ED) p r o g ra m s and t h e r e s o u r c e s t h a t w e re made a v a i l a b l e t o t h e s e p r o g r a m s ; h o w e v e r , t h e r e l a t i o n s h i p b e tw e e n t h e s e phenom ena was n o t e s t a b l i s h e d . Most a r t i c l e s c o n c e r n i n g ED c h i l d r e n h a v e b e e n d e s c r i p t i o n s o f p r o j e c t s , c l i n i c a l c a se s t u d i e s o r s u g g e s te d m e th o d o lo g ie s f o r p r o ­ gram s ( G l a v i n an d Quay, 1969; M orse and D y e r, 1963; B a lo w , 1 9 6 6 ) . A t te m p ts t o d e t e r m i n e t h e k e y f a c t o r s t h a t i n f l u e n c e t h e t y p e o f s e r v i c e t h a t c h il d r e n r e c e i v e hav e m ain ly r e v o lv e d aro u n d s tu d y in g p e rs o n a lity t r a i t s 1 9 6 3 ). o f t h e t e a c h e r (M ackie and o t h e r s , 1 9 5 7 ; D o rw ard , A few a t t e m p t s h a v e b e e n made t o d e t e r m i n e t h e o v e r a l l e f f i c a c y o f s p e c i a l c l a s s p r o g r a m s f o r ED c h i l d r e n (R u b in and o t h e r s , 1966; R a d in and o t h e r s , 1966; V a c c , 1 9 7 2 ). A g ro u p o f w r i t e r s h a v e s t r e s s e d t h e i n a d e q u a c y o f r e s e a r c h t h a t m e r e ly s t u d i e s t h e o v e r a l l e f f e c t i v e n e s s - o f a c e r t a i n t y p e o f t r e a t m e n t (Balow and R e n o ld s , 1 97 2; B r a c h t a n d G l a s s , 1 9 6 8 ) . T hey w ould u r g e t h e u s e o f d e s i g n s t h a t p e r m i t t h e s t u d y o f i n t e r a c t i o n s o f c h i l d , t e a c h e r and p ro g r a m v a r i a b l e s ( i . e . , w hat ty p e o f c h il d r e n s u b j e c t e d t o w hat t y p e o f p r o g r a m , w i t h w hat t y p e o f t e a c h e r h a s w hat k i n d o f e f f e c t on c h i l d r e n ) . The r e s e a r c h r e p o r t e d i n t h e f o l l o w i n g p a g e s h a s no d i r e c t l y r e l a t e d p r e c e d e n t i n any r e p o r t e d r e s e a r c h . The r e s e a r c h r e p o r t e d on 3 th e p re v io u s p ag es i s th e o n ly r e s e a r c h a v a i l a b l e t h a t r e l a t e s t o th e p r e s e n t r e s e a r c h , and t h e r e l a t i o n s h i p i s a t b e s t a p a r t i a l o r t a n g e n t i a l one. I t i s i m p o r t a n t t o e m p h a siz e t h a t t h e f o l l o w i n g r e s e a r c h was u n d e r t a k e n b e c a u s e o f a c l e a r l y f e l t n e e d w i t h i n M ic h ig a n . The form o f t h e r e s e a r c h , t h e c o n t e n t o f t h e r e s e a r c h and t h e g o a l s o f t h e r e s e a r c h a l l stemmed from t h i s n e e d . W ith t h i s r e s e a r c h f o c u s e d upon t h e i d i o s y n c r a t i c n e e d s o f M ic h ig a n p ro g ra m s and p e r s o n n e l , i t comes as n o s u r p r i s e t h a t t h i s r e s e a r c h e f f o r t i s d i f f e r e n t fro m any p re v io u sly re p o rte d . A lth o u g h t h e r e v ie w o f r e s e a r c h i s l i m i t e d , i t s h o u l d n o t b e i n t e r p r e t e d t h a t v e r y l i t t l e p r o f e s s i o n a l l i t e r a t u r e was u s e d as a b a s is f o r t h is stu d y . Many s o u r c e s o f p r o f e s s i o n a l l i t e r a t u r e p r o ­ v i d e d t h e c o n c e p t u a l fram ew ork f o r t h e s t u d y as w e l l as t h e b a s e s f o r d e c i s i o n s on r e s e a r c h p r o c e d u r e s . A r e v ie w o f p r e v i o u s r e s e a r c h r e l a t i n g t o t h i s c o n c e p t u a l fram ework i s p r e s e n t e d i n t h i s c h a p t e r . O th er p r o f e s s i o n a l l i t e r a t u r e re le v a n t to s p e c i f i c is s u e s in th e d e sig n o r i n t e r p r e t a t i o n o f th e f i n d i n g s o f t h i s s t u d y i s r e v ie w e d as t h e i s s u e s a r i s e . A m a j o r c o n c e r n i n t h i s r e s e a r c h was p r a c t i c a l i t y . S p e c ific " p r a c t i c a l i t y " c o n s i d e r a t i o n s w e re t h a t a m in im a l amount o f r e s o u r c e s w ould b e u s e d t o c a r r y o u t t h e r e s e a r c h , t h a t t h e r e s e a r c h w ould i n t r u d e upon t h e f i e l d as l i t t l e as p o s s i b l e , t h a t t h e i n f o r m a t i o n w ould be im m e d ia te l y a p p l i c a b l e , t h a t t h e i n f o r m a t i o n was t h a t d e s i r e d by c o n su m e rs, and t h a t co n su m ers w ould b e p r o v i d e d m e a n in g f u l i n f o r ­ m a tio n . 4 A n o th e r c o n c e r n b e a r i n g on t h e s t u d y ' s p r a c t i c a l i t y r e l a t e d to th e q u e s tio n : "Toward whom s h o u l d t h e i n f o r m a t i o n b e d i r e c t e d ? " I t was c o n c lu d e d t h a t M ic h ig a n s p e c i a l e d u c a t i o n d i r e c t o r s a r e t h e s o u r c e o f g r e a t e s t i n f l u e n c e upon ED c la s s r o o m s a n d , t h e r e f o r e , t h e i n f o r m a t i o n was d i r e c t e d to w a r d t h i s g r o u p . S p e c i a l e d u c a t i o n d i r e c t o r s w e re i n f o r m a l l y i n t e r v i e w e d and i t was c o n c lu d e d t h a t , f o r r e s e a r c h t o b e m e a n in g f u l t o t h e s e i n d i v i ­ d u a l s , i t w o u ld h a v e t o m eet t h e f o l l o w i n g s t i p u l a t i o n s : 1. The c o u r s e o f a c t i o n i t s u g g e s t s f o r them m u st b e c o n c r e t e and w e l l s p e l l e d o u t . 2. The c o n s e q u e n c e s t h a t t h e y c an e x p e c t from t h e i r a c t i o n ( s ) m ust be s t r a i g h t f o r w a r d and u n q u a l i f i e d . 3. The c o u r s e o f a c t i o n t h e y em ploy m ust b e f l e x i b l e s o t h a t i t c a n be a d j u s t e d t o t h e u n iq u e f e a t u r e s o f t h e i r d i s t r i c t . A n o th e r g u i d i n g p r i n c i p l e o f t h i s r e s e a r c h was t h a t i t s h o u l d a f f e c t p ro g ra m s c u r r e n t l y i n e x i s t e n c e and s h o u l d d i r e c t i t s e n e rg ie s to w a rd g e t t i n g r e s u l t s w hich w ould p e r m i t p ro g ra m im prov em ent w i t h t h e minimum and m ost e f f i c i e n t e x p e n d i t u r e s o f r e s o u r c e s . I t was t h u s r e a d ily a p p aren t t h a t t h i s n e c e s s ita te d th e d isc o v ery o f p ro ced u res t h a t c o u ld b e u n d e r t a k e n w i t h o u t c h a n g i n g C l)’ t h e t e a c h e r , a d m in istra to r, (3) t h e p ro g ra m o r i e n t a t i o n , o rie n ta tio n s of in d iv id u a ls , (2) t h e (4) t h e t h e o r e t i c a l (5) t h e s p e c i f i c e d u c a t i o n a l t e c h n i q u e s , and (6) t h e s e r v i c e mode. I t t h e n becam e a p p a r e n t t h a t t o a c h i e v e t h e s e e nd s i t w ould b e n e c e s s a r y t o d i s c o v e r s p e c i f i c a c t i o n s t h a t c o u ld b e t a k e n t o im p ro v e t h e s e r v i c e t h a t an e x i s t i n g t e a c h e r p r o v i d e s t o c h i l d r e n . The con ­ c e p t u a l i z a t i o n d ev elo p ed t o g u id e t h i s r e s e a r c h i s p r e s e n te d in 5 F i g u r e 1. TTiis c o n c e p t u a l i z a t i o n p a r a l l e l s t h e e v a l u a t i o n m od els o f S t a k e (1967) and S t u f f l e b e a m ( 1 9 6 8 ). INPUT Program F e a tu re s PROCESS PRODUCT E n v ir o n m e n ta l In flu en c es -> /N Teacher C h a ra c te ris tic s C h i l d 8 Group C h a r a c t e r i s t i cs F i g u r e 1. > 1 -> E d u c a tio n a l P rocesses 1 * C h ild Growth "O th er" S e rv ice s 1 V a r i a b l e s t o Examine i n P ro g ra m E v a l u a t i o n . S t a k e s t a t e s t h a t t h e r e a r e t h r e e t y p e s o f v a r i a b l e s t h a t m ust be co n sid ere d in e v a lu a tio n : p ro d u c t. (1) a n t e c e d e n t , (2) t r a n s a c t i o n , and (3 ) S tu ffleb e am s t a t e s t h a t t h e r e a re fo u r ty p e s o f v a r i a b le s t h a t m ust b e c o n s i d e r e d i n an e v a l u a t i o n : p r o c e s s , and (4) o u tco m e. (1) c o n t e x t , (2) i n p u t , (3 ) "Outcom e" and " P r o d u c t " h a v e an e q u i v a l e n t m ean in g f o r e d u c a t o r s ; t h a t i s , t h e g ro w th shown b y a c h i l d as a co n ­ sequence o f h is e d u c a tio n a l e x p e rie n c e . l a b e l e d C h i l d Growth i n F i g u r e 1. T h is c o r r e s p o n d s t o t h e cube " T r a n s a c t i o n " and " P r o c e s s " a g a in h a v e a n e q u i v a l e n t m eaning f o r e d u c a t o r s ; t h a t i s , t h e y r e f e r t o t h o s e th in g s t h a t happen to a c h i l d i n th e sc h o o l s e t t i n g . T h is c o r r e s p o n d s t o t h e cube l a b e l e d E d u c a t i o n a l P r o c e s s e s i n F i g u r e 1. The te r m s " C o n t e x t " and " I n p u t " as u s e d by S t u f f l e b e a m , and t h e t e r m " A n t e c e d e n t " a s u s e d by S t a k e a l l r e f e r f o r e d u c a t i o n a l 6 purposes t o th e d i f f e r e n t fo rc e s t h a t e f f e c t th e e d u c a tio n a l p ro c e ss t h a t a c h ild u n d erg o es. F ig u re 1 p r e s e n ts t h r e e cubes t o r e p r e s e n t th e t h r e e m a jo r f o r c e s w hich a f f e c t t h e e d u c a t i o n a l p r o c e s s . The T e a c h e r C h a r a c t e r i s t i c s cube r e f e r s t o t h e s k i l l s , k n o w le d g e , e x p e r i e n c e and p erso n al q u a litie s a te a c h e r b rin g s to th e tea ch in g s itu a tio n . C h ild and Group C h a r a c t e r i s t i c s r e f e r s t o b o t h t h e i d i o s y n c r a c i e s o f c h i l d r e n ( i . e . , t h e IQ, a g e , m a t u r i t y l e v e l , e t c . ) and t h e i d i o s y n c r a c i e s o f g r o u p s ( i . e . , age r a n g e , nu m b er, r e a d i n g v a r i a b i l i t y , e t c . ) . P rogram F e a t u r e s r e f e r s t o a l l t h e t h i n g s g o i n g on i n a s c h o o l w h ich im p in g e upon a t e a c h e r ' s f u n c t i o n i n g ( e . g ., e d u c a tio n a l p la n n in g , su p p o rtiv e p ro v isio n s, le a d e rs h ip , in se x v ic e , e t c . ) . The p r e s e n t r e s e a r c h f o c u s e s i t s a t t e n t i o n up on t h e i n p u t t y p e o f v a r i a b l e s and how t h e y a f f e c t p r o c e s s v a r i a b l e s . That i s , i t a t t e m p t s t o f i n d c l u e s r e g a r d i n g w hat c an b e done t o c a u s e a p o s i t i v e chang e i n E d u c a t i o n a l P r o c e s s e s . T h is r e s e a r c h s p e c i f i c a l l y f o c u s e s on Program F e a t u r e s and Group C h a r a c t e r i s t i c s . The c h a r a c t e r i s t i c s o f i n d i v i d u a l c h i l d r e n w ere o m i t t e d f o r a num ber o f r e a s o n s . B e ca u se d i s t r i c t s p r e s e n t l y have r a t h e r e x te n s iv e e v a lu a tiv e p ro c e d u re s , th e amount o f d a t a on c h i l d r e n i s o v e rw h e lm in g a n d , i n any e v e n t , t h e c h i l d r e n may a l l r e q u i r e s e r v i c e r e g a r d l e s s o f t h e i r u n i q u e c h a r a c t e r ­ istic s. On t h e o t h e r h a n d , e v a l u a t i o n o f t h e c o m p o s i t i o n o f g r o u p s , i n t e r m s o f m a jo r c h a r a c t e r i s t i c s , may s h e d some l i g h t on u s e f u l g r o u p in g s o f c h i l d r e n f o r s e r v i c e . The c h a r a c t e r i s t i c s o f t e a c h e r s w ere o m i t t e d s i n c e i t was n o t a p u r p o s e o f t h i s s t u d y t o recommend c e r ta in ty p es o f te a c h e rs ty p es o f t e a c h e r s ) . ( i m p l i c i t l y s u g g e s t i n g t h e re m o v a l o f c e r t a i n A l s o , an a t t e m p t t o d e t e r m i n e w h a t t y p e s o f 7 t e a c h e r s n e e d w h at t y p e s o f i n p u t c o n d i t i o n s was c o n s i d e r e d w e l l o u t ­ s id e th e focus o f t h i s stu d y . I t was i n t e n d e d i n t h i s r e s e a r c h t o d i v i d e p ro g ra m s i n t o a num ber o f a r e a s an d t h e n t o s t u d y e a c h a r e a t o d e t e r m i n e w hat d i f f e r ­ e n t i a t e d when t h i s p o r t i o n o f t h e p ro g ra m was g o i n g w e l l from when i t was n o t g o in g w e l l . More s p e c i f i c a l l y , we w is h e d t o ex am in e p ro g ra m s i n M ic h ig a n a s t h e y e x i s t e d by s t u d y i n g a s p e c t s o f p ro g ra m s t h a t seem ed t o b e g o in g f a i r l y w e l l an d t h e n i s o l a t i n g s p e c i f i c c o n d i t i o n s w hich seem t o s e p a r a t e t h e i n d i v i d u a l p ro g ra m s t h a t a r e g o in g w e l l from t h o s e t h a t a r e n o t . P u r p o s e and O b j e c t i v e s The p r e s e n t r e s e a r c h i s s e e n as b e i n g o n l y an i n i t i a l s t e p i n a lo n g r a n g e r e s e a r c h p r o j e c t . The u l t i m a t e p u r p o s e o f t h i s l o n g r a n g e r e s e a r c h p r o j e c t w ould b e t o e s t a b l i s h an e f f i c i e n t means o f i s o l a t i n g p ro b le m a r e a s i n p ro g ra m s and t h e n t o h a v e e x p e r i m e n t a l l y p r o v e n p r o c e d u r e s f o r re m e d y in g t h e s e p r o b l e m s . The g e n e r a l p u r p o s e o f t h e f o l l o w i n g r e s e a r c h was t o d e v e l o p a fram ew ork f o r a s s e s s i n g p ro g ra m s and t h e n th r o u g h e x t e n s i v e e m p i r i c a l e x a m i n a t i o n , t o t r y t o e s t a b l i s h some p o s s i b l e e x p l a n a t i o n s f o r p ro g ra m d e f i c i e n c i e s . More s p e c i f i ­ c a l l y , t h e p u r p o s e o f t h e f o l l o w i n g r e s e a r c h was t o e s t a b l i s h an i n i t i a l e v a l u a t i o n sy s te m w h ich w ou ld a p p e a r t o l o c a t e p r o b le m s i n p ro g ram s and t h e n t o p r o v i d e s p e c i f i c h y p o t h e s e s r e g a r d i n g w hat c a n be done t o rem edy t h e s e p r o b le m s . T h is p u r p o s e was b r o k e n down i n t o t h e fo llo w in g o b j e c t i v e s . 1. D e m o n s tr a te t h e s t a t u s o f a num ber o f s p e c i f i c c o n d i t i o n s i n M ic h ig a n p r o g r a m s . T h e s e c o n d i t i o n s w e re t h o s e t h a t c o n c e r n e d p r o f e s s i o n a l s c o n s i d e r e d m o st i m p o r t a n t i n a f f e c t i n g a 8 t e a c h e r ' s a b i l i t y t o m ee t t h e n e e d s o f t h e c h i l d r e n s h e s e r v e s . A d d itio n a l re q u ire m e n ts o f th e s e c o n d itio n s a re t h a t t h e y b e o b j e c t i v e and t h a t t h e y r e l a t e t o t h e g r o u p i n g o f c h i l d r e n an d t h e p ro g ra m f e a t u r e s p r e v i o u s l y d e s c r i b e d . 2. D evelop j u d g m e n ta l s t a n d a r d s f o r t h e p r e v i o u s c o n d i t i o n s and compare t h e a c t u a l s t a t u s o f c o n d i t i o n s t o t h e s e ju d g m e n t a l sta n d a rd s. 3. D e te rm in e t h e r e l a t i v e q u a l i t y o f d i f f e r e n t a r e a s o f p r o ­ gramming i n r e s p e c t t o how t h e y i n f l u e n c e t h e s e r v i c e p r o v i d e d t o c h i l d r e n b a s e d on t e a c h e r j u d g m e n t s . 4. D e te rm in e t h e r e l a t i v e c o n t r i b u t i o n o f s p e c i f i c c o n d i t i o n s t o t h e j u d g e d a d e q u a c y o f p ro g ram a r e a s . 5. D evelo p an i n i t i a l f o r m u l a t i o n o f t h e s e s p e c i f i c c o n d i t i o n s i n t o a fram ew ork w hich c a n u l t i m a t e l y b e u t i l i z e d b y r e s e a r c h e r s and p r a c t i t i o n e r s as one a s p e c t o f p ro g ram e v a l u a t i o n . CHAPTER I I METHODOLOGY In tro d u c tio n T h is s t u d y r e p o r t s a n a l y s e s o f r e s p o n s e s t o a s i n g l e q u e s t i o n ­ n a ire . T h is q u e s t i o n n a i r e i s r e l a t i v e l y com plex i n s t r u c t u r e , i n v o l v i n g s e v e r a l d i f f e r e n t t y p e s o f i t e m s , and r e s p o n s e s w e re t r e a t e d i n d i f f e r e n t ways f o r d i f f e r e n t p u r p o s e s . I t w ould be d i f f i c u l t f o r t h e r e a d e r t o p e r c e i v e t h e i n t e n t o f t h e r e s e a r c h q u e s t i o n s w i t h o u t an u n d e r s t a n d i n g o f t h e q u e s t i o n n a i r e and t h e t e r m i n o l o g y d e v e l o p e d t o r e f e r t o p a r t s o f t h e q u e s t i o n n a i r e and ways o f c a t e g o r i z i n g r e s p o n s e s . T h e r e f o r e , i n t h i s c h a p t e r an e x p l a n a t i o n o f t h e q u e s t i o n n a i r e and d e f i n i t i o n s o f th e a s s o c ia te d te rm in o lo g y w i l l p re c e d e a p r e s e n t a t i o n o f th e s p e c if ic re s e a rc h q u e stio n s. I n a d d i t i o n , much o f t h e d e s c r i p t i o n o f t h e m e th o d o lo g y w i l l b e d e l a y e d , t o b e p r e s e n t e d i n c o n j u n c t i o n w i t h t h e f i n d i n g s i n C h a p te r III. B ecau se o f t h e i n h e r e n t c o m p l e x i t y o f some o f t h e a n a l y t i c p r o c e d u r e s u s e d , i t was f e l t t h a t t h i s t y p e o f o r g a n i z a t i o n w ould p l a c e l e s s b u r d e n on t h e r e a d e r . 9 10 The S u r v e y Q u e s t i o n n a i r e an d A s s o c i a t e d T e r m in o lo g y The q u e s t i o n n a i r e i s p r e s e n t e d i n A p p e n d ix A. I t w i l l be e x p la in e d h e r e th ro u g h t h e d e f i n i t i o n s o f term s r e l a t i n g t o i t and n e c e s s a r y t o an u n d e r s t a n d i n g o f t h e a n a l y s e s . C la s s ro o m T e a c h e r s fCR) v s . NonC la s s ro o m T e a c h e r s (NCR) The a n a l y s e s g e n e r a l l y t r e a t CR’ s an d NCR's a s s e p a r a t e g r o u p s . The t e a c h e r s p l a c e d t h e m s e l v e s i n t h e s e g roups by t h e i r c h o ic e o f one o f th e f o llo w in g o p tio n s in a q u e s t i o n n a i r e ite m . 1. C la s s r o o m T e a c h e r : "except fo r th e p o s s ib le in te g ra tio n in to o t h e r c l a s s r o o m s an d o t h e r s p e c i a l s e r v i c e s , y o u w ork w i t h a c e r t a i n gro u p o f c h i l d r e n th r o u g h o u t th e d ay , and you a r e th e on e p r i m a r i l y r e s p o n s i b l e f o r t h e i r e d u c a t i o n a l d e v e l o p m e n t . " 2. N o n -C la s s ro o m T e a c h e r : " m o st o f t h e c h i l d r e n y o u s e r v e a r e e n ro lle d in o th e r te a c h e r s ' c la ss ro o m s . You may s e r v e them i n d i v i d u a l l y , i n sm a ll g ro u p s, o r th ro u g h t h e i r t e a c h e r s , b u t m o st o f them s p e n d m o st o f t h e day w i t h p e r s o n n e l o t h e r t h a n y o u rs e lf." A re a s o f Program m ing The th e se seven s u r v e y i n s t r u m e n t was d i v i d e d i n t o s e v e n s e c t i o n s . s e c tio n s co rresp o n d ed to a g e n e ra l c a te g o ry o f in p u ts t h a t in f lu e n c e a program f o r e m o tio n a lly d i s t u r b e d c h i l d r e n . g o r i e s o r s e c t i o n s w e re c a l l e d " A r e a s o f P ro g r a m m in g ." a re a s used a re th e fo llo w in g : I. II. E ach o f S t u d e n t C o m p o s i t i o n - - " W o r k a b i l i t y " o f Group A t t i t u d i n a l C lim a te T hese c a t e ­ The s e v e n 11 III. IV. V. VI. V II. E d u c a t i o n a l P l a n n i n g and S c r e e n i n g P r o v i s i o n s S u p p o r t i v e P r o v i s i o n s and P e r s o n n e l A v a ila b ility o f I n s tr u c tio n a l M a terials I n s e r v i c e and P r o f e s s i o n a l Im provem ent O p p o r t u n i t i e s A d m i n i s t r a t i v e D i r e c t i o n and L e a d e r s h i p S p e c if i c C o n d itio n s TTie s p e c i f i c q u e s t i o n s t h a t w ere a s k e d i n t h e s u r v e y a l l f e l l u n d e r o ne o f t h e s e v e n A re a s o f P rogram m ing. F o r e x a m p le , u n d e r t h e A re a o f Program m ing, " E d u c a t i o n a l P l a n n i n g and S c r e e n i n g P r o v i s i o n s " q u e s t i o n s w ere a s k e d su c h a s ; who a t t e n d e d t h e p l a n n i n g s c r e e n i n g m e e t i n g s , how o f t e n t h e s e m e e tin g s w e re h e l d , i f t h e t e a c h e r f e l t t h e y h a d an a d e q u a te v o i c e i n t h e s e m e e t i n g s , e t c . The s p e c i f i c q u e s t i o n s u n d e r e a c h a r e a o f program m ing w ere c a l l e d " S p e c i f i c C o n d i t i o n s . " C o n d i t i o n L e v e ls The q u e s t i o n s r e g a r d i n g s p e c i f i c c o n d i t i o n s v a r i e d t h r o u g h o u t t h e s u r v e y i n r e g a r d t o t h e t y p e o f a n sw e rs a t e a c h e r c o u l d i n d i c a t e . F o r e x a m p le , d i f f e r e n t q u e s t i o n s m ig h t c a l l f o r a " y e s " o r " n o , " o t h e r s m ig h t c a l l f o r an " e x c e l l e n t , " " v e r y g o o d ," " f a i r , " " o r p o o r , " o r s t i l l o t h e r s m ig h t c a l l f o r an " a l w a y s , " " o f t e n , " " s o m e ti m e s ," " s e l d o m ," o r "never" resp o n se . The o p t i o n s w e re alw ay s s p e c i f i c and t h e num ber o f o p t i o n s p r o v i d e d t o d e s c r i b e a s p e c i f i c c o n d i t i o n r a n g e d from a low o f two t o a maximum o f n i n e . I n m ost c a s e s t h e o p t i o n s w e re o r d i n a l , i n some c a s e s t h e y w ere n o m i n a l . c a lle d "c o n d itio n le v e ls ." T hese o p t i o n s a r e , i n t h i s s t u d y , 12 J u d g m e n ta l S t a n d a r d s TVo d i f f e r e n t t y p e s o f s t a n d a r d s w e re u s e d t o e v a l u a t e t h e s e s p e c if ic c o n d itio n s. The f i r s t s t a n d a r d was b a s e d on t h e ju d g m e n ts o f p e o p l e who a r e e x p e r t s i n e d u c a t i n g e m o t i o i i a l l y d i s t u r b e d c h i l d r e n . T h ese w i l l b e c a l l e d " j u d g m e n t a l s t a n d a r d s . " E ach j u d g e was a s k e d t o d e t e r m i n e f o r e a c h s p e c i f i c c o n d i t i o n t h e c o n d i t i o n l e v e l s t h a t w e re f a v o r a b l e t o e d u c a t i o n a l p ro g ra m m in g f o r e m o t i o n a l l y d i s t u r b e d c h i l d r e n and t h e c o n d i t i o n l e v e l s t h a t w e re u n f a v o r a b l e t o e d u c a t i o n a l p ro g ram m in g f o r e m o t i o n a l l y d i s t u r b e d c h i l d r e n . T hus, e v e ry le v e l o f e v e r y c o n d i t i o n was j u d g e d on a f a v o r a b l e o r u n f a v o r a b l e b a s i s ; and u s in g t h i s ju d g m e n ta l s t a n d a r d , i t c o u l d b e d e t e r m i n e d how many J u d g e d F a v o r a b l e C o n d i t i o n s and how many J u d g e d U n f a v o r a b l e C o n d i t i o n s a g i v e n p e r s o n was w o r k in g u n d e r . D i f f e r e n t j u d g m e n t a l s t a n d a r d s w e re e s t a b l i s h e d f o r c l a s s r o o m and n o n - c l a s s r o o m t e a c h e r s . P e r c e i v e d A dequacy CpA) The l a s t s e c t i o n o f t h e s u r v e y i n s t r u m e n t a s k e d t h e t e a c h e r s t o make a ju d g m e n t a b o u t e a c h A re a o f P ro g ra m m in g . S p e c i f i c a l l y t h e y w e re to ld : The p r e v i o u s q u e s t i o n s h a v e d e a l t w i t h t h e c o n d i t i o n s y o u a r e w o r k in g u n d e r . The f o l l o w i n g q u e s t i o n s s e e k y o u r p e r c e p t i o n o f t h e i m p a c t o f t h e s e c o n d i t i o n s o n y o u r a b i l i t y t o do y o u r j o b . P l e a s e a n s w e r t h e f o l l o w i n g q u e s t i o n s on t h e b a s i s o f how w e l l t h e c o n d i t i o n s p r e s e n t e n a b l e y o u t o m eet t h e n e e d s o f t h e c h ild r e n you s e rv e . The o p t i o n s f o r t h e q u e s t i o n on e a c h A re a o f Prog ram m ing w e r e : 1. E x c e lle n t 2. V ery Good 3. Good 13 4. F a ir 5. Poor T hus, i n t h e i r r e s p o n s e s , th e t e a c h e r s gave t h e i r p e r c e p t i o n s o f t h e a d e q u a c y o f e a c h A r e a o f P ro g ra m m in g , r e f e r r e d t o h e r e a f t e r as an a r e a " P e r c e i v e d A d e q u a c y ." I n some p a r t s o f t h e f o l l o w i n g r e s e a r c h , t h e r e s p o n s e t o t h i s q u e s t i o n was u s e d l i k e a s c o r e w h e re e x c e l l e n t = 1 , v e r y good =• 2 , e t c . In a n o th e r p a r t o f t h i s s tu d y , p e o p le a re c l a s s i f i e d a c c o r d i n g t o how t h e y a n s w e re d t h i s q u e s t i o n . P e o p l e who r e s p o n d e d v e r y good o r e x c e l l e n t w e re s a i d t o h a v e P o s i t i v e PA, p e o p l e who r e s p o n d e d g o o d , f a i r , o r p o o r w e re s a i d t o h a v e N e u t r a l o r N e g a t i v e PA. E m p iric a l S ta n d ard s The s e c o n d s t a n d a r d u s e d t o e v a l u a t e t h e s p e c i f i c c o n d i t i o n s i n v o l v e d t h e u s e o f PA. The s p e c i f i c p r o c e d u r e s em p lo y ed a r e e x p l a i n e d l a t e r i n C h a p te r I I I , b u t e s s e n t i a l l y e v e ry l e v e l o f c e r t a i n s p e c i f i e d c o n d i t i o n s was e x a m in e d t o d e t e r m i n e i t s r e l a t i o n s h i p t o PA. The l e v e l s w h ic h h a d a p o s i t i v e r e l a t i o n s h i p t o PA w e r e c a l l e d e m p i r i c a l l y f a v o r a b l e l e v e l s and t h e l e v e l s w h ic h h a d a n e g a t i v e r e l a t i o n s h i p t o PA w e re c a l l e d e m p i r i c a l l y u n f a v o r a b l e l e v e l s . o f th e fa v o ra b le l e v e ls i s s e l e c te d i s A c o n d i t i o n w h e re one c a l l e d an E m p i r i c a l l y F a v o r a b l e C o n d i t i o n , and c o n v e r s e l y a c o n d i t i o n w h e re a n u n f a v o r a b l e l e v e l i s s e l e c t e d i s c a l l e d an E m p i r i c a l l y U n f a v o r a b l e C o n d i t i o n . T h is seco n d t y p e o f p r o g r a m s t a n d a r d i s c a l l e d an " E m p i r i c a l S t a n d a r d . " Subj e c t s The s u b j e c t s i n t h i s s t u d y w e re a l l t e a c h e r s who w e re r e i m ­ b u r s e d b y t h e M ic h ig a n D e p a rtm e n t o f E d u c a t i o n t o t e a c h e m o t i o n a l l y 14 d istu rb e d c h ild re n . A l i s t was c o m p ile d from a v a i l a b l e r e c o r d s on March 10, 1972, w h ic h i n d i c a t e d a l l t h e p e o p l e who w e re i n su c h a p o s i t i o n d u r i n g F a l l , 1971. The l i s t showed a t o t a l o f 489 t e a c h e r s , b u t 15 p e o p l e w e re d ro p p e d b e c a u s e o f t e r m i n a t i o n o f em ploym ent, l e a v i n g a t o t a l o f 474 t e a c h e r s i n t h e s a m p le . H ie s u r v e y i n s t r u m e n t (A ppendix A) was s e n t t o t h e s e t e a c h e r s on March 2 0 , 1972. 391 t e a c h e r s A to ta l of (82.3%) h a d r e s p o n d e d b y May 1 0 , 1972, t h e f i n a l d a t e f o r in c lu s io n in t h i s stu d y . The s u b j e c t s i n t h i s s t u d y c o u l d b e s t b e d e s c r i b e d as t h e M ic h ig a n p u b l i c s c h o o l t e a c h e r s o f e m o t i o n a l l y d i s t u r b e d c h i l d r e n . In a l l c a s e s , t h e t e a c h e r s w e re h i r e d and p a y e d t h r o u g h a p u b l i c s c h o o l s y s te m . I n a few c a s e s (18 o r 4.7%) i n d i v i d u a l s w orked i n a j u v e n i l e home o r c h i l d g u i d a n c e c l i n i c f a c i l i t y . None o f t h e s e t e a c h e r s w orked in a p u b lic o r p r i v a t e i n s t i t u t i o n f o r th e m e n ta lly i l l o r r e l a t e d in stitu tio n . The m a j o r i t y o f t h e r e s p o n d i n g t e a c h e r s (96.7%) r e c e i v e d t h e i r c e r t i f i c a t i o n t o t e a c h e m o t i o n a l l y d i s t u r b e d c h i l d r e n fro m a M ic h ig a n u n iv e rs ity . A l l M ic h ig a n u n i v e r s i t i e s w hich p r e p a r e t e a c h e r s o f e m o t i o n a l l y d i s t u r b e d c h i l d r e n h a d g r a d u a t e s who a r e r e p r e s e n t e d i n t h e re s u lts . M ost o f t h e t e a c h e r s ( a p p r o x i m a t e l y - 55%) h a d r e c e i v e d t h e i r c e r t i f i c a t i o n w i t h i n t h e p r e v i o u s two y e a r s . D iffe re n t school d i s t r i c t s re su lts. are u n ifo rm ly re p re s e n te d i n th e E x am in in g d i s t r i c t s e m p lo y in g f i v e o r more o f t h e s e s p e c i a l i z e d t e a c h e r s shows t h a t a l l o f t h e s e d i s t r i c t s h a d 70 p e r c e n t o r more o f t h e i r t e a c h e r s r e s p o n d i n g . IS R esearch Q u e stio n s W ith t h i s e x p l a n a t i o n o f t h e q u e s t i o n n a i r e and i t s t e r m i n o l o g y , a fram e o f r e f e r e n c e h a s b e e n p r o v i d e d f o r an u n d e r s t a n d i n g o f t h e r e s e a r c h q u e s t i o n s t h e s t u d y s e e k s t o a n s w e r. I. What a r e t h e f r e q u e n c i e s and p e r c e n t a g e s o f t h e C o n d i t i o n L e v e ls a s r e p o r t e d b y M i c h i g a n 's p u b l i c s c h o o l t e a c h e r s o f e m o tio n a lly d is tu r b e d c h ild re n ? S u b q u e stio n : What a r e t h e s e f r e q u e n c i e s and p e r c e n t a g e s o f t h e c o n d i t i o n l e v e l s s e p a r a t e l y f o r c l a s s r o o m and n o n - c l a s s r o o m te a c h e rs? T h is i s s i m p ly a p r e s e n t a t i o n o f t h e d i s t r i b u t i o n o f r e s p o n s e s to th e q u e s tio n n a ire . I t a p p e a r s l i k e l y t h a t c la s s r o o m and n o n ­ c l a s s r o o m t e a c h e r s w o u ld , i n many c a s e s , b e w o rk in g u n d e r d i f f e r e n t c o n d itio n s. T h e r e f o r e , s e p a r a t e f r e q u e n c i e s and p e r c e n t a g e s a r e r e p o r t e d f o r c l a s s r o o m and n o n - c l a s s r o o m t e a c h e r s a lo n g w i t h a t o t a l f o r b o t h g ro u p s o f t e a c h e r s . II. U sin g J u d g m e n ta l S t a n d a r d s , w h at p r o p o r t i o n o f p ro g ra m s t h r o u g h ­ o u t th e s t a t e a re r e p o r te d a t u n fa v o ra b le le v e ls f o r each c o n d itio n ? T h is r e s e a r c h q u e s t i o n u t i l i z e d t h e ju d g m e n ts o f e x p e r t s i n e d u c a t i o n a l p ro g ra m s f o r d i s t u r b e d c h i l d r e n r e g a r d i n g t h e m in im a l c o n d itio n s t h a t sh o u ld g e n e r a l l y e x i s t i n o r d e r t h a t a d e q u a te s e r v i c e be p ro v id e d f o r e m o tio n a lly d is tu r b e d c h ild r e n in p u b lic sch o o l se ttin g s. T h is r e s e a r c h q u e s t i o n w i l l p r o v i d e some b a s i s f o r e v a l u a t i n g t h e r e s u l t s o f R e s e a r c h Q u e s t i o n I on a m e a n in g f u l and c o m p re h e n s iv e b a s i s . 16 III. I n te rm s o f P e r c e iv e d A dequacy, how do M ic h ig a n p u b l i c s c h o o l t e a c h e r s o f e m o tio n a lly d i s t u r b e d c h i l d r e n view t h e i r p ro g ra m s? S p e c i f i c R e se a rc h Q u e s tio n s 1. What i s t h e p e r c e i v e d a d e q u a c y o f A reas o f Program m ing f o r b o th c la s s ro o m and n o n - c la s s r o o m t e a c h e r s ? 2. Do c la s s ro o m and n o n - c la s s r o o m t e a c h e r s d i f f e r o v e r a l l on t h e i r p e r c e i v e d a d e q u a c y o f a l l p ro g ra m a r e a s ? 3. On w hich A re as o f Program m ing a r e c la s s ro o m t e a c h e r s and n o n -c la s s ro o m t e a c h e r s s i g n i f i c a n t l y d i f f e r e n t i n p e r ­ c e iv e d a d e q u a c y , and i n w h ich A re as o f Program m ing a r e th e y n o t s i g n i f i c a n t l y d i f f e r e n t i n p e r c e i v e d ad eq u a cy ? T h is q u e s t io n r e p o r t s s e p a r a t e l y t h e p e r c e i v e d a d e q u a c y f o r c la s s ro o m and n o n - c la s s r o o m t e a c h e r s on eac h o f t h e se v e n A reas o f P rogram m ing. The d a t a a r e th e n a n a ly z e d t o d e te r m in e f i r s t i f t h e r e i s a s i g n i f i c a n t o v e r a l l d i f f e r e n c e b e tw e e n t h e way c la s s ro o m an d n o n ­ c la s s ro o m t e a c h e r s a n sw e re d a l l s e v e n o f t h e p e r c e i v e d ad eq u a cy q u e s tio n s . F i n a l l y , t h e d a t a a r e ex am in ed f o r e a c h p e r c e i v e d ad eq u a cy q u e s t i o n t o d e te r m in e w h ich A re as o f P rogram m ing t e a c h e r s f e e l e s s e n t i a l l y t h e same a b o u t an d on w h ich A re as o f Program m ing c la s s ro o m t e a c h e r s f e e l s i g n i f i c a n t l y d i f f e r e n t fro m n o n - c la s s r o o m t e a c h e r s . IV. How w e l l can t e a c h e r s * p e r c e p t i o n s o f t h e a d e q u a cy o f t h e i r p ro g ram a r e a s b e p r e d i c t e d from s p e c i f i c c o n d i t i o n s ? S p e c i f i c R e se a rc h Q u e s tio n s ( t o b e p u r s u e d s e p a r a t e l y f o r c la s s ro o m and n o n - c la s s r o o m p e r s o n n e l ) 17 1. To w hat e x t e n t can t h e p e r c e i v e d ad eq u a cy o f p ro g ram a r e a s b e p r e d i c t e d from t e a c h e r s ' r e s p o n s e s t o s p e c i f i c c o n d i t i o n s i n t h e c o rr e s p o n d in g a r e a s ? 2. On w hat s e l e c t g ro u p o f s p e c i f i c c o n d i t i o n s do te a c h e r s * r e s p o n s e s b e s t p r e d i c t t h e p e r c e i v e d a d e q u a cy o f e a c h A rea o f Program m ing? 3. To w h at e x t e n t does t h i s s e l e c t g ro u p o f s p e c i f i c c o n d i t i o n s (s e e ft 2 ab o v e) p r e d i c t t h e p e r c e i v e d a d e q u a c y o f e a c h A re a o f Program m ing? T h is r e s e a r c h q u e s t i o n e x p lo r e s how w e ll t e a c h e r s ’ p e r c e i v e d ad eq u a cy can b e p r e d i c t e d from t h e s p e c i f i c c o n d i t i o n s t h e y r e p o r t . T h is i s done s e p a r a t e l y f o r c la s s ro o m and n o n - c la s s r o o m t e a c h e r s a n d , a d d i t i o n a l l y , i s done s e p a r a t e l y f o r e a c h o f t h e A reas o f P rogram m ing. T h e r e f o r e , f o u r t e e n o f t h e s e a n a ly s e s w ere p e rf o r m e d . The i n i t i a l e x a m in a tio n i n e a c h o f t h e s e a n a l y s e s c o n s i s t s o f u s i n g a l l th e s p e c i f i c c o n d i t i o n s r e l e v a n t t o an A re a o f Program m ing an d d e te r m in in g how w e l l p e r c e i v e d a d eq u a cy c a n b e p r e d i c t e d from a l l th e s e re p o rte d c o n d itio n s . Then t h e s e s p e c i f i c c o n d i t i o n s a r e ex am in ed t o d e te r m in e w h ich s p e c i f i c c o n d i t i o n s b e s t p r e d i c t p e r c e i v e d a d e q u a c y ; t h e s e " b e s t p r e d i c t o r s " a r e , i n t u r n , u s e d t o - d e t e r m i n e how w e l l p e r c e i v e d a d eq u a cy can b e p r e d i c t e d from t h e s e s e l e c t v a r i a b l e s . It was a n t i c i p a t e d t h a t i n m ost o f t h e f o u r t e e n a n a l y s e s , p e r c e i v e d ad eq u a cy c o u ld b e p r e d i c t e d a lm o s t a s w e l l u s in g o n e - h a l f o r o n e - t h i r d o f t h e s e l e c t s p e c i f i c c o n d i t i o n s , a s i t c o u ld be p r e d i c t e d u s i n g a l l th e s p e c i f i c c o n d itio n s . 18 V. Can a l i m i t e d num ber o f s p e c i f i c p ro g ra m c o n d i t i o n s b e l o c a t e d and in t u r n can c r i t e r i a be e s t a b l i s h e d to r a t e th e s e c o n d itio n s a s e i t h e r f a v o r a b l e o r u n f a v o r a b l e , w h e re b y a n u m e r ic a l c o u n t o f f a v o r a b l e c o n d i t i o n s w i l l p r o v i d e a r e a s o n a b l e an d u s e f u l m eans o f p r e d i c t i n g P o s i t i v e PA f o r c e r t a i n hom ogeneous g ro u p s i n a l l s e v e n A re a s o f P rogram m ing? E s s e n t i a l l y , t h e f i r s t s t e p i n a n s w e r in g t h i s r e s e a r c h q u e s t i o n was t o ex am in e a num ber o f s p e c i f i c c o n d i t i o n s an d e s t a b l i s h w h ich o n e s b e s t p r e d i c t e d PA f o r a s a m p le o f " t y p i c a l " t e a c h e r s o f e m o t i o n a l l y d is tu rb e d c h ild re n . on t h e b a s i s o f i t s N e x t e a c h o f t h e " b e s t c o n d i t i o n s " w as e x a m in e d r e l a t i o n s h i p t o PA, and t h e l e v e l s fo u n d w ith h i g h e r t h a n a v e r a g e PA w e re d e te r m in e d t o b e e m p i r i c a l l y f a v o r a b l e l e v e l s and t h e l e v e l s fo u n d w ith lo w e r t h a n a v e r a g e PA w e re d e te r m in e d to b e e m p ir ic a lly u n fa v o ra b le l e v e l s . p r e d ic tin g c o n d itio n s T h u s, e a c h l e v e l o f t h e b e s t (te rm e d c r i t i c a l c o n d i t i o n s ) w as d e te r m in e d t o be e i t h e r fa v o ra b le o r u n fa v o ra b le . T h is m ade i t p o s s i b l e t o lo o k a t t h e c r i t i c a l c o n d i t i o n s f o r a p e r s o n and d e te r m in e how many f a v o r a b l e c r i t i c a l c o n d i t i o n s w e re p r e s e n t i n h i s s i t u a t i o n . The r e m a in in g p o r t i o n o f t h i s r e s e a r c h q u e s t i o n c o n s i s t s o f t e s t i n g t h e r e l a t i o n s h i p b e tw e e n t h e nu m b er o f f a v o r a b l e c r i t i c a l c o n d i t i o n s and t h e t e a c h e r 's PA. T h is t e s t i n g to o k p l a c e w ith an in d e p e n d e n t sa m p le o f " t y p i c a l " t e a c h e r s o f e m o t i o n a l l y d i s t u r b e d c h ild re n . P r o c e d u r e s i n D ev elo p m en t o f t h e Q u e s t i o n n a i r e The f i r s t m a jo r e f f o r t i n v o l v e d r e v i s i n g t h e i n s t r u m e n t d e v e lo p e d b y D o n a ld so n and S c h a f t e n a a r i n t h e i r 1971 S u rv e y o f P u b l i c 19 S c h o o l C lassro o m s f o r E m o tio n a lly D is tu r b e d C h i ld r e n . The f i r s t s t e p i n r e v i s i o n in v o lv e d t h e u t i l i z a t i o n o f t h e 1971 r e s u l t s t o : (1 ) rem ove ite m s w hich w ere h i g h l y i n t e r c o r r e l a t e d an d show ed s i m i l a r c o r r e la tio n to te a c h e rs a tt i tu d e ; (2) rem ove n o n - d i s c r i m i n a t o r y ite m s ( i . e . , ite m s w h ich h a d a low c o r r e l a t i o n t o PA a n d / o r a h ig h i n t e r ­ c o r r e l a t i o n w ith a n o t h e r i t e m ) ; (3) r e c o n s t r u c t ite m s w h ic h w e re u n c l e a r o r m is le a d in g t o t e a c h e r s ; (4 ) r e c o n s t r u c t t h e fo rm a t o f t h e in s tr u m e n t i n te rm s o f o r d e r and c o n te x t o f t h e i te m s ; (5) r e c o n s t r u c t t h e ite m s m e a s u rin g p e r c e i v e d a d e q u a c y i n o r d e r t o p r e s e n t c o n s i s t e n c y i n th e o p tio n s . The s e c o n d s t e p in v o lv e d s u b m i t t i n g two o f t h e s e v e n s e c t i o n s o f t h e s u rv e y t o s p e c i a l i s t s i n t h o s e A reas o f Program m ing f o r e x te n s i v e r e v i s i o n and e l a b o r a t i o n . T h ese tw o a r e a s w e re among t h e t h r e e lo w e s t a r e a s i n PA on t h e 1971 s u r v e y , and a n a l y s i s o f t h e 1971 d a t a show ed t h e c o n d i t i o n s i n t h e s e s e c t i o n s w ere v e ry i n a d e q u a t e i n e x p la in i n g t h e v a r i a t i o n i n t e a c h e r ’ s PA. Two s p e c i a l i s t s i n s p e c i a l e d u c a tio n a d m i n i s t r a t i o n r e v i s e d t h e c o n te n t i n t h e A rea o f Program m ing " A d m i n is tr a t iv e D i r e c t i o n and L e a d e r s h i p ." The c o n te n t o f t h e A re a o f Program m ing " I n s e r v i c e an d P r o f e s s i o n a l Im provem ent O p p o r t u n i t i e s " was d e te r m in e d b y an e x p e r t i n s p e c i a l e d u c a ti o n i n s e r v i c e . The t h i r d s t e p i n r e v i s i o n in v o lv e d t h e s u b m is s io n o f t h e r e s u l t s o f S te p s 1 and 2 t o p e r s o n s k n o w le d g e a b le a b o u t e d u c a t i o n a l p ro g ram s f o r d i s t u r b e d c h i l d r e n . T h ese p e r s o n s i n c l u d e d u n i v e r s i t y p e r s o n n e l , s t a t e d e p a rtm e n t p e r s o n n e l , s t u d e n t s i n t r a i n i n g , s c h o o l a d m i n i s t r a t o r s , t e a c h e r s and c o n s u l t a n t s . They w e re a s k e d t o o f f e r t h e i r ju d g m e n t c o n c e rn in g th e c o n te n t o f t h e i n s t r u m e n t ; t o add ite m s n o t i n c l u d e d on t h e i n s t r u m e n t and t o i n d i c a t e t h e ite m s w hich th e y 20 f e l t w e re r e l a t i v e l y u n im p o r ta n t i n t h e f u n c t i o n i n g o f c la s s ro o m s f o r d is tu rb e d c h ild re n . The f o u r t h s t e p in v o lv e d r e w r i t i n g t h e i n s t r u m e n t on t h e b a s i s o f t h e above ju d g m e n ts and s u b j e c t i n g t h i s r e v i s i o n t o a p i l o t s t u d y . The p r im a r y p u r p o s e o f t h e p i l o t s tu d y w as t o c l e a r up s t r u c t u r a l e r r o r s o f th e in s tru m e n t. R e sp o n d e n ts w e re a s k e d t o i n d i c a t e an y ite m s w hich w e re u n c l e a r o r c o n f u s i n g , comment on t h e o r d e r i n g o r " f lo w " o f t h e i n s t r u m e n t , and i n d i c a t e any s t r u c t u r a l e le m e n ts w h ic h , b e c a u s e o f t h e i r " f o r e i g n n e s s , " a w k w a rd n ess, e t c . , d e t r a c t e d from t h e i r a b i l i t y t o c o m p le te t h e i n s t r u m e n t q u i c k l y and a c c u r a t e l y . c o n s i s t e d o f a p p r o x im a te ly 40 p e o p l e . The p i l o t g ro u p A ll t h e s e p e o p le h a d e x p e r i e n c e w ith p ro g ra m s f o r d i s t u r b e d c h i l d r e n , b u t n o n e o f t h e s e p e o p le w e re p a r t o f th e p o p u la tio n to be su rv e y e d . (The t a r g e t p o p u l a t i o n was o m itte d i n o r d e r t o a v o id t h e p o s s i b l e b i a s i n g o f t h e i r r e s p o n s e s t o th e f i n a l in s tr u m e n t.) H a lf o f t h e p i l o t g ro u p c o m p le te d t h e s u r v e y i n s t r u m e n t i n d i ­ v i d u a l l y o r i n s m a ll g r o u p s , i n t h e p r e s e n c e o f t h e p r o j e c t d i r e c t o r s . Each p e r s o n c o m p le te d t h e q u e s t i o n s and r e l a t e d h i s u n d e r s t a n d i n g o f th e q u e s tio n to th e p r o j e c t d i r e c t o r s . The ite m s w hich w e re u n c l e a r o r m is le a d in g w e re r e c o n s t r u c t e d on t h e s p o t s o t h a t t h e y w ere " a g r e e a b l e " t o t h e " t e s t e e s " a n d th e n t h e y e t - t o - b e - p i l o t e d i n d i v i d u a l s w ere g iv e n t h e m o d if ie d i t e m s . The o t h e r h a l f o f th e p i l o t g ro u p c o m p le te d t h e s u r v e y a s t e a c h e r s w o u ld r e c e i v e i t Cwith t h e one a d d i t i o n a l i n s t r u c t i o n t o i n d i c a t e q u e s t i o n s o r i n s t r u c t i o n s w h ich w ere u n c l e a r o r c o n f u s i n g ) . T h e i r r e s p o n s e s w e re th e n a n a ly z e d ite m by i te m b o th t o d i s c o v e r ite m s t h a t w ere c o n f u s in g an d t o d e te r m in e i f th e i n s t r u c t i o n s evoked th e p r o p e r r e s p o n s e s . 21 The f i n a l s t e p i n c o n s t r u c t i o n o f t h e i n s t r u m e n t i n v o lv e d i n c o r p o r a t i n g t h e i n f o r m a t i o n fro m t h e p i l o t s t u d y i n t o a f i n a l d r a f t an d th e n c r e a t i n g a s t y l i s h a n d e f f e c t i v e f o r m a t f o r t h e a c t u a l p r i n ti n g o f th e in s tru m e n t. The c o n c e rn s o f p r e v i o u s s t e p s w e re e s s e n t i a l l y t h o s e o f c o n t e n t an d s t r u c t u r e ; t h e c o n c e r n s o f t h i s s t e p p r i m a r i l y i n v o l v e d how t o o r g a n i z e and p r e s e n t t h e m a t e r i a l t o g e t b o t h e f f i c i e n t c o m p le tio n o f t h e i n s t r u m e n t a n d a h i g h r a t e o f r e t u r n . S p e c i f i c D i s s e m i n a t i o n , F o llo w -u p and Feedback P ro c e d u re s The a p p r o p r i a t e s c h o o l s u p e r i n t e n d e n t s w e re c o n t a c t e d t h r e e tim e s . The f i r s t c o r r e s p o n d e n c e was a b r i e f l e t t e r in f o r m i n g them t h a t t h e s u r v e y w o u ld b e c o n d u c te d an d t h e p u r p o s e s o f t h e s u r v e y (A p p e n d ix C ). d is trib u te d The s e c o n d c o n t a c t to o k p l a c e w hen t h e s u r v e y s w e re (A p p e n d ix D ). A l l s u r v e y s w e re s e n t th r o u g h t h e s u p e r i n ­ t e n d e n t a n d i t w as h i s r e s p o n s i b i l i t y t o d i s t r i b u t e th e m t o h i s te a c h e rs . The t h i r d c o n t a c t to o k p l a c e when f o l l o w i n g up t h e t e a c h e r s w hose s u r v e y s h a d n o t b e e n r e t u r n e d b y A p r i l 1 4 , 1972 (A p p e n d ix E ) . The s u p e r i n t e n d e n t s w e re in f o r m e d o f t h e r e a s o n f o r t h e c o r r e s p o n d e n c e an d w e re g iv e n e n v e lo p e s t o d i s t r i b u t e t o t h e i r t e a c h e r s a s w e l l a s a copy o f t h e l e t t e r t o t h e t e a c h e r s . T e a c h e rs w e re c o n t a c t e d i n a v a r i e t y o f f a s h i o n s , d e p e n d e n t on t h e i r s p e e d o f r e s p o n s e and t h e r e q u e s t s t h e y m ad e, b u t t h e f i r s t c o r r e s p o n d e n c e i n a l l c a s e s w as a l e t t e r a t t a c h e d t o t h e s u r v e y i n s t r u m e n t (A p p e n d ix A) w h ic h t o l d t e a c h e r s t h e p u r p o s e s o f t h e s u r v e y an d i n c l u d e d a l i s t o f m a t e r i a l s " a v a i l a b l e t h r o u g h o u r o f f i c e . " o f t h e t h i n g s o f f e r e d was t h e s t a t e w i d e r e s u l t s on t h e s u r v e y . ) (One 22 The n e x t c o n t a c t w i t h t e a c h e r s i n v o l v e d t h e t e a c h e r s who h a d n o t r e t u r n e d t h e i r s u r v e y s b y A p r i l 14 (A p p e n d ix F ) . th r o u g h t h e s u p e r i n t e n d e n t 's c o o p e ra tio n . A l e t t e r w as s e n t o f f i c e e n c o u r a g in g t h e i r im m e d ia te For th o s e in d iv id u a ls who s t i l l h a d n o t r e s p o n d e d b y May 3 , a p h o n e c a l l was m ade d i r e c t l y t o th e m , a g a i n u r g i n g t h e i r c o o p e ra tio n . A l l t e a c h e r s w e re s e n t t h e i n f o r m a t i o n t h e y r e q u e s t e d . I t is im p o r ta n t t o n o t e t h a t t h e i n f o r m a t i o n o f f e r e d w as a l l o f u n iq u e p r o ­ f e s s i o n a l i n t e r e s t o r v a l u e t o M ic h ig a n t e a c h e r s o f e m o t i o n a l l y d is tu rb e d c h ild re n . In some w ith t e a c h e r s ; h o w e v e r, m o st c a se s, th is f e e d b a c k was t h e f i n a l c o n t a c t o f t h e r e s p o n d in g t e a c h e r s o f f e r e d t o g iv e t h e i r v ie w s on " a d d i t i o n a l a r e a s o f c o n c e r n ." T h e se p e o p le w e re s e n t an a d d i t i o n a l i n s t r u m e n t i n a s t u d y b y M cSweeney, K e l l e r , and S c h a f t e n a a r (1 9 7 2 ) t h a t s o u g h t t e a c h e r s ' p e r c e p t i o n s o f t h e i r u n i v e r s i t y p r e p a r a tio n to te a c h e m o tio n a lly d i s tu r b e d c h il d r e n . The r e s u l t s o f t h i s s u r v e y a r e a v a i l a b l e i n a b o o k b y M o rse , B ru n o , a n d M organ ( T r a i n i n g T e a c h e rs f o r t h e E m o tio n a lly D i s t u r b e d , 1973) . CHAPTER I I I FINDINGS As s t a t e d i n C h a p te r I I , d e s c r i p t i o n s o f t h e p r e c i s e r e s e a r c h p r o c e d u r e s w e re d e l a y e d , t o b e p r e s e n t e d i n c o n j u n c t i o n w i t h t h e f i n d i n g s i n o r d e r t o make t h e r e a d e r ' s t a s k e a s i e r . T h u s, i n t h i s c h a p t e r f i n d i n g s t o e a c h r e s e a r c h q u e s t i o n w i l l b e p r e s e n t e d a lo n g w ith t h e r e l e v a n t m e th o d o lo g ic a l c o n s i d e r a t i o n s . R e s e a rc h Q u e s tio n I What a r e t h e f r e q u e n c i e s an d p e r c e n t a g e s o f t h e C o n d itio n L e v e ls a s r e p o r t e d b y M i c h ig a n 's p u b l i c s c h o o l te a < J ie r s o f e m o t i o n a l l y d is tu r b e d c h ild re n ? S u b q u e s tio n ; What a r e t h e s e f r e q u e n c i e s an d p e r c e n t a g e s o f t h e C o n d itio n L e v e ls s e p a r a t e l y f o r c la s s r o o m a n d n o n - c la s s r o o m te a c h e rs ? The ab o v e q u e s t i o n s w e re a n a l y z e d b y t a b u l a t i n g t h e f r e q u e n c y and p e r c e n t a g e o f e a c h l e v e l o f e a c h c o n d i t i o n a s r e p o r t e d b y t e a c h e r s . T h ese d a t a a r e r e p o r t e d i n A p p e n d ix B. A c o m p re h e n s iv e com m entary on t h e s e f r e q u e n c i e s and p e r c e n t a g e s i s i n t h e d i s c u s s i o n o f r e s e a r c h q u e s t i o n I I , i n r e l a t i o n s h i p t o t h e J u d g m e n ta l S ta n d a r d s t h a t w e re 23 24 d e v e lo p e d . H ie f o l lo w in g w i l l c o n s i s t o f g e n e r a l com m ents on t h e s e r e s u l t s a n d a d e s c r i p t i o n o f how A p p en d ix B c an b e u s e d t o i n t e r p r e t th e r e s u l t s . The m ost s t r i k i n g f e a t u r e o f t h e t e a c h e r s ' r e s p o n s e s i s t h e g r e a t d i f f e r e n c e t h e i r r e s p o n s e s show fro m t h e G u i d e l i n e s (1 9 7 0 ) e s t a b l i s h e d b y t h e M ic h ig a n D e p a rtm e n t o f E d u c a tio n f o r o p e r a t i o n o f t h e s e p ro g r a m s . No s y s t e m a t i c a tt e m p t was made t o d e te r m in e t h e e x a c t d e g r e e o f d i f f e r e n c e fro m t h e s e g u i d e l i n e s a s was done b y Colem an ( 1 9 6 8 ) , b u t i t a p p e a r s t h a t C o le m a n 's f i n d i n g s o f g r e a t d i v e r g e n c e b e tw e e n t h e g u i d e l i n e s an d a c t u a l p ro g ra m s i n 1968 s t i l l h e l d t r u e i n 1972. I n s p e c t i o n o f t h e d a t a show ed a g r e a t d i v e r g e n c e i n t h e t y p e o f s i t u a t i o n s an d c o n d i t i o n s u n d e r w h ic h t e a c h e r s a r e w o r k in g . None o f t h e 391 r e s p o n d in g t e a c h e r s r e p o r t e d e x a c t l y t h e sam e t y p e o f s itu a tio n . No f a c t o r o r c l u s t e r a n a l y s i s was c o n d u c te d i n an a t t e m p t t o d i s c o v e r s i m i l a r g ro u p s o f r e p o r t e d c o n d i t i o n s , b u t f u t u r e s t u d y may f i n d s u c h an a n a l y s i s v a l u a b l e and d e te r m in e t h a t t h e s e s i m i l a r g ro u p s do e x i s t . W ith t h e e x c e p t i o n o f c e r t a i n s i m i l a r i t i e s o f c o n d i t i o n s fo u n d w i t h i n d i s t r i c t s , t h e r e s e a r c h e r s w e re n o t a b le t o d i s c o v e r th r o u g h i n s p e c t i o n any d i s c e m a b l e p a t t e r n s o r c l u s t e r s o f p ro g ra m c o n d i t i o n s . The d a t a i n A p p en d ix B a r e r e p o r t e d i n t h e f o l l o w i n g f a s h i o n . Q u e s tio n num ber 3 i s u s e d a s an e x a m p le : 3. I s t h e r e a minimum IQ r e q u ir e m e n t f o r c h i l d r e n t o q u a l i f y f o r your s e rv ic e s ? 25 STATE* 1. 2. 3. Y e s, an d i t i s c l o s e l y f o llo w e d 29.0% (1 1 0 ) Y es, an d i t i s n o t c l o s e l y fo llo w e d 22.4% No (85) 48.6% (184) CR NCR 38.9% (8 6 ) 15.2% (24) 27.6% (6 1 ) 15.2% (24) 33.5% (7 4 ) 69.6% (110) ♦STATE r e f e r s t o t h e s t a t e w i d e t o t a l r e s p o n s e s t o t h e q u e s t i o n , w hich e s s e n t i a l l y means t h e c o m b in a tio n o f CR an d NCR r e s p o n s e s . T h is ex am p le shows t h a t f o r t h e S t a t e , 2 9 .0 p e r c e n t o r 110 s i t u a t i o n s h a d a minimum IQ r e q u ir e m e n t and f o llo w e d i t c l o s e l y , 2 2 .4 p e r c e n t o r 85 s i t u a t i o n s d id n o t f o llo w t h e s t a t e d minimum and 4 8 .6 p e r c e n t o r 184 s i t u a t i o n s d i d n o t h a v e a s t a t e d minimum IQ r e q u i r e m e n t. A d d i­ t i o n a l l y , t h i s shows t h a t 3 8 .9 p e r c e n t o r 86 c la s s ro o m s i t u a t i o n s h a d a minimum IQ r e q u ir e m e n t and f o llo w e d i t c l o s e l y a s o p p o se d t o o n ly 1 5 .2 p e r c e n t o r 24 f o r n o n - c la s s r o o m s i t u a t i o n s . T h is ty p e o f d i f f e r ­ e n c e b etw een CR and NCR o c c u r s on t h e o t h e r o p t io n s o f t h i s q u e s t i o n as w e l l a s on many q u e s t i o n s th r o u g h o u t t h e s u r v e y . R e s e a rc h Q u e s tio n I I U sin g Ju d g m e n ta l S t a n d a r d s , w hat p r o p o r t i o n o f p ro g ra m s th r o u g h o u t t h e s t a t e a r e r e p o r t e d a t u n f a v o r a b l e l e v e l s f o r e a c h c o n d it i o n ? Ju d g m e n ta l S ta n d a r d s w e re d e r i v e d b y s e n d in g a n i n s t r u m e n t (A ppendix G) t o a s e l e c t e d g ro u p o f t e a c h e r s , c o n s u l t a n t s , a d m in i­ s t r a t o r s , u n i v e r s i t y p e r s o n n e l , and S t a t e D e p artm en t p e r s o n n e l . w ere g iv e n th o ro u g h w r i t t e n i n s t r u c t i o n s on how t o r e s p o n d : They b a s ic a lly t h a t th e y w ere t o i n d i c a t e g e n e r a l l y f a v o r a b l e and g e n e r a l l y u n ­ fa v o ra b le c o n d itio n s , n o t id e a l c o n d itio n s o r c o n d itio n s to h o ld f o r a l l p o s s ib le s i t u a t i o n s . S e p a r a t e ju d g m e n ts w e re made f o r c la s s ro o m 26 and n o n - c la s s r o o m s i t u a t i o n s . The c o m p le te i n s t r u c t i o n s a r e o n t h e f i r s t f o u r p a g e s o f A ppendix G. When c o n s i d e r i n g a l l j u d g e s ' r a t i n g s , e a c h c o n d i t i o n f e l l i n t o one o f t h e f o llo w in g f o u r c a t e g o r i e s : 1. A greem ent on a l l l e v e l s o f t h e c o n d i t i o n (AGREE) 2. A greem ent on m ost l e v e l s o f t h e c o n d i t i o n ; some d is a g r e e m e n t on c e r t a i n l e v e l s (MOST AGREE) 3. G e n e ra l d is a g r e e m e n t on a l l o r m ost l e v e l s o f t h e c o n d i t i o n (DISAGREE) 4. G e n e ra l a g re e m e n t b y ju d g e s t h a t n o s t a n d a r d c o u ld o r s h o u ld b e e s t a b l i s h e d f o r t h e c o n d i t i o n (NO JUDGE) The c r i t e r i a f o r d e te r m in in g f a v o r a b l e and u n f a v o r a b l e l e v e l s f o r a c o n d i t i o n a r e t h e f o llo w in g : 1. A l e v e l was deem ed t o b e a f a v o r a b l e l e v e l i f m ore t h a n 80 p e r c e n t o f t h e ju d g e s r a t e d i t a f a v o r a b l e l e v e l . (T h is i s d e n o te d a s a p l u s (+) and c a l l e d a f a v o r a b l e l e v e l . ) 2. A l e v e l was deem ed t o b e an u n f a v o r a b l e l e v e l i f m ore th a n 80 p e r c e n t o f t h e ju d g e s r a t e d i t a n u n f a v o r a b l e l e v e l . (T h is i s d e n o te d a s a m inus ( - ) and c a l l e d an u n f a v o r a b l e l e v e l . ) 3. A l e v e l was deem ed t o b e a q u e s t i o n a b l e l e v e l i f t h e l e v e l was n o t r a t e d m ore th a n 80 p e r c e n t f a v o r a b l e o r u n f a v o r a b l e . (T h is was d e n o te d a s a q u e s t i o n m ark (? ) and c a l l e d a q u e s t i o n ­ a b le l e v e l . ) The c r i t e r i a f o r d e te r m in in g AGREE, MOST AGREE, DISAGREE, o r NO JUDGE a r e a s f o l lo w s : 1. AGREE: I f a p l u s (+) o r a m inus ( - ) l e v e l o f a c o n d i t i o n . (No ? l e v e l s ) a re a s s ig n e d t o e v ery 2. MOST AGREE: I f a t l e a s t one p l u s (+) an d one m inus ( - ) a s s ig n e d t o l e v e l s o f a c o n d i t i o n and t h e r e a r e 1 o r 2 q u e s t i o n a b l e (? ) l e v e l s on t h a t c o n d i t i o n . 3. DISAGREE: I f no p l u s (+) and m inus ( - ) a r e a s s i g n e d t o l e v e l s o f t h e c o n d i t i o n a n d /o r t h e r e a r e t h r e e o r m ore q u e s t i o n a b l e le v e ls . a re 27 4. NO JUDGE: I f 20 p e r c e n t o r m ore o f t h e ju d g e s i n d i c a t e d t h e c o n d i t i o n c o u ld n o t o r s h o u ld n o t b e j u d g e d . The f o l lo w in g a r e e x am p le s o f how t h e i n f o r m a t i o n fro m r e s e a r c h q u e s t i o n I , t h e J u d g m e n ta l S ta n d a r d s an d t h e s t a t u s o f p ro g ra m s i n l i g h t o f J u d g m e n ta l S t a n d a r d s , a r e r e p o r t e d i n A p p en d ix B. Exam ple One Age Span o f S tu d e n ts C la s sro o m AGREE Age S pan 1 2 3 4 5 6 7 8 9 year y e a rs y e a rs y e ars y e a rs y e ars y e a rs y e a rs y e ars 2.3% 13.5% 22.6% 19.0% 9.9% 9.9% 12.0% 7.0% 3.9% C9) (5 2 ) (8 7 ) (7 3 ) (3 8 ) (3 8 ) (46) (27) (15) 4.0% 20.8% 35.4% 21.7% 8.4% 4.9% 3.5% .9% .4% (9 ) + (4 7 ) + (80) + (4 9 ) (1 9 ) (1 D (8 ) (2 ) (1 ) - N o n -C la ssro o m MOST AGREE 0.0% 3.1% 4.4% 15.1% 12.0% 17.0% 23.9% 15.7% 8.8% (0 ) + (5 ) + (7 ) + (2 4 ) + (1 9 )? (2 7 )? (3 8 )(2 5 )(1 4 )- +CR = 60.2% ?CR = 0.0% -CR = 39.8% +NCR = 22.6% ?NCR = 29.0% -NCR = 48.4% The a b o v e show s t h a t ju d g e s a g r e e on s t a n d a r d s f o r c la s s r o o m t e a c h e r s an d t h e r e i s a g re e m e n t on t h e f a v o r a b l e n e s s o r u n f a v o r a b l e n e s s o f m o st l e v e l s f o r n o n - c la s s r o o m t e a c h e r s . f o r c la s s ro o m t e a c h e r s a r e : The J u d g m e n ta l S ta n d a r d s 3 y e a rs o r le s s age sp an i s a fa v o ra b le c o n d i t i o n , 4 y e a r s o r m ore i s an u n f a v o r a b l e c o n d i t i o n . S ta n d a r d s f o r n o n - c la s s r o o m t e a c h e r s a r e : a fa v o ra b le c o n d itio n , 5 o r 6 y e a rs i s m ore y e a r s i s an u n f a v o r a b l e c o n d i t i o n . The J u d g m e n ta l 4 y e a rs o r le s s age sp an i s a q u e s tio n a b le c o n d itio n , 7 o r The f r e q u e n c i e s t o t h e r i g h t show t h a t t h e 1972 s i t u a t i o n f o r c la s s r o o m t e a c h e r s r e g a r d i n g ag e s p a n was 6 0 .2 p e r c e n t o f t h e C R 's w o rk in g u n d e r ju d g e d f a v o r a b l e c o n d i t i o n s , 0 .0 p e r c e n t u n d e r q u e s t i o n a b l e c o n d i t i o n s an d 3 9 .8 p e r c e n t u n d e r ju d g e d u n f a v o r a b l e c o n d i t i o n s . The s i t u a t i o n f o r NCR's w a s : 2 2 .6 p e r c e n t u n d e r ju d g e d f a v o r a b l e c o n d i t i o n s , 2 9 .0 p e r c e n t u n d e r q u e s t i o n a b l e c o n d i t i o n s an d 4 8 .4 p e r c e n t u n d e r ju d g e d u n f a v o r a b l e c o n d i t i o n s . 28 H ie f o llo w in g i s an ex am p le o f how t h e r e s u l t s a r e r e p o r t e d when ju d g e s i n d i c a t e d n o ju d g m e n t o r s t a n d a r d s c o u ld o r s h o u ld b e m ade. Exam ple Two A re t h e r e c h i l d r e n i n y o u r c la s s ro o m who a r e b l i n d , d e a f , h a r d o f h e a r i n g , p a r t i a l l y s i g h t e d , p h y s i c a l l y h a n d ic a p p e d o r r e t a r d e d ? S ta te C lassro o m NO JUDG. N o n -C lassro o m NO JUDG. 1. Yes 38.4% (147) 31.6% (71) 48.1% (76) 2. No 61.6% (236) 68.4% (154) 51.9% (82) NO STANDARDS CR 8 NCR The f o llo w in g exam ple show s a c a s e f o r n o n - c la s s r o o m t e a c h e r s , w h ere t h e r e was no c o n c e n su s among j u d g e s , h e n c e no J u d g m e n ta l S ta n d a r d c o u ld be e s ta b lis h e d . Exam ple T h re e tu rb e d by a p s y c h i a t r is t o r a p s y c h ia tr ic c lin ic ? S ta te 1. 2. 3. 4. 5. A ll M ost H a lf Some None 35.6% 15.3% 4.2% 29.4% 14.6% (138) (58) (16) (111) (55) C la ssro o m MOST AGREE 52.7% 19.4% 2.3% 16.7% 9.0% (117)+ (4 3 ) ? (5 ) (3 7 ) (2 0 ) - N o n -C lassro o m DISAGREE 13.5% 9.6% 7.1% 47.4% 22.4% (2 1 )? (1 5 )? (1 1 )? (7 4 )? (3 5 )? +CR ?CR -CR NCR = = = = 52.7% 19.4% 28.3% NO STANDARDS The ju d g e s w ere a s k e d t o make ju d g m e n ts on a t o t a l o f 1S1 c o n d itio n s . E i g h t y - f o u r ju d g m e n ts w e re made f o r C R 's and s i x t y - s e v e n ju d g m e n ts w e re made f o r N C R 's. P le a s e n o t e t h a t a lth o u g h ju d g m e n ts w ere r e c e i v e d , t a b u l a t e d an d r e p o r t e d i n A ppendix B r e g a r d i n g PA, s i n c e t h e s e a r e n o t s p e c i f i c c o n d i t i o n s t h e y a r e n o t p a r t o f t h e J u d g m e n ta l S t a n d a r d s , a n d , t h e r e ­ f o r e , a r e n o t i n c l u d e d i n t h e 151 c o n d i t i o n s . 29 T a b le 1 show s t h e f r e q u e n c i e s and p e r c e n t a g e s o f t h e c o n d i t i o n s a c c o r d in g t o t h e j u d g e s ' a b i l i t y t o a g r e e on t h e f a v o r a b l e n e s s o r u n ­ fa v o ra b le n e s s o f th e re s p o n se l e v e ls . T a b le 1 . — Num bers and P e r c e n t a g e s o f C o n d i ti o n s a t D i f f e r e n t L e v e ls o f J u d g e A g re e m e n t. G roup A g reem en t L e v e l Non- C la s s ro o m C la s s ro o m Number % o f CR T o t a l Num ber % o f NCR T o t a l AGREE 48 57% 37 55% MOST AGREE 25 30% 19 28% DISAGREE 7 8% 9 13% NO. JUDG. 4 5% 2 3% T o ta l 67 84 I n s p e c t i o n o f T a b le 1 show s t h a t f o r C R 's , e i t h e r m o st o r a l l o f t h e c o n d i t i o n l e v e l s w e re a g r e e d on b y ju d g e s f o r 87 p e r c e n t o f t h e c o n d i t i o n s ju d g e d . T h is p e r c e n t a g e f o r NCR was 80 p e r c e n t . T h e se p e r c e n t a g e s r e p r e s e n t t h e p r o p o r t i o n o f t h e c o n d i t i o n s f o r w h ich m e a n in g fu l J u d g m e n ta l S t a n d a r d s c o u ld b e e s t a b l i s h e d . I t w ill be rem em bered t h a t a l l t h e s e c o n d i t i o n s h a d a minimum o f on e l e v e l t h a t ju d g e s a g r e e d was u n f a v o r a b l e . A c o m p re h e n s iv e t a b l e (T a b le 2) was d e v e lo p e d t o d e m o n s tr a te t h e d i s t r i b u t i o n o f c o n d i t i o n s i n M ic h ig a n a c c o r d in g t o t h e p e r c e n t a g e a t ju d g e d u n f a v o r a b l e l e v e l s . E s s e n t i a l l y w h a t T a b le 2 does i s f o c u s on c o n d i t i o n s . Its p a r t i c u l a r e m p h a sis i s upon t h e p r o p o r t i o n o f t e a c h e r s who a r e a t ju d g m e n t a l ly u n f a v o r a b l e l e v e l s on a g iv e n c o n d i t i o n . I t ta k e s th e 30 T a b le 2 . — D i s t r i b u t i o n o f C o n d itio n s A c c o rd in g t o P e r c e n t a g e o f T e a c h e rs R e p o r tin g a J u d g e d U n fa v o r a b le C o n d i t i o n . a G roups re r c e n ia g e d i le a c n e rs R e p o r tin g a J u d g e d U n f a v o r a b le C o n d itio n C la s sro o m Non- C la s sro o m Number % o f CR T o ta l Number % o f NCR T o t a l - 20% 15 20.6% 20 35.7% 2 0 .1 - 40% 32 43.8% 12 21.4% 4 0 .1 - 60% 10 21.9% 15 26.8% 6 0 .1 - 80% 7 9.6% 7 12.5% 8 0 .1 - 100% 3 4.1% 2 3.6% 0 T o ta l 73 100% 56 100% a I t w i l l b e r e c a l l e d t h a t a ju d g e d u n f a v o r a b l e c o n d i t i o n i s a c o n d i t i o n a t a ju d g e d u n f a v o r a b l e l e v e l . -CR a n d -NCR f i g u r e s r e p o r t e d i n A p p e n d ix B and p u t s th em i n t o a fre q u e n c y d i s t r i b u t i o n . The f i r s t e x am p le o f t h e im m e d ia te ly p r e v i o u s t h r e e e x am p le s (E xam ple One) h a d a -CR f i g u r e o f 3 9 .8 p e r c e n t . r e p r e s e n t s one o f t h e 32 c a s e s r e p o r t e d i n Row 2 , Column 1 . T h is The f i g u r e 32 r e p r e s e n t s t h e nu m b er o f c o n d i t i o n s w i t h a -CR p e r c e n t o f b e tw e e n 2 0 .1 an d 40 p e r c e n t . T h ese 32 c o n d i t i o n s r e p r e s e n t 4 3 .8 p e r c e n t o f a l l t h e c o n d i t i o n s f o r w h ich s t a n d a r d s w e re e s t a b l i s h e d . L ooking a t t h e t a b l e i n i t s t o t a l i t y g i v e s one a p e r s p e c t i v e o f t h e o v e r a l l u n f a v o r a b l e n e s s o f t h e c o n d i t i o n s u n d e r w h ic h M ic h ig a n p u b l i c s c h o o l t e a c h e r s o f d i s t u r b e d c h i l d r e n a r e w o r k in g . I f a l l th e c o n d i t i o n s f o r w h ic h s t a n d a r d s w e re e s t a b l i s h e d h a d a maximum o f 2 0 .0 p e r c e n t o f t e a c h e r s r e p o r t i n g ju d g m e n t a l ly u n f a v o r a b l e l e v e l s , t h e n 31 73 w o u ld b e t h e f i g u r e r e p r e s e n t e d i n row o n e , colum n o n e . T h is w o u ld b e t h e m o st p o s i t i v e p o s s i b l e s t a t u s o f M ic h ig a n 's p ro g ra m s t h a t c o u ld be r e p r e s e n te d by t h i s t a b l e . I f t h e way ju d g e s made t h e i r d e c i s i o n s , t h e c r i t e r i a t h e y u s e d i n d e te r m i n i n g f a v o r a b l e an d u n f a v o r a b l e l e v e l s a r e e x a m in e d , t h e t a b l e t a k e s o n a d d ed m e a n in g . T hey w e re i n s t r u c t e d n o t t o i n d i c a t e i d e a l c o n d i t i o n s , b u t i n s t e a d t o i n d i c a t e g e n e r a l l y f a v o r a b l e an d u n f a v o r a b l e l e v e l s ; i n o t h e r w o rd s , l e v e l s w h ic h i n m ost c a s e s a r e u n f a v o r a b l e t o p ro g ram m in g b u t t o w h ic h t h e r e m ig h t so m e tim es b e an e x c e p t i o n : fo r e x a m p le , g e n e r a l l y s p e a k i n g , i t i s u n d e s i r a b l e t o h a v e tw e lv e e m o tio n ­ a l l y d i s t u r b e d c h i l d r e n i n one c la s s r o o m b u t , u n d e r som e u n iq u e c ir c u m s ta n c e s w ith c e r t a i n e x c e p t i o n s , i t w o u ld n o t b e an u n f a v o r a b l e le v e l. W ith t h i s i n m in d , t h e t a b l e c a n b e e x a m in e d an d i t becom es c l e a r t h a t a n y c o n d i t i o n f a l l i n g i n t h e f i r s t row o f T a b le 2 c o u ld a c t u a l l y b e i n good s h a p e s t a t e w i d e b e c a u s e t h e 0 -2 0 p e r c e n t o f r e p o r t e d u n f a v o r a b l e c o n d i t i o n s c o u ld b e o n ly " e x c e p t i o n s t o t h e r u l e . " W ith an e x tr e m e ly l i b e r a l i n t e r p r e t a t i o n , i t c o u ld b e s t a t e d t h a t up t o f o r t y o f t h e c a s e s c o u ld b e e x c e p t i o n s t o t h e r u l e , t h u s i n c l u d i n g row tw o c o n d i t i o n s a s b e in g i n r e a s o n a b l y good s h a p e s t a t e w i d e . It w ould seem v e r y u n l i k e l y t h a t an y lo w e r l e v e l s c o u ld b e i n c l u d e d an d be e x c e p tio n s . Below t h i s p o i n t t h e y becom e t h e r u l e and n o t t h e e x c e p tio n . Thus a c o n d i t i o n w h e re 4 0 .1 p e r c e n t o r m ore o f t h e t o t a l s i t u a t i o n s f o r t h a t c o n d i t i o n s t a t e w i d e a r e j u d g m e n t a l ly u n f a v o r a b l e c o n d i t i o n s , and w i l l b e i n t e r p r e t e d a s a c o n d i t i o n t h a t i s n o t i n v e r y good s h a p e s t a t e w i d e . U s in g t h i s c r i t e r i o n , 3 5 .6 p e r c e n t o f t h e 32 c o n d i t i o n s f o r w h ic h CR J u d g m e n ta l S ta n d a r d s w e re e s t a b l i s h e d and 4 2 .9 p e r c e n t o f t h e c o n d i t i o n s f o r w h ic h NCR J u d g m e n ta l S ta n d a r d s w e re e s t a b l i s h e d a r e i n t e r p r e t e d a s n o t b e in g i n v e r y good s h a p e s t a t e w i d e . W ith t h e a s s u m p tio n s : t h a t a c o n s e n s u s o f t e a c h e r s , a d m in is ­ t r a t o r s , c o n s u l t a n t s , s t a t e d e p a r tm e n t p e r s o n n e l a n d t e a c h e r e d u c a t o r s m eans s o m e th in g ; t h a t t e a c h e r s a r e r e p o r t i n g a c c u r a t e l y , i t w o u ld seem a c o n s e r v a t i v e e s t i m a t e 1 t h a t 35 p e r c e n t o f t h e c o n d i t i o n s t h a t CR’ s a r e w o rk in g u n d e r s h o u ld c o n c e rn u s g r e a t l y . T h is p e r c e n t a g e f o r NCR i s an e v e n h i g h e r 42 p e r c e n t . I t i s im p o r t a n t t o n o t e t h a t T a b le 2 i m p l i c i t l y a ssu m e s e q u a l im p o r ta n c e o f c o n d i t i o n s . No a t t e m p t was made t o d e te r m in e t h i s , b u t i t d o e s a p p e a r p o s s i b l e t h a t t h e " l e s s i m p o r t a n t " c o n d i t i o n s c o u ld b e c o n c e n t r a t e d m ore h e a v i l y on e i t h e r e n d o f t h e t a b l e . T h e re fo re , i t i s p o s s i b l e t h e 35 p e r c e n t and 42 p e r c e n t f i g u r e s r e p o r t e d may h a v e a h ig h o r low p r o p o r t i o n o f " l e s s i m p o r t a n t " c o n d i t i o n s . R e s e a rc h Q u e s tio n I I I I n te rm s o f P e r c e i v e d A d e q u ac y , how do M ic h ig a n p u b l i c s c h o o l t e a c h e r s o f e m o t i o n a l ly d i s t u r b e d c h i l d r e n v ie w t h e i r p ro g ra m s ? S p e c i f i c R e s e a rc h Q u e s tio n s 1. What i s t h e p e r c e i v e d a d e q u a c y o f A re a s o f P rogram m ing f o r b o t h c la s s r o o m an d n o n - c la s s r o o m t e a c h e r s ? C o n s e r v a tiv e b e c a u s e 40 p e r c e n t o f t h e c a s e s w e re a llo w e d t o b e e x c e p t i o n s and b e c a u s e t h e q u e s t i o n a b l e l e v e l s w e re n o t i n c l u d e d i n T a b le 2 . I t s h o u ld b e rem em b ered t h a t q u e s t i o n a b l e l e v e l s h a d some e x p e r t s who ju d g e d thenrj, a s u n f a v o r a b l e l e v e l s ; i n some c a s e s u p t o 80 p e r c e n t o f t h e ju d g e s s a i d t h e y w e re u n f a v o r a b l e a n d t h e y s t i l l w e re n o t d e n o te d u n f a v o r a b l e l e v e l s . 33 2. Do c la s s r o o m and n o n - c la s s r o o m t e a c h e r s d i f f e r o v e r a l l on t h e i r p e r c e i v e d a d e q u a c y o f a l l p ro g ra m a r e a s ? 3. On w h ich A re a s o f P rogram m ing a r e c la s s r o o m t e a c h e r s and n o n ­ c la s s ro o m t e a c h e r s s i g n i f i c a n t l y d i f f e r e n t i n p e r c e i v e d a d e q u a c y , a n d i n w h ic h A re a s o f P rogram m ing a r e t h e y n o t s i g n i f i c a n t l y d i f f e r e n t in p e rc e iv e d adequacy? The r e s p o n s e s f o r CR and NCR t o t h e p e r c e i v e d a d e q u a c y q u e s t i o n s w e re t a l l i e d s e p a r a t e l y and t h e m ean o f a l l r e s p o n s e s f o r e a c h g ro u p on e a c h A re a o f P rogram m ing i s r e p o r t e d . d e riv e d b y f i r s t a s s ig n in g a v a lu e t o each re s p o n s e The m ean i s (1 = e x c e l l e n t , 2 = v e r y g o o d , 3 = g o o d , 4 = f a i r , 5 « p o o r ) , a d d in g up t h e r e s p o n s e s , and f i n a l l y , d i v i d i n g b y t h e n um ber o f r e s p o n d e n t s t o f i n d t h e a v e r a g e o r mean r e s p o n s e . I t i s im p o rta n t t o n o te t h a t t h i s tr e a tm e n t o f th e d a ta assu m e s i n t e r v a l s c a l e d a t a . T a b le 3 p r e s e n t s t h e m ean a n d s t a n d a r d d e v i a t i o n f o r c la s s r o o m an d n o n - c la s s r o o m t e a c h e r s on an a r e a b y a r e a b a s i s . F ig u re 2 i s a g r a p h i c p r e s e n t a t i o n o f t h e m eans p r e s e n t e d i n T a b le 3. The d a t a i n T a b le 3 a n d F i g u r e 2 show t h a t fro m t h e t e a c h e r s ' p e r s p e c t i v e , I n s e r v i c e a n d P r o f e s s i o n a l Im provem ent i s t h e A re a o f P ro g ram m ing t h a t i s t h e m ost d e f i c i e n t i n te r m s o f a f f e c t i n g " T h e i r a b i l i t y to m eet th e n eed s o f c h ild r e n th e y s e r v e ." The A re a s o f P r o ­ gram m ing s e p a r a t e l y f o r CR an d NCR a r e l i s t e d b e lo w i n o r d e r from t h e m ean PA c l o s e s t t o e x c e l l e n t t o t h e m ean PA f a r t h e s t from e x c e l l e n t . 1. NCR S t u d e n t C o m p o s itio n — " W o r k a b i l i t y " o f G roup 2. NCR A t t i t u d i n a l C lim a te 34 T a b le 3 . — Means a n d S ta n d a r d D e v i a t io n s f o r A re a s o f P ro g ra m m in g . G roups A re a s o f P rogram m ing C la s s ro o m X N o n -c la s s ro o m s X s S tu d e n t C o m p o s itio n and W o r k a b i li t y o f G roup 2 .9 7 .9 6 2 .4 0 .9 2 A t t i t u d i n a l C lim a te 2 .7 7 1 .0 7 2 .4 9 .9 7 E d u c a t i o n a l P la n n in g an d S c r e e n in g 3 .0 4 1 .0 9 3 .0 5 1 .1 3 S u p p o rtiv e P ro v is io n s 3 .0 6 1 .1 8 2 .7 7 1 .0 3 A v a ila b ility o f I n s tr u c tio n a l M a te ria ls 2 .6 6 1 .1 3 2 .6 1 1 .1 2 I n s e r v i c e Im provem ent 3 .6 9 1 .1 7 3 .3 2 1 .2 6 A d m in is tra tiv e L e a d e r s h ip 3 .2 8 1 .2 7 2 .9 3 1 .2 4 3. NCR A v a i l a b i l i t y o f I n s t r u c t i o n a l M a t e r i a l s 4. CR A v a i l a b i l i t y o f I n s t r u c t i o n a l M a t e r i a l s 5. CR A t t i t u d i n a l C lim a te 6. NCR S u p p o r t i v e P r o v i s i o n s a n d P e r s o n n e l 7. NCR A d m i n i s t r a t i v e D i r e c t i o n a n d L e a d e r s h ip 8. CR S tu d e n t C o m p o s itio n — " W o r k a b i l i t y " o f Group 9. CR E d u c a ti o n a l P la n n in g a n d / o r S c r e e n in g P r o v i s i o n s 10. NCR E d u c a t i o n a l P l a n n in g a n d / o r S c r e e n in g P r o v i s i o n s 11. CR S u p p o r t i v e P r o v i s i o n s a n d P e r s o n n e l 12. CR A d m i n i s t r a t i v e D i r e c t i o n an d L e a d e r s h ip 13. NCR I n s e r v i c e and P r o f e s s i o n a l Im pro v em en t O p p o r t u n i t i e s 14. CR I n s e r v i c e and P r o f e s s i o n a l Im p ro v em en t O p p o r t u n i t i e s | 1 1 | I Supportive Provisions Availability of In s t. Materials Administrative Leadership | Educational Plan/Screen i | | Attitudinal Climate Inservice Improvement j | "Workability" of Students 35 1. E x c e lle n t 2. V ery good 3. Good i4. F a ir 5. Poor i F ig u r e 2 . ,- Means f o r C la s sro o m and N o n -C la ssro o m T e a c h e r s f o r A re a s o f P ro g ram m in g . CR = -----------------NCR ----------------As c a n b e s e e n , mean P A 's t e n d t o be f a r t h e r fro m e x c e l l e n t f o r t h e c la s s r o o m t e a c h e r s t h a n f o r t h e i r n o n - c la s s r o o m c o u n t e r p a r t s . T h re e o f t h e f o u r p o o r e s t mean P A 's b e lo n g t o c la s s r o o m t e a c h e r s . t h e b o tto m h a l f o f t h e l i s t , On c o n s is tin g o f sev en p o s itio n s , f iv e a re o c c u p ie d b y c la s s r o o m t e a c h e r s . E x a m in a tio n o f F i g u r e 2 w o u ld a l s o seem t o i n d i c a t e g e n e r a l l y p o o r e r P A 's f o r c la s s r o o m t e a c h e r s . C la s s ro o m t e a c h e r s h a d p o o r e r mean P A 's on s i x o f t h e s e v e n A re a s o f P ro g ram m in g . N o n -c la s s ro o m was p o o r e r o n one A re a o f P ro g ra m m in g , b y an e x tr e m e ly n a rro w m a rg in ( 1 /1 0 0 o f a p o i n t ) . The s i g n i f i c a n c e s o f t h e s e d i f f e r e n c e s ( S u b q u e s tio n s 2 an d 3) w e re d e te r m in e d t h r o u g h a M u l t i v a r i a t e A n a ly s is o f V a r ia n c e p r o c e d u r e 36 (M c C a ll, 1 9 7 0 ). U t i l i z a t i o n o f t h i s p ro c e d u re n e c e s s i t a t e d s u b m ittin g t h e A re a s o f P rogram m ing i n d e c r e a s i n g o r d e r o f i m p o r ta n c e ; t h i s o r d e r i n g o f im p o r ta n c e b e in g a c h i e v e d t h r o u g h t h e r a n k i n g o f e x p e r t s ( s e e A p p en d ix H) . The f o l l o w i n g r a n k i n g was d e te r m in e d fro m m ost im p o rta n t to l e a s t im p o rta n t. 1. S u p p o r t i v e P r o v i s i o n s an d P e r s o n n e l 2. E d u c a ti o n a l P la n n in g a n d / o r S c r e e n in g P r o v i s i o n s 3. A d m i n i s t r a t i v e D i r e c t i o n and L e a d e r s h ip 4. I n s e r v i c e and P r o f e s s i o n a l Im p ro v em en t O p p o r t u n i t i e s 4. S tu d e n t C o m p o s i t io n - - " W o r k a b i li t y " o f Group 6. A t t i t u d i n a l C lim a te 7. A v a ila b ility o f I n s tr u c tio n a l M a te ria ls T ie T h is a n a l y s i s r e q u i r e d a d d i t i o n a l l y t h a t t h e r e b e no m is s i n g d a t a . Some t e a c h e r s f a i l e d t o a n sw e r a l l p e r c e i v e d a d e q u a c y q u e s t i o n s m is s in g a n sw e rs fro m a p o s s i b l e 2 , 7 3 7 ) . (24 In o r d e r t o a v o id d i s r e g a r d i n g i n d i v i d u a l s w h e re s i x o f s e v e n r e s p o n s e s h a d b e e n m ad e, i n d i v i d u a l s w e re ra n d o m ly a s s i g n e d r e s p o n s e s t o m is s i n g q u e s t i o n s . T h is random a s s ig n m e n t r e q u i r e d a c o m p u te r p ro g ra m w h ich a s s i g n e d r e s p o n s e s a c c o r d i n g t o how p e o p le i n t h e sam e t e a c h e r g ro u p a n s w e re d t h e q u e s tio n . F o r e x a m p le , c la s s r o o m t e a c h e r s a n s w e re d t h e A t t i t u d i n a l C lim a te q u e s t i o n i n t h e f o l l o w i n g f a s h i o n : 1 1 .3 p e r c e n t E x c e l l e n t , 3 0 .9 p e r c e n t V ery G ood, 3 3 .0 p e r c e n t Good, 1 8 .7 p e r c e n t F a i r , 6 .1 p e r c e n t P o o r. A CR who o m i t t e d t h i s q u e s t i o n was a s s i g n e d a r e s p o n s e by a random p r o c e d u r e b u t i n a c c o r d w i t h t h e s e p r o b a b i l i t i e s . C om paring t h e a c t u a l m eans o f r e s p o n d i n g t e a c h e r s t o t h e m eans w i t h random a s s ig n m e n t o f r e s p o n s e show ed v e r y l i t t l e l a r g e s t c h a n g e was .0 0 9 9 p e r c e n t ) . c h a n g e i n g ro u p m eans ( t h e 37 T a b le 4 show s t h e r e s u l t s o f t h e M u l t i v a r i a t e A n a ly s is o f V a r ia n c e (MANOVA) p r o c e d u r e . E s s e n t i a l l y w h a t t h e MANOVA a n a l y s i s d o e s i s f i r s t t a k e b o t h CR and NCR an d c o n s i d e r a l l A re a s o f P rogram m in g s i m u l t a n e o u s l y t o f i n d i f t h e r e i s an o v e r a l l PA d i f f e r e n c e b e tw e e n CR an d NCR. Then i t t a k e s e a c h v a r i a b l e s e p a r a t e l y an d p a r t i t i o n s o u t t h e v a r i a n c e w h ic h i s a c c o u n te d f o r b y p r e c e d i n g v a r i a b l e s . T hat i s to s a y , S u p p o r t i v e P r o v i s i o n s b e in g t h e f i r s t s p e c i f i c v a r i a b l e a n a l y z e d , i s a n a ly z e d w ith a l l t h e o t h e r v a r i a b l e s . S c re e n in g , i s The n e x t v a r i a b l e a n a l y z e d , a n a ly z e d w i t h a l l t h e o t h e r v a r i a b l e s e x c e p t t h a t t h e v a r i a n c e a c c o u n te d f o r b y S u p p o r t i v e P r o v i s i o n s i s p a r t i t i o n e d o u t . The r e s u l t s show t h a t c la s s r o o m t e a c h e r s a c r o s s a l l p e r c e i v e d a d e q u a c y q u e s t i o n s a n s w e re d d i f f e r e n t l y fro m n o n - c la s s r o o m t e a c h e r s a t t h e l e v e l (P l e s s t h a n .0 0 0 1 ) . On s p e c i f i c q u e s t i o n s , c la s s r o o m a n d n o n ­ c la s s r o o m t e a c h e r s w e re s i g n i f i c a n t l y d i f f e r e n t a t t h e t h e i r r e s p o n s e t o o n e PA q u e s t i o n . c a n tly d if f e r e n t a t th e .0 5 .0 0 7 l e v e l * i n The tw o g ro u p s w e re n o t s i g n i f i ­ .0 0 7 l e v e l on t h e i r r e s p o n s e s t o t h e f o l l o w i n g s i x PA q u e s t i o n s : S u p p o rtiv e P r o v is io n s and P e rs o n n e l E d u c a ti o n a l P la n n in g a n d / o r S c r e e n in g P r o v i s i o n s A d m i n i s t r a t i v e D i r e c t i o n and L e a d e r s h ip I n s e r v i c e an d P r o f e s s i o n a l Im pro v em en t O p p o r t u n i t i e s A t t i t u d i n a l C lim a te A v a ila b ility o f I n s t r u c t i o n a l M a te ria ls * P le a s e n o t e t h a t t h e .0 0 7 l e v e l i s u s e d i n t h i s c a s e t o r e d u c e th e a d d itiv e e f f e c t o f a lp h a o v e r a l l m e a su re s. The a d d i t i v e e f f e c t o f a l p h a u s i n g .0 0 7 i s .0 4 9 , w h e re a s i t w o u ld b e .3 5 u s i n g a l p h a = .0 5 . 38 T a b le 4 . - - M u l t i v a r i a t e A n a ly s is o f V a ria n c e f o r C la ssro o m T e a c h e rs V e rsu s N o n -C lassro o m T e a c h e r s . M u ltiv a ria te F = 7 .3 6 8 4 p < .0001 S te p Down V a r ia b le F P S u p p o r tiv e P r o v i s i o n s and P e r s o n n e l 6 .3 0 9 2 .0125 E d u c a tio n a l P la n n in g a n d / o r S c r e e n in g P ro v is io n s 1 .9 1 1 7 .1676 A d m i n is tr a t iv e D i r e c t i o n and L e a d e rs h ip 4 .9 9 7 0 .0260 I n s e r v i c e and P r o f e s s i o n a l Im provem ent O p p o rtu n itie s 4 .1 7 3 7 .0418 2 9 .0 3 0 6 .0001 .4191 .5 1 7 8 7 .3 6 8 4 .0001 S tu d e n t C o m p o s itio n - - nW o r k a b ility o f G ro u p "a A t t i t u d i n a l C lim a te A v a ila b ility o f I n s tr u c tio n a l M a te ria ls S i g n i f i c a n t a t t h e .0 0 7 l e v e l . 39 The T e s u l t s o f t h i s r e s e a r c h q u e s t i o n s u p p o r t t h e r e s u l t s o f r e s e a r c h q u e s t i o n s I an d I I i n t h a t c la s s r o o m t e a c h e r s a p p a r e n t l y f i n d th e m s e lv e s i n q u i t e d i f f e r e n t s i t u a t i o n s t h a n t h e i r n o n - c la s s r o o m c o u n t e r p a r t s a n d when v ie w in g c la s s r o o m t e a c h e r s ' s i t u a t i o n s from an o v e r a l l p e r s p e c t i v e , t h e i r s i t u a t i o n s a p p e a r t o b e som ew hat l e s s p o s itiv e . I t w o u ld a p p e a r n e c e s s a r y , h o w e v e r, t o q u a l i f y any s t a t e m e n t r e g a r d i n g t h e o v e r a l l d e f i c i e n c y o f c la s s r o o m t e a c h e r s ' s i t u a t i o n s . The i n f o r m a t i o n p r e s e n t e d show s t h a t t h e d i f f e r e n c e i s n o t t h e sam e d i f f e r e n c e i n a l l A re a s o f P ro g ram m in g . In f a c t , i n m ost A re a s o f P rogram m ing t h e r e i s no s i g n i f i c a n t d i f f e r e n c e i n CR and NCR s i t u a t i o n s . The r e s e a r c h q u e s t i o n s t o t h i s p o i n t h a v e e s t a b l i s h e d t h a t C R 's an d NCR's a r e q u i t e d i f f e r e n t i n t h e s p e c i f i c c o n d i t i o n l e v e l s th e y r e p o r t i n t h e i r s i t u a t i o n s an d t h e i r o v e r a l l p e r c e p t i o n o f t h e adequacy o f th e s e c o n d itio n s . The n e x t r e s e a r c h q u e s t i o n (IV ) i n v o l v e s t h e r e l a t i o n s h i p b e tw e e n s p e c i f i c c o n d i t i o n s an d PA, s e p a r a t e l y f o r CR and NCR t e a c h e r s . T h is s e p a r a t e a n a l y s i s w o u ld a p p e a r j u s t i f i e d c o n ­ s i d e r i n g t h e d i f f e r e n c e s a l r e a d y e s t a b l i s h e d b e tw e e n CR a n d NCR. The r e s u l t s a r e ex am in e d t o d e te r m in e i f t h i s s e p a r a t e a n a l y s i s was b e n e fic ia l. R e s e a rc h Q u e s tio n IV How w e l l c a n t e a c h e r s ' p e r c e p t i o n s o f t h e a d e q u a c y o f t h e i r p ro g ra m a r e a s b e p r e d i c t e d fro m s p e c i f i c c o n d i t i o n s ? S p e c i f i c R e s e a rc h Q u e s tio n s ( to be p u rsu e d s e p a r a te ly f o r c l a s s ­ room and n o n - c l a s s r o o m p e r s o n n e l ) 40 1. To w h a t e x t e n t c a n t h e p e r c e i v e d a d e q u a c y o f p ro g ra m a r e a s b e p r e d i c t e d fro m t e a c h e r s 1 r e s p o n s e s t o s p e c i f i c c o n d i t i o n s i n th e c o rre s p o n d in g a re a s ? 2. On w hat s e l e c t g ro u p o f s p e c i f i c c o n d i t i o n s do t e a c h e r s ' r e s p o n s e s b e s t p r e d i c t t h e p e r c e i v e d a d e q u a c y o f e a c h A re a o f P rogram m ing? 3. To w h at e x t e n t d o e s t h i s s e l e c t g ro u p o f s p e c i f i c c o n d i t i o n s ( s e e #2 a b o v e ) p r e d i c t t h e p e r c e i v e d a d e q u a c y o f e a c h A re a o f P rogram m ing? E ach A re a o f P ro g ra m m in g , f o r b o t h c la s s r o o m an d n o n - c la s s r o o m p e r s o n n e l was a n a ly z e d b y t h e M u l t i p l e R e g r e s s io n S te p w is e D e le te (MRSD) A n a ly s is (D ra p er and S m ith , 1 9 6 6 ). When t h e d a t a a r e o f t h e p r o p e r n a t u r e , a l l t h e a b o v e q u e s t i o n s c a n b e a n s w e re d b y t h i s a n a ly s is . E s s e n t i a l l y t h e p r o c e d u r e t a k e s a l l t h e p r e d i c t o r v a r i a b l e s ( e . g . , 15 2 s p e c i f i c c o n d itio n s ) and g iv e s th e m u ltip le R f o r th e j o i n t r e l a t i o n ­ s h ip o f a l l th e p r e d i c to r v a r ia b le s t o th e d e p en d en t v a r ia b le p e rc e iv e d ad eq u a cy ). ( i.e ., I t th e n c o n s id e rs a l l p r e d i c to r s s im u lta n e o u s ly a n d d ro p s t h e o n e p r e d i c t o r c o n t r i b u t i n g t h e l e a s t u n iq u e am ount t o o R“ . I t d ro p s v a r i a b l e s i n t h i s r e m a in in g ( e . g . , s i x v a r i a b l e s ) f a s h i o n u n t i l t h e o n ly v a r i a b l e s a r e v a r i a b l e s w h ic h c o n t r i b u t e s i g n i f i 2 c a n t l y d i f f e r e n t am ounts ( a t t h e .0 5 l e v e l ) t o R . 2 r e p o r t s t h e R f o r t h e r e m a in in g v a r i a b l e s . The a n a l y s i s t h e n The a n a l y s i s h a s t h e l i m i t a t i o n t h a t i t assu m es t h a t d a t a f o r t h e p r e d i c t o r and d e p e n d e n t v a r i a b l e s a r e on an i n t e r v a l s c a l e o r b e tte r. T h is r e s e a r c h assu m e s an i n t e r v a l s c a l e f o r a l l o r d i n a l d a t a an d t h e PA r e s p o n s e an d m ost o f t h e p r e d i c t o r s m eet t h i s c r i t e r i o n . 41 S ix A re a s o f Program m ing h a d a l l o r d i n a l (assu m ed i n t e r v a l ) d a t a and c o u ld , t h e r e f o r e , u t i l i z e t h e MRSD a n a l y s i s . One A re a o f P rog ram m in g , I n s e r v i c e and P r o f e s s i o n a l Im provem ent O p p o r t u n i t i e s , c o n ta in e d f o u r n o m in a l p r e d i c t o r v a r i a b l e s . T h is A re a o f P rogram m ing was a n a ly z e d by an a n a l y s i s s i m i l a r t o MRSD: t h e M u l t i p l e C l a s s i f i c a t i o n A n a ly s is (Andrews an d o t h e r s , 1 9 7 1 ). The u n iq u e f e a t u r e s o f t h i s a n a l y s i s w i l l b e d i s c u s s e d a lo n g w ith t h e r e s u l t s f o r I n s e r v i c e an d P r o f e s s i o n a l Im provem ent O p p o r t u n i t i e s , b u t , i n sum m ary, t h e m a jo r f e a t u r e w h ich l e d t o i t s u t i l i z a t i o n was t h e f a c t t h a t i t i s d e s ig n e d t o w ork w ith n o m in a l p r e d i c t o r v a r i a b l e s and an i n t e r v a l d e p e n d e n t v a r i a b l e . A s i m i l a r a n a l y s i s w a s, t h e r e f o r e , c o n d u c te d f o r C R 's and NCR's on a l l s e v e n A re as o f Program m ing f o r a t o t a l o f f o u r t e e n a n a ly s e s . The d e p e n d e n t v a r i a b l e i n a l l c a s e s was PA. The in d e p e n d e n t o r p r e d i c t o r v a r i a b l e s w e re a l l t h o s e c o n d i t i o n s w i t h i n an A rea o f Program m ing p lu s some r e l e v a n t c o n d i t i o n s from o t h e r A re a s o f P r o ­ gram m ing ( e . g . , a d m i n i s t r a t o r s ' p r e f e r e n c e f o r I n s e r v i c e T r a i n i n g was a c o n d i t i o n i n c l u d e d i n i n s e r v i c e , e v e n th o u g h i t was w i t h i n t h e D i r e c t i o n and L e a d e r s h ip s e c t i o n o f t h e q u e s t i o n n a i r e ) . T h is c o n d i t i o n was a l s o u s e d i n t h e MRSD f o r D i r e c t i o n and L e a d e r s h ip . The u s u a l a n a l y s i s in v o lv e d an MRSD on a l l t e a c h e r s : 231 i f CR, and 160 i f NCR. B ecau se o f t h e u n iq u e c h a r a c t e r i s t i c s o f t h e d a t a an d t h e h i g h l y v a r i a b l e n a t u r e o f d e l i v e r y o f s e r v i c e , upon o c c a s io n d i f f e r e n t a n a ly s e s w e re p e rfo rm e d a n d / o r l e s s t h a n t h e t o t a l com plem ent o f r e s p o n d in g t e a c h e r s was u t i l i z e d . The MRSD a n a l y s i s r e q u i r e s t h a t t h e r e c a n n o t b e any m is s in g d a t a ; t h e m is s in g d a t a w e re a s s i g n e d a v a lu e b y th e p r o c e d u r e d e s c r i b e d i n r e s e a r c h q u e s t i o n I I I . For p r e s e n t p u r p o s e s , i t was d e c id e d t h a t a v a r i a b l e w ould b e a s s i g n e d a 42 v a lu e i f l e s s t h a n 10 p e r c e n t o f t h e t e a c h e r s o m itte d t h e q u e s t i o n . I f 10 p e r c e n t o r m ore o f t h e t e a c h e r s m is s e d t h e q u e s t i o n s , t h i s v a r i a b l e w ould n o t b e i n c l u d e d i n MRSD. The r e s u l t s a r e r e p o r t e d on an A re a o f P rogram m ing b a s i s f o r b o th CR and NCR. The a r e a s u t i l i z i n g t h e t y p i c a l p o p u l a t i o n and t y p i c a l a n a l y s i s w i l l b e c o v e re d f i r s t and t h e a t y p i c a l s i t u a t i o n s w i l l b e c o v e re d l a t e r . The r e a s o n f o r t h e d e v ia n c e from t y p i c a l p o p u l a t i o n a n d /o r a n a l y s i s w i l l b e e x p la in e d i n t h e c o n t e x t o f t h e r e s u l t s . The A re a o f P rogram m ing, " S tu d e n t C o m p o s itio n —W o r k a b i li t y o f G ro u p ," was a n a ly z e d b y MRSD f o r 321 c la s s ro o m t e a c h e r s an d 160 n o n ­ c la s s ro o m t e a c h e r s . S ix c o n d i t i o n s w e re i n c l u d e d f o r n o n - c la s s r o o m 2 t e a c h e r s and r e c e i v e d an R o f .1 6 5 7 . A f t e r d e l e t i o n o f v a r i a b l e s , 2 t h r e e c o n d i t i o n s re m a in e d w h ich r e c e i v e d an R o f .1 5 4 1 . The t h r e e c o n d i t i o n s t h a t w e re d e l e t e d a r e t h e f o l l o w i n g . The c o n d i t i o n s a r e g iv e n i n t h e o r d e r o f t h e i r d e l e t i o n a lo n g w ith t h e 2 amount w hich R was d im in is h e d a f t e r d e l e t i o n o f t h e c o n d i t i o n . 2 R R e d u c tio n Age Range o f S tu d e n ts The S e v e r i t y o f S tu d e n ts E m o tio q a l .0 0 2 1 P ro b le m s P r o p o r t i o n o f S t u d e n ts C e r t i f i e d ED o r a P s y c h ia tr is t o r P s y c h ia tr ic C lin ic .0 0 4 5 .0 0 5 0 The c o n d i t i o n s b e lo w a r e th o s e w h ich w ere n o t d e l e t e d b y MRSD. F o llo w in g e a c h v a r i a b l e i s t h e s i g n i f i c a n c e l e v e l o f t h e v a r i a b l e 's 2 2 u n iq u e c o n t r i b u t i o n t o R and t h e v a lu e R w o u ld b e i f t h i s v a r i a b l e w ere rem oved from t h e n o n - d e l e t e d s e t o f t h r e e v a r i a b l e s . 43 S ig n ific a n c e R D e le te s M odal Age o f C h i ld r e n i n C la ssro o m .001 .0 8 8 5 3 Type o f S tu d e n t H a n d ic a p s .0 3 6 .1 2 9 7 4 Amount o f Time S p e n t on D i s c i p l i n e .0 0 3 .1 0 5 6 4 S i x t e e n c o n d i t i o n s w e re i n c l u d e d f o r c la s s r o o m t e a c h e r s and r e c e i v e d 2 an R o f .3 5 5 8 . A f t e r d e l e t i o n o f v a r i a b l e s , f i v e c o n d i t i o n s re m a in e d 2 w hich r e c e i v e d an R o f .3 2 1 1 . The e le v e n c o n d i t i o n s t h a t w e re d e l e t e d a r e t h e f o l l o w i n g . The c o n d i t i o n s a r e g iv e n i n t h e o r d e r o f t h e i r d e l e t i o n a lo n g w ith t h e 2 am ount w hich R was d im in is h e d a f t e r d e l e t i o n o f t h e c o n d i t i o n . .2 R R e d u c tio n T e a c h e r Can Depend on Someone T a k in g C la s s So They Can Work W ith a P ro b le m S tu d e n t .0000 Number o f S tu d e n ts i n C la s s .0 0 0 5 P r o p o r t i o n o f S tu d e n ts C e r t i f i e d ED b y a P s y c h ia tr is t o r P s y c h ia tr ic C lin ic .0012 Type o f S tu d e n t H a n d ic a p s .0 0 1 6 The A v a i l a b i l i t y o f a S u i t a b l e Room t o Take a P ro b lem S tu d e n t To .0 0 1 7 Modal Age o f C h i ld r e n i n C la ssro o m .0 0 2 3 S tu d e n ts Axe S p e n d in g P a r t o f Day i n R e g u la r C la ssro o m .0 0 4 6 T e a c h e r i s l i m i t e d by S tu d e n ts V a r i a b i l i t y i n A r i t h m e ti c A ch iev em en t .0049 Y ears D i f f e r e n c e i n A r i t h m e ti c A ch iev em en t .0 0 5 4 Y e a rs D i f f e r e n c e i n R e ad in g A ch iev em en t .0 0 2 4 The c o n d i t i o n s b e lo w a r e t h o s e w h ic h w ere n o t d e l e t e d b y MRSD. F o llo w in g e a c h v a r i a b l e i s t h e s i g n i f i c a n c e l e v e l o f t h e v a r i a b l e 's 44 S ig n ific a n c e R D e le te s T e a c h e r i s L im ite d b y S tu d e n ts V a r i a b i l i t y i n R e a d in g A ch iev em en t .0005 .2 7 7 7 7 The S e v e r i t y o f S tu d e n ts E m o tio n a l P ro b lem s .010 .30081 Amount o f Time S p e n t on D i s c i p l i n e .0005 .2 3 3 9 3 How Long i t T akes t o G et S tu d e n t R e e v a lu a te d .011 .30109 Someone t o Take t h e C la s s W hile T e a c h e r D e a ls w ith P ro b le m S tu d e n t .004 .29561 The A re a o f P ro g ram m in g , " A d m i n i s t r a t i v e D i r e c t i o n a n d L e a d e r ­ s h i p , " was a n a ly z e d f o r 231 c la s s ro o m t e a c h e r s an d 160 n o n - c la s s r o o m te a c h e rs . F i f t e e n c o n d i t i o n s w e re i n c l u d e d f o r n o n - c la s s r o o m t e a c h e r s 2 and r e c e i v e d an R o f .5 1 2 5 . A f t e r d e l e t i o n o f v a r i a b l e s , f i v e c o n 2 d i t i o n s re m a in e d w h ich r e c e i v e d an R o f .4 7 2 7 . 2 R R e d u c tio n An A re a o f L e a d e r s h ip P r e f e r r e d by Im m ed iate S u p e r v i s o r i s P e r s o n a l C o n c e rn s o f S t a f f .0 0 0 2 F re q u e n c y o f C o n s u l t a t i o n s o r V i s i t s b y Im m ed iate S u p e r v i s o r .0 0 0 4 C o n s u l t a n t ( s ) R e g u la r ly A v a i l a b l e t o H elp W ith P e r s o n a l/E m o tio n a l N eeds o f S tu d e n ts .0 0 1 1 How O fte n I n s e r v ic e /W o rk s h o p s a r e H e ld .0 0 1 7 An A re a o f L e a d e r s h ip P r e f e r r e d b y Im m e d ia te S u p e r v i s o r i s S tu d e n t B e h a v io r .0031 An A rea o f L e a d e r s h ip P r e f e r r e d by Im m e d ia te S u p e r v i s o r i s C e n t r a l O f f i c e M a tte r s .0 0 3 3 An A rea o f L e a d e r s h ip P r e f e r r e d b y Im m e d ia te S u p e rv is o r i s I n s e r v ic e .0 0 4 8 F re q u e n c y o f C o n s u l t a t i o n s o r V i s i t s b y Im m ed iate S u p e r v i s o r .0 0 8 3 45 R R e d u c tio n An A re a o f L e a d e r s h i p P r e f e r r e d b y Im m ed iate S u p e rv iso r i s S t a f f R e la tio n s .00 82 The Im m ediate S u p e r v i s o r ' s A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .0 0 8 7 The c o n d i t i o n s b e lo w a r e t h o s e w h ic h w e re n o t d e l e t e d by MRSD. F o llo w in g e ac h v a r i a b l e i s t h e s i g n i f i c a n c e l e v e l o f t h e v a r i a b l e ' s 2 2 u n iq u e c o n t r i b u t i o n t o R and t h e v a l u e R w ould b e i f t h i s v a r i a b l e w ere rem oved fro m t h e n o n - d e l e t e d s e t o f f i v e v a r i a b l e s . D e letes S ig n ific a n c e The E d u c a t i o n a l P l a n n i n g Com m ittee M ests R e g u l a r l y .0 0 3 .44181 How Long I t T akes t o G et M a t e r i a l s A f te r R equest .0 3 3 .45689 Im m ediate S u p e r v i s o r s Knowledge o f ED C h i l d r e n .0 005 .2 8 2 4 5 S a t i s f a c t i o n W ith Im m e d ia te S u p e r v i s o r s Speed o f R e sp o n se .021 .45422 The Im m e d ia te S u p e r v i s o r Asks T e a c h e r 's O p in io n on T e c h n i c a l / P r o f e s s i o n a l M a tte rs .0 0 7 .44714 N i n e t e e n c o n d i t i o n s w e re i n c l u d e d f o r c l a s s r o o m t e a c h e r s and r e c e i v e d 2 an R o f .5 2 1 5 . A f t e r d e l e t i o n o f v a r i a b l e s , s i x c o n d i t i o n s r e m a in e d 2 w hich r e c e i v e d an R o f .5 0 0 1 . The t h i r t e e n c o n d i t i o n s t h a t w ere d e l e t e d a r e t h e f o l l o w i n g . The c o n d i t i o n s a r e g i v e n i n t h e o r d e r o f t h e i r d e l e t i o n a lo n g w i t h t h e 2 amount w h ic h R was d i m i n i s h e d a f t e r d e l e t i o n o f t h e c o n d i t i o n s . R R e d u c tio n The Im m ed iate S u p e r v i s o r ' s A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .0001 How O f te n I n s e r v ic e / W o r k s h o p s a r e H eld .0000 46 R R e d u c t io n How Long I t T a k e s t o G et a S t u d e n t R e e v a lu a te d .0 001 An A re a o f L e a d e r s h i p P r e f e r r e d by Im m e d ia te S u p e r v i s o r i s P e r s o n a l C o n c e rn s o f S t a f f .0 0 0 3 F re q u e n c y o f C o n s u l t a t i o n s o r V i s i t s b y Im m e d ia te S u p e r v i s o r .0 0 0 4 The A v a i l a b i l i t y o f a S u i t a b l e Room t o Take a P ro b le m S t u d e n t To .0 0 0 4 An A r e a o f L e a d e r s h i p P r e f e r r e d b y Im m e d ia te S u p e rv is o r i s C e n tra l O ffic e M a tte rs .0 0 0 8 S a t i s f a c t i o n W ith Im m e d ia te S u p e r v i s o r s S p e e d o f R e sp o n se .0 0 1 0 How Long I t T a k e s t o G et M a t e r i a l s A f t e r R equest .0 015 T e a c h e r Can Depend on Someone T a k in g C l a s s So They Can Work W ith P ro b le m S t u d e n t .0 0 1 4 The Im m e d ia te S u p e r v i s o r Asks T e a c h e r ' s O p i n i o n on T e c h n i c a l / P r o f e s s i o n a l M a t t e r s .0 0 1 9 An A r e a o f L e a d e r s h i p P r e f e r r e d b y Im m e d ia te S u p e r v is o r i s S tu d e n t B eh av io r .0 0 5 0 The E d u c a t i o n a l P l a n n i n g C o m m itte e M e ets R e g u la rly .0 0 8 5 The c o n d i t i o n s b e lo w a r e t h o s e w h ic h w e re n o t d e l e t e d b y MRSD. F o llo w in g each v a r i a b l e i s th e s i g n i f i c a n c e l e v e l o f th e v a r i a b l e ' s 2 2 u n i q u e c o n t r i b u t i o n t o R and t h e v a l u e R w o u ld b e i f t h i s v a r i a b l e w e re rem o ved fro m t h e n o n - d e l e t e d s e t o f s i x v a r i a b l e s . S ig n ific a n c e R D e le te s C o n s u lta n t(s ) R e g u la rly A v a ila b le t o H elp w i t h t h e P e r s o n a l / E m o t i o n a l N eeds o f S t u d e n t s .012 .4 8 5 9 6 Someone To T ake C l a s s W hile T e a c h e r D e a ls W ith P ro b le m S t u d e n t .0 0 0 5 .4 5 9 1 9 47 S ig n ific a n c e R D e le t e s F r e q u e n c y o f Im m e d ia te S u p e r v i s o r V isit .0005 .4 1 4 4 6 Im m e d ia te S u p e r v i s o r s Know ledge o f ED C h i l d r e n .0 0 0 5 .4 1 2 8 3 An A re a o f L e a d e r s h i p P r e f e r r e d by Im m e d ia te S u p e r v i s o r i s I n s e r v i c e .0 1 4 .48 656 An A re a o f L e a d e r s h i p P r e f e r r e d b y Im m e d ia te S u p e r v i s o r i s S t a f f R e l a t i o n s .0 3 4 .4 9 0 0 2 The A re a o f P ro g ra m m in g , " A v a i l a b i l i t y o f I n s t r u c t i o n a l M a t e r i a l s , " was a n a l y z e d b y MRSD f o r 231 c l a s s r o o m t e a c h e r s a n d 160 n o n -c la ssro o m t e a c h e r s . Seven c o n d i t i o n s w e re i n c l u d e d f o r n o n 2 c l a s s r o o m t e a c h e r s and r e c e i v e d an R o f .2 9 6 9 . A fte r d e le tio n o f 2 v a r i a b l e s , f o u r c o n d i t i o n s r e m a in e d w h ic h r e c e i v e d an R o f .2 6 8 8 . The t h r e e c o n d i t i o n s t h a t w e re d e l e t e d a r e t h e f o l l o w i n g . The c o n d itio n s a re g iv e n in th e o r d e r o f t h e i r d e l e t i o n a lo n g w ith th e 2 amount w h ic h R was d i m i n i s h e d a f t e r d e l e t i o n o f t h e c o n d i t i o n . R R e d u c tio n C o n s u l t a n t ( s ) R e g u l a r l y A v a i l a b l e t o H e lp W ith t h e P e r s o n a l / E m o t i o n a l N eeds o f S t u d e n t s .0010 The E d u c a t i o n a l P l a n n i n g C om m ittee M eets R e g u la rly .0111 The P r o p o r t i o n o f M a t e r i a l s O r d e r e d T h a t Are R e c e iv e d .0 1 6 0 The c o n d i t i o n s b e lo w a r e t h o s e w h ic h w e re n o t d e l e t e d by MRSD. F o llo w in g each v a r i a b l e i s th e s i g n i f i c a n c e l e v e l o f t h e v a r i a b l e 's 2 u n iq u e c o n t r i b u t i o n to R 2 and t h e v a l u e R w ould b e i f t h i s v a r i a b l e w ere rem o v ed from t h e n o n - d e l e t e d s e t o f f o u r v a r i a b l e s . 48 S ig n ific a n c e R D e letes Y e arly M a te r ia ls Budget .0 2 4 .2 4 4 4 2 How Long I t T a k e s t o G et M a t e r i a l s A fte r R equest .0 0 6 .2 3 2 2 7 A d e q u a te A u d i o - V i s u a l M a t e r i a l s A re A v a i l a b l e .0 0 0 5 .1 5 3 9 3 An A r e a o f L e a d e r s h i p P r e f e r r e d by Im m e d ia te S u p e r v i s o r i s I n s t r u c t i o n a l Im provem ent .0 0 6 .2 3 2 6 2 S ev en c o n d i t i o n s w e re i n c l u d e d f o r c l a s s r o o m t e a c h e r s an d r e c e i v e d an 2 R o f .3 7 1 2 , A f t e r d e l e t i o n o f v a r i a b l e s , f i v e r e m a in e d w h ic h r e c e i v e d an R^ o f .3 6 1 9 . The two c o n d i t i o n s t h a t w e re d e l e t e d a r e t h e f o l l o w i n g . The c o n d itio n s a re g iv e n i n t h e o r d e r o f t h e i r d e l e t i o n a lo n g w ith th e 2 amount w h ich R was d i m i n i s h e d a f t e r d e l e t i o n o f t h e c o n d i t i o n . R D e letes How Long I t T a k e s t o G et M a t e r i a l s A f te r R equest .0 0 3 8 The E d u c a t i o n a l P l a n n i n g C om m ittee M e ets R e g u l a r l y .0 0 5 5 The c o n d i t i o n s b e lo w a r e t h o s e w h ic h w e re n o t d e l e t e d by MRSD. F o llo w in g each v a r i a b l e i s t h e s i g n i f i c a n c e l e v e l o f t h e v a r i a b l e 's 2 2 u n i q u e c o n t r i b u t i o n t o R and t h e v a l u e R w o u ld b e i f t h i s v a r i a b l e w e re rem o v e d from t h e n o n - d e l e t e d s e t o f f i v e v a r i a b l e s . S ig n ific a n c e R D eletes C o n su ltan tC s) R e g u la rly A v a ila b le t o H e lp W ith t h e P e r s o n a l / E m o t i o n a l N eeds o f S t u d e n t s .022 .3 4 6 7 6 Y e a rly M a t e r i a l s Budget .001 .3 3 1 3 5 The P r o p o r t i o n o f M a t e r i a l s O r d e r e d T h a t ATe R e c e iv e d .0 0 0 5 .3 1 2 3 3 49 S ig n ific a n c e 2 R D e le t e s A d e q u a te A u d i o - V i s u a l M a t e r i a l s A re A v a i l a b l e .0 0 0 5 .2 7 1 5 7 An A r e a o f L e a d e r s h i p P r e f e r r e d b y I m m e d ia te S u p e r v i s o r i s I n s t r u c t i o n a l Im provem ent .0 2 5 .3 4 7 4 9 The A r e a o f P ro g ra m m in g , " E d u c a tio n a l P la n n in g a n d /o r S creen in g P r o v i s i o n s , " was a n a l y z e d b y MRSD f o r 231 c l a s s r o o m t e a c h e r s and 160 n o n -cla ssro o m t e a c h e r s . Ten c o n d i t i o n s w e re i n c l u d e d f o r n o n - c l a s s r o o m 2 t e a c h e r s and r e c e i v e d a n R o f .3 8 7 5 . A f t e r d e l e t i o n o f v a r i a b l e s , 2 f o u r c o n d i t i o n s r e m a in e d w h ic h r e c e i v e d an R o f .3 6 3 9 . The s i x c o n d i t i o n s t h a t w e re d e l e t e d a r e t h e f o l l o w i n g . The c o n d itio n s a re g iv e n i n th e o r d e r o f t h e i r d e l e t i o n a lo n g w ith th e 2 am ount w h ich R was d i m i n i s h e d a f t e r d e l e t i o n o f t h e c o n d i t i o n . 2 R R e d u ctio n The T ea ch e r* s A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .0 0 0 5 The S e n d in g S o c i a l W o r k e r 's A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .0 009 Amount o f Time S p e n t on D i s c i p l i n e .0 0 2 5 The S e v e r i t y o f S t u d e n t s E m o tio n a l P ro b le m s .0 0 5 4 The P s y c h o l o g i s t ' s A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .0 0 6 0 The T e a c h e r 's V o ic e i n Removal o f a S t u d e n t From C l a s s .0 0 8 3 The c o n d i t i o n s b e lo w a r e t h o s e w h ic h w e re n o t d e l e t e d b y MRSD. F o llo w in g each v a r i a b l e i s th e s i g n i f i c a n c e l e v e l o f t h e v a r i a b l e ' s 2 u n iq u e c o n t r i b u t i o n t o R 2 and t h e v a l u e R w o u ld b e i f t h i s v a r i a b l e w e re rem oved fro m t h e n o n - d e l e t e d s e t o f f o u r v a r i a b l e s . 50 R S ig n ific a n c e D e letes The S e n d in g T e a c h e r ' s A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .0 0 0 5 .2 9 5 3 6 H ie E d u c a t i o n a l P l a n n i n g C om m ittee M e e ts R e g u l a r l y .0 0 0 5 .2 8 1 0 6 H ie T e a c h e r 's V o ic e i n P la c e m e n t o f S tu d e n t i n C lass .0 1 7 .3 3 9 8 3 TWelve c o n d i t i o n s w e re i n c l u d e d f o r c l a s s r o o m t e a c h e r s and r e c e i v e d an 2 R o f . 3 3 0 9 . A f t e r d e l e t i o n o f v a r i a b l e s , f o u r r e m a i n e d w h ic h r e c e i v e d an R2 o f .2 8 7 4 . The e i g h t c o n d i t i o n s t h a t w e re d e l e t e d a r e t h e f o l l o w i n g . The c o n d itio n s a r e g iv e n i n t h e o r d e r o f t h e i r d e l e t i o n a lo n g w ith t h e 2 am ount w h ic h R was d i m i n i s h e d a f t e r d e l e t i o n o f t h e c o n d i t i o n . R R e d u c tio n The T e a c h e r 's A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .0 0 0 1 The Im m e d ia te S u p e r v i s o r ' s A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .0 0 1 4 The S e n d in g T e a c h e r ' s A t t e n d a n c e a t P l a n n i n g / S c re e n in g M eetin g s .0 0 3 7 The T e a c h e r 's V o ic e i n Removal o f S t u d e n t From C l a s s .0 0 4 7 The P s y c h o l o g i s t ' s A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .0 0 7 5 The S e v e r i t y o f S t u d e n t s E m o t i o n a l P ro b le m s .0 1 0 2 H a v in g S t u d e n t s t h e T e a c h e r F e e l s S h o u l d N ot Be i n C l a s s .0 0 5 8 Amount o f Time S p e n t on D i s c i p l i n e .0101 The c o n d i t i o n s b e lo w a r e t h o s e w h ic h w e r e n o t d e l e t e d b y MRSD. F o llo w in g each v a r i a b l e i s t h e s i g n i f i c a n c e l e v e l o f th e v a r i a b l e 's SI 2 2 u n iq u e c o n t r ib u t io n t o R and th e v a lu e R w ou ld b e i f t h i s v a r ia b le w e re rem oved from t h e n o n - d e l e t e d s e t o f f o u r v a r i a b l e s . S ig n ific a n c e R D e letes How Long I t T a k e s To G e t S t u d e n t R e e v a lu a te d .002 .2 5 7 1 8 The S e n d in g S o c i a l W o rk e r’ s A tten d a n ce a t P la n n in g /S c r e e n in g M e e tin g s .0 2 3 .2 7 0 8 3 H ie E d u c a t i o n a l P l a n n i n g C om m ittee M e ets R e g u l a r l y .0 0 0 5 .2 432 2 The T e a c h e r 's V o ic e i n P la c e m e n t o f S tu d e n ts i n C lass , 0005 .2 3 4 9 1 The A re a o f P ro g ra m m in g , " S u p p o r t i v e P r o v i s i o n s and P e r s o n n e l , " was a n a l y z e d by MRSD f o r 231 c l a s s r o o m t e a c h e r s an d 160 n o n - c l a s s r o o m te a c h e rs. F o u r t e e n c o n d i t i o n s w e re i n c l u d e d f o r n o n - c l a s s r o o m t e a c h e r s 2 and r e c e i v e d an R o f .2 6 7 7 . A f te r d e le ti o n o f v a r i a b l e s , f o u r con2 d i t i o n s r e m a in e d w h ic h r e c e i v e d an R o f .2 1 3 3 . The t e n c o n d i t i o n s t h a t w e r e d e l e t e d a r e t h e f o l l o w i n g . The c o n d itio n s a re g iv en i n th e o r d e r o f t h e i r d e l e t i o n a lo n g w ith th e 2 amount w h ic h R was d i m i n i s h e d a f t e r d e l e t i o n o f t h e c o n d i t i o n . R.2 R e d u c t i o n An A r t T e a c h e r ' s A v a i l a b i l i t y .0000 A C o u n s e l o r 's A v a i l a b i l i t y .0001 A R e a d in g T e a c h e r ' s A v a i l a b i l i t y .0 0 0 4 The Im m e d ia te S u p e r v i s o r ' s A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .0 0 0 6 H aving a T e a c h e r 's A ide .0010 A Speech T h e r a p i s t 's A v a i l a b i l i t y .0 0 6 0 A M usic T e a c h e r 's A v a i l a b i l i t y .0 0 9 3 52 R R e d u c tio n TTie S e n d in g S o c i a l W o r k e r 's A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .0 1 0 6 The E d u c a t i o n a l P l a n n i n g C om m ittee M eets R e g u la rly .0119 The P h y s i c a l E d u c a t i o n T e a c h e r 's A v a i l a b i l i t y .01 45 The c o n d i t i o n s b e lo w a r e t h o s e w h ic h w e re n o t d e l e t e d b y MRSD. F o llo w in g e a c h v a r i a b l e i s t h e s i g n i f i c a n c e l e v e l o f t h e v a r i a b l e ' s 2 2 u n iq u e c o n t r i b u t i o n t o R an d t h e v a l u e R w o u ld b e i f t h i s v a r i a b l e w ere rem oved from t h e n o n - d e l e t e d s e t o f f o u r v a r i a b l e s . S ig n ific a n c e R D eletes The P s y c h o l o g i s t ' s A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .001 .1 5 1 1 6 C o n s u lta n t(s ) R e g u la rly A v a ila b le t o H elp W ith P e r s o n a l / E m o t i o n a l Needs o f S t u d e n t s .0 2 3 .18669 P a r e n ts R e ce iv in g A d d itio n a l S e r v ic e s .005 .17287 F re q u en c ies o f C o n s u lta tio n s o r V i s i t s b y Im m ediate S u p e r v i s o r .049 .1 932 8 E i g h t e e n c o n d i t i o n s w ere i n c l u d e d f o r c l a s s r o o m t e a c h e r s and r e c e i v e d 2 an R o f .3 7 8 1 . A f t e r d e l e t i o n o f v a r i a b l e s , s i x c o n d i t i o n s r e m a in e d 2 w h ich r e c e i v e d an R o f .3 6 0 0 . The t w e l v e c o n d i t i o n s t h a t w ere d e l e t e d a r e t h e f o l l o w i n g . c o n d i t i o n s a r e g i v e n i n t h e o r d e r o f t h e i r d e l e t i o n a lo n g w i t h t h e 2 amount w hich R was d i m i n i s h e d a f t e r d e l e t i o n o f t h e c o n d i t i o n . R R e d u c tio n The A v a i l a b i l i t y o f a Room t o Take P ro b le m S t u d e n t To .0000 The Im m ed iate S u p e r v i s o r ' s A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .0002 The 53 R R e d u c t io n F requency o f C o n s u lta tio n s o r V i s i t s by Im m e d ia te S u p e r v i s o r .0 0 0 1 A Speech T h e r a p i s t 's A v a i l a b i l i t y .0 0 0 3 A C o u n se lo r’s A v a i l a b i l i t y .0 0 0 6 A P h y s i c a l E d u c a t i o n T e a c h e r 's A v a i l a b i l i t y .0 0 0 8 An A r t T e a c h e r 's A v a i l a b i l i t y .0 0 0 7 A P s y c h o l o g i s t ’ s A tten d a n ce a t P la n n in g / S c r e e n i n g M e e tin g s .0 0 0 9 A M u sic T e a c h e r 's A v a i l a b i l i t y .0012 The S e n d in g S o c i a l W o r k e r 's A t t e n d a n c e a t P l a n n i n g / S c r e e n i n g M e e tin g s .0 0 3 3 Someone t o Take C l a s s W h ile T e a c h e r D e a ls W ith P ro b le m S t u d e n t .0 0 3 6 H a v in g a T e a c h e r 's A id e .0 0 6 4 The c o n d i t i o n s b e lo w a r e t h o s e w h ic h w e re n o t d e l e t e d b y MRSD. F o llo w in g each v a r i a b l e i s th e s i g n i f i c a n c e l e v e l o f th e v a r i a b l e ’s 2 2 u n i q u e c o n t r i b u t i o n t o R a n d t h e v a l u e R w o u ld b e i f t h i s v a r i a b l e w e re rem oved from t h e n o n - d e l e t e d s e t o f s i x v a r i a b l e s . S ig n ific a n c e R D e letes How Long i t T a k e s t o G et S t u d e n t R e e v a lu a te d .001 .3 2 4 6 0 The E d u c a t i o n a l P l a n n i n g C o m m ittee M e ets R e g u l a r l y .012 .3 4 1 8 0 C o n su ltan tC s) R e g u la rly A v a ila b le t o H e lp W ith t h e P e r s o n a l / E m o t i o n a l Needs o f S t u d e n t s .0 0 0 5 .3 0 1 8 3 P a r e n ts R e c e iv in g A d d itio n a l S e r v ic e s .001 .3 2 7 2 8 54 S ig n ific a n c e 2 R D e le t e s A R e a d in g T e a c h e r 's A v a i l a b i l i t y .0 2 8 .3 4 5 9 9 The T e a c h e r Can Depend on Someone T a k in g C l a s s So They Can Work W ith P r o b le m S t u d e n t .00 05 .2 8 0 7 9 The A r e a o f P ro g ra m m in g , " A t t i t u d i n a l C l i m a t e , " was a n a l y z e d f o r a l l n o n -c la s s ro o m t e a c h e r s b u t f o r o n ly a p o r t i o n o f th e c la ss ro o m te a c h e rs. F i v e q u e s t i o n s p e r t a i n i n g t o A t t i t u d i n a l C l i m a t e w e re n o t answ ered b y t e a c h e r s " i n a b u i l d i n g e n t i r e l y f o r s p e c i a l e d u c a tio n p ro g ra m s." T h u s , 46 o r 1 9 .9 p e r c e n t o f t h e C R 's o m i t t e d t h e s e q u e s t i o n s w hich i s m ore t h a n t h e 10 p e r c e n t maximum f o r i n c l u s i o n Csee e a r l i e r t h i s r e s e a r c h q u e s t i o n r e g a r d i n g n o n - r e s p o n s e t o i t e m s ) . O nly 9 o r 5 . 6 p e r c e n t o f t h e n o n - c l a s s r o o m t e a c h e r s m i s s e d t h e s e q u e s t i o n s , h e n c e , a l l w e r e i n c l u d e d i n t h e MRSD. F i v e c o n d i t i o n s w e re 2 i n c l u d e d f o r n o n - c l a s s r o o m t e a c h e r s an d r e c e i v e d an R o f .1 6 0 9 . A fte r 2 d e l e t i o n o f v a r i a b l e s , two c o n d i t i o n s r e m a in e d w h ic h r e c e i v e d an R o f .1 5 4 1 . The t h r e e c o n d i t i o n s t h a t w e re d e l e t e d a r e t h e f o l l o w i n g . The c o n d i t i o n s a r e g i v e n i n o r d e r o f t h e i r d e l e t i o n a l o n g w i t h t h e am ount 2 w h ic h R was d i m i n i s h e d a f t e r d e l e t i o n o f t h e c o n d i t i o n . 2 R R e d u c tio n The T e a c h e r E a t s W ith t h e R e g u l a r C la s s r o o m T eachers .0 0 0 0 How Much C o n t a c t T e a c h e r Has W ith R e g u l a r C la s s r o o m T e a c h e r s .0 0 2 3 The Im m e d ia te S u p e r v i s o r ’ s A s k in g T e a c h e r 's O p i n i o n on T e c h n i c a l / P r o f e s s i o n a l M a t t e r s .0 0 4 5 The c o n d i t i o n s b e lo w a r e t h o s e w h ic h w e re n o t d e l e t e d b y MRSD. F o llo w in g each v a r i a b l e i s th e s i g n i f i c a n c e l e v e l o f t h e v a r i a b l e ' s 55 2 2 u n iq u e c o n t r ib u t io n t o R and t h e v a lu e R w ou ld b e i f t h i s v a r ia b le w e re rem oved from t h e n o n - d e l e t e d s e t o f tw o v a r i a b l e s . S ig n ific a n c e 2 R D e letes T he R e g u l a r C l a s s T e a c h e r s i n B u i l d i n g A tte m p t t o U n d e r s t a n d ED C h i l d r e n .0 0 0 5 .0 4 7 6 7 Frequency o f C o n s u lta tio n s o r V i s i t s b y Im m e d ia te S u p e r v i s o r .0 0 8 .1 1 5 0 4 E i g h t c o n d i t i o n s w e re i n c l u d e d f o r c l a s s r o o m t e a c h e r s an d r e c e i v e d an 2 R o f .3 1 0 7 . A f t e r d e l e t i o n o f v a r i a b l e s , o ne c o n d i t i o n r e m a in e d 2 w h ic h r e c e i v e d an R o f .2 8 8 2 . The s e v e n c o n d i t i o n s t h a t w e re d e l e t e d a r e t h e f o l l o w i n g . The c o n d itio n s a re g iv e n i n th e o r d e r o f t h e i r d e l e t i o n a lo n g w ith th e 2 amount w h ic h R was d i m i n i s h e d a f t e r d e l e t i o n o f t h e c o n d i t i o n . 2 R R e d u c tio n The T e a c h e r 's E a t i n g Lunch W ith t h e R e g u l a r C la s s ro o m T e a c h e r s .0001 S t u d e n t s S p e n d in g P a r t o f Day i n R e g u l a r C la s s ro o m .0 0 0 2 M a in te n a n c e P e o p l e C o n s i d e r Room E x t r a B u rd e n .0 0 0 6 F r e q u e n c y o f C o n s u l t a t i o n s o r V i s i t s by Im m e d ia te S u p e r v i s o r .0 0 0 8 H a v in g a R e g u l a r C la s s r o o m N e x t Door .0 0 2 3 R e g u l a r C l a s s T e a c h e r s i n B u i l d i n g A tte m p t t o U n d e r s t a n d ED C h i l d r e n .0 0 6 7 How Much C o n t a c t t h e T e a c h e r Has W ith t h e R e g u l a r C la s s r o o m T e a c h e r s .0 0 1 8 The c o n d i t i o n s b e lo w a r e t h o s e w h ic h w e r e n o t d e l e t e d b y MRSD. F o llo w in g each v a r i a b l e i s t h e s i g n i f i c a n c e l e v e l o f t h e v a r i a b l e 's 56 2 2 u n iq u e c o n t r ib u t io n t o R and th e v a lu e R w ould be i f t h i s v a r ia b le w ere rem oved ( i n t h i s c a s e i t w o u ld b e z e r o s i n c e t h e r e i s o n l y one v a ria b le ). S ig n ific a n c e The Im m e d ia te S u p e r v i s o r ’ s A s k in g T e a c h e r 's O p i n i o n on T e c h n i c a l / P r o f e s s io n a l M a tte rs 1 .0 0 0 5 .0 0 0 0 0 The f i n a l A re a o f P ro gram m in g t o b e a n a l y z e d i s P r o f e s s i o n a l Im prov em ent O p p o r t u n i t i e s 2 R D e letes (In se rv ic e ). I n s e r v i c e and The p o p u l a t i o n t o be a n a l y z e d c o n s i s t e d o f 231 CR and 160 NCR t e a c h e r s . A to ta l of s i x t y t e a c h e r s w e re d ro p p e d fro m a n a l y s i s b e c a u s e t h e y r e p o r t e d n e v e r h a v in g i n s e r v i c e m e e tin g s . The a v e r a g e PA f o r t h i s a re a f o r th e e x c l u d e d g r o u p o f t e a c h e r s was 4 . 5 o r a r a t i n g o f a b o u t h a l f w a y b e tw e e n f a i r and p o o r . As m e n t i o n e d p r e v i o u s l y , t h e M u l t i p l e C l a s s i f i c a t i o n A n a l y s i s (MCA) was u s e d t o a n a l y z e t h i s A re a o f P ro g ram m in g p r i m a r i l y b e c a u s e MCA was d e s i g n e d t o u t i l i z e n o m in a l v a r i a b l e s an d MRSD c a n n o t u t i l i z e th e se v a ria b le s a p p ro p ria te ly . The MCA i s v e r y s i m i l a r t o t h e MRSD b u t i t d o e s h a v e some u n i q u e c h a r a c t e r i s t i c s . E s s e n t i a l l y , MCA a l l o w s t h e r e s e a r c h e r t o a n s w e r t h e r e s e a r c h q u e s t i o n s u t i l i z i n g n o m in a l v a r i a b l e s b u t n o t i n t h e same f a s h i o n n o r t o t h e same l e v e l o f p re c isio n . 2 The MCA a n a l y s i s g i v e s a m u l t i p l e R f o r t h e p r e d i c t o r v a r i a b l e s and t h e i r r e l a t i o n s h i p t o t h e d e p e n d e n t v a r i a b l e , and a s t a t i s t i c w h ich e n a b l e s a r e s e a r c h e r t o o r d e r t h e v a r i a b l e s on t h e b a s i s o f t h e i r ^"Please n o t e , t h e CR r e s u l t s h o l d o n l y f o r t e a c h e r s n o t i n b u ild in g s e n t i r e l y f o r s p e c i a l e d u c a tio n program s. c o n trib u tio n to R . T h e re i s n o t , h o w e v e r , any f e a t u r e w h ic h c o n s i d e r s a l l v a r i a b l e s s i m u l t a n e o u s l y and r e p e a t e d l y d r o p s t h e one c o n t r i b u t i n g 2 th e l e a s t t o R u n t i l o n ly th o s e c o n t r i b u t i n g s i g n i f i c a n t l y d i f f e r e n t 2 am ounts t o R r e m a in . 2 A d d i t i o n a l l y , MCA does n o t t e l l w h a t R w o u ld b e i n t h e a b s e n c e o f any p a r t i c u l a r v a r i a b l e . A c e n t r a l d i f f e r e n c e i n MCA and MRSD i s t h e m ethod o f c o m p u tin g 2 and u l t i m a t e l y t h e f i g u r e a r r i v e d a t f o r R . MRSD a s s i g n s a d e g r e e 2 o f fre e d o m f o r e a c h v a r i a b l e u se d and r e p o r t s an u n a d j u s t e d R . MCA a s s i g n s a d e g r e e o f fre e d o m f o r e a c h v a r i a b l e and num ber o f l e v e l s o f 2 e ac h v a r i a b l e and r e p o r t s an R w h ic h i s a d j u s t e d downward f o r d e g r e e s o f fre e d o m . larg e T h e r e f o r e , u n l e s s t h e num ber o f c a s e s s t u d i e d i s e x t r e m e l y 2 (w hich i s n o t t h e p r e s e n t c a s e ) t h e r e p o r t e d R s m a l l e r t h a n one w hich w o u ld b e r e c e i v e d f o r MRSD. f o r MCA w i l l b e To v e r i f y t h i s d i s c r e p a n c y w i t h t h e d a t a t o b e a n a l y z e d , an MCA and MRSD w e re r u n on t h e same s e t s o f d a t a f o r C R 's and NCR's on o r d i n a l I n s e r v i c e p r e d i c t o r v a r i a b l e s o n l y v e r s u s t h e d e p e n d e n t v a r i a b l e PA. T a b le 5 . - - R 2 V a lu e s f o r MCA and MRSD A n a l y s i s . Groups Type o f A n a l y s i s CR NCR MCA R2 = .17850 R2 = .2 2 6 7 0 MRSD R2 = .18 5 8 3 R2 = .2 3 9 1 3 2 T h u s, t h e R *s t h a t a r e r e p o r t e d f o r I n s e r v i c e w i l l b e s l i g h t l y 2 lo w e r t h a n R 1s t h a t w ould b e r e p o r t e d from MRSD h a d i t b e e n an a p p ro p ria te d a ta a n a ly s is te c h n iq u e . 58 B e c a u se MCA d o e s n o t s y s t e m a t i c a l l y d e l e t e v a r i a b l e s a s d o e s t h e MRSD, t h e d e l e t i o n o f v a r i a b l e s w as done t h r o u g h i n s p e c t i o n o f t h e B e ta c o e f f i c i e n t . The n u m e r i c a l f i g u r e p r o v i d e d b y B e t a a l l o w s f o r a p r e c is e d e te rm in a tio n o f th e r e l a t i v e c o n tr ib u tio n t o R o f d iffe re n t v a r ia b le s b u t th e n u m e ric a l v a lu e o f B e ta o n ly g e n e r a lly r e p r e s e n ts 2 t h e am ount o f R p r e d i c t e d b y any v a r i a b l e . I n sum m ary, an MCA was c o n d u c t e d on t h e e l e v e n r e l e v a n t v a r i ­ a b l e s f o r CR and NCR, b y i n s p e c t i o n f o u r v a r i a b l e s w e re d e l e t e d i n 2 e a c h c a s e , an d f i n a l l y , an MCA w as c o n d u c t e d a g a i n t o g e t an R f o r t h e re m a in in g sev en v a r i a b l e s . I t s h o u l d b e n o t e d t h a t t h e r e i s n o way o f d e te rm in in g i f a l l se v e n re m a in in g v a r i a b l e s c o n t r i b u t e s i g n i f i 2 c a n t l y d i f f e r e n t am o u n ts t o R o r , i n d e e d , i f t h e r e m a i n i n g s e v e n v a r i a b l e s t h a t w e re s p e c i f i e d w o u ld b e t h e same s e v e n v a r i a b l e s i f i n f a c t a c o m p le te r e - a n a l y s i s w e r e c o n d u c t e d e a c h t i m e a v a r i a b l e was d ro p p e d . 2 The R 2 R v a lu e f o r a l l e le v e n v a r i a b le s f o r CR was .2 1 7 1 7 . v a l u e f o r t h e s e v e n v a r i a b l e s f o r CR was .2 1 3 8 8 . 2 e l e v e n v a r i a b l e s , R was e q u a l t o The F o r NCR w i t h a l l 2 .2 6 6 9 2 a n d R f o r s e v e n v a r i a b l e s was . 2 7 8 9 2 . 1 The f o u r v a r i a b l e s d e l e t e d f o r CR a r e . t h e f o l l o w i n g w h ic h a r e g iv e n i n th e o r d e r o f t h e i r d e l e t i o n a lo n g w ith th e c o rre s p o n d in g B e ta c o e ffic ie n t. *D e s p i t e t h e a p p a r e n t h i g h e r p r e d i c t i o n from f e w e r v a r i a b l e s , a m a t h e m a t i c a l i m p o s s i b i l i t y , t h e r e a d e r w i l l rem em ber t h a t MCA a d j u s t s R2 downward f o r a d d i t i o n a l v a r i a b l e s a n d v a r i a b l e l e v e l s . T hus, i f th e " a c t u a l " R2 w e re t h e same f o r b o t h a n a l y s e s , one w o u ld e x p e c t t h e f i r s t r e p o r t e d R2 t o b e lo w e r b e c a u s e i t h a s m ore v a r i a b l e s a n d v a r i a b l e le v e ls. 59 B e ta C o n s u l t a n t C s ) R e g u l a r l y A v a i l a b l e t o H e lp W ith t h e P e r s o n a l / E m o t i o n a l N eeds o f S t u d e n t s .0 1 7 1 When I n s e r v i c e T ak es P l a c e .0 1 7 4 F orm at o f I n s e r v i c e .0 0 0 2 S u b je c t o f In s e rv ic e .0161 The s e v e n r e m a i n i n g v a r i a b l e s show ed t h e f o l l o w i n g B e t a c o e f f i ­ c ie n ts . H ie l a r g e r t h e B e ta r e p o r t e d , t h e m ore t h a t v a r i a b l e c o n t r i 2 b u t e s t o R . H ie n u m e r i c a l v a l u e o f B e ta h a s n o r e a d i l y i n t e r p r e t a b l e 2 r e l a t i o n s h i p t o R ; h o w e v e r , t h e l a r g e r t h e B e ta r e p o r t e d , t h e m ore 2 th e v a r ia b le c o n tr ib u te s to R . B e ta H a v in g a C o o r d i n a t o r o f I n s e r v i c e .042 1 How O f t e n I n s e r v i c e O c c u rs .0 5 7 4 D i s t r i c t s A t t i t u d e Tow ards I n s e r v i c e .0 3 1 2 T e a c h e r F e e l i n g a t E a s e t o C a l l Upon Im m e d ia te S u p e r v i s o r .0 2 0 4 F requency o f C o n s u lta tio n s o f V i s i t s by Im m e d ia te S u p e r v i s o r .0 2 8 5 Im m e d ia te S u p e r v i s o r ' s Knowledge o f ED C h i l d r e n .0 2 3 9 W ith Whom I n s e r v i c e i s H e ld .0 7 5 2 H ie f o u r v a r i a b l e s d e l e t e d f o r NCR a r e t h e f o l l o w i n g w h ic h a r e g iv e n in t h e o r d e r o f t h e i r d e l e t i o n a lo n g w ith t h e i r c o r r e s p o n d in g B e ta c o e f f i c i e n t . B e ta C o n s u l t a n t ( s ) R e g u l a r l y A v a i l a b l e t o H e lp W ith t h e P e r s o n a l / E m o t i o n a l N eeds o f S t u d e n t s .0 0 6 S u b je c t o f In s e rv ic e .0 2 2 1 60 B e ta D i s t r i c t ' s A t t i t u d e T ow ards I n s e r v i c e .0 2 0 8 T e a c h e r F e e l i n g a t E a se t o C a l l Upon Im m e d ia te S u p e r v i s o r .0 2 6 8 H ie s e v e n r e m a i n i n g v a r i a b l e s show ed t h e f o l l o w i n g B e t a c o e ffic ie n ts. The l a r g e r t h e B e ta r e p o r t e d , t h e m ore t h e v a r i a b l e 2 c o n t r i b u t e s t o R . The n u m e r i c a l v a l u e o f B e t a h a s n o r e a d i l y i n t e r 2 p r e t a b l e r e l a t i o n s h i p t o R ; h o w ev er, th e l a r g e r t h e B e ta r e p o r t e d , th e 2 more t h e v a r i a b l e c o n t r i b u t e s t o R . B e ta H aving a C o o r d i n a t o r o f I n s e r v i c e .0 1 0 2 How O f t e n I n s e r v i c e O c c u rs .1 0 4 0 When I n s e r v i c e T akes P l a c e .0 3 3 5 F o rm at o f I n s e r v i c e .0 4 2 2 F requency o f C o n s u lta tio n s o r V i s i t s by Im m e d ia te S u p e r v i s o r .0 8 8 8 Im m e d ia te S u p e r v i s o r ' s Knowledge o f ED C h i l d r e n .0 2 9 3 W ith Whom I n s e r v i c e i s H e ld .0 7 2 2 G e n e r a l l y s p e a k i n g , t h e s p e c i f i c c o n d i t i o n s d i d a good j o b o f p r e d i c t i n g t h e PA f o r c l a s s r o o m and n o n - c l a s s r o o m t e a c h e r s . 2 th e fo u rte e n i n i t i a l R m ea n in g fu l. 2 These R Two o f a p p e a r t o b e r a t h e r low and a r e n o t p a r t i c u l a r l y w e re b o t h f o r n o n - c l a s s r o o m t e a c h e r s an d w e re i n 2 t h e a r e a s , " A t t i t u d i n a l C l i m a t e , " R = .1609 a n d " S t u d e n t C o m p o s i t io n — W o r k a b i l i t y o f G r o u p ," R^ = .1 6 5 7 . 2 The h i g h e s t two i n i t i a l R w e r e b o t h i n t h e A r e a o f P ro g ra m m in g , 2 " D i r e c t i o n and L e a d e r s h i p o f P r o g r a m ," CR R .5 1 2 5 . 2 = .5 2 1 5 an d NCR R = 61 E x a m in a t io n o f t h e n o n - d e l e t e d v a r i a b l e s f o r CR a n d NCR i n e a c h A re a o f Pro gram m in g i n d i c a t e s t h a t c l a s s r o o m t e a c h e r s a r e a g a i n d i f f e r e n t fro m t h e i r n o n - c l a s s r o o m c o u n t e r p a r t s . The n o n - d e l e t e d v a r i a b l e s a r e n e v e r t h e sam e f o r b o t h CR an d NCR i n any A r e a o f P r o ­ gramming and i n many c a s e s t h e y a r e v e r y d i f f e r e n t ; t h u s , i t a p p e a r s t h a t t h e s e p a r a t e a n a l y s i s f o r c l a s s r o o m an d n o n - c l a s s r o o m t e a c h e r s was j u s t i f i e d . S i n c e a d i f f e r e n c e b e tw e e n CR and NCR h a s b e e n c o n ­ s i s t e n t l y found, th e f i n a l r e s e a rc h q u e s tio n w i l l a ls o a n aly ze th e s e g ro u p s s e p a r a t e l y . R esearch Q u e stio n V Can a l i m i t e d num ber o f s p e c i f i c p r o g ra m c o n d i t i o n s b e l o c a t e d an d i n t u r n c an c r i t e r i a b e e s t a b l i s h e d t o r a t e t h e s e c o n d i t i o n s as e i t h e r f a v o r a b l e o r u n f a v o r a b l e , w h e re b y a n u m e r i c a l c o u n t o f f a v o r a b l e c o n d i t i o n s w i l l p r o v i d e a r e a s o n a b l e and u s e f u l m eans o f p r e d i c t i n g P o s i t i v e PA f o r c e r t a i n hom ogeneous g r o u p s i n a l l s e v e n A re a s o f Program m ing? E s s e n tia lly th is re s e a rc h q u e stio n sought to f i r s t fin d th e c r i t i c a l c o n d i t i o n s i n e a c h A re a o f Program m in g f o r ’’t y p i c a l " c l a s s ­ room and n o n - c l a s s r o o m t e a c h e r s ; s e c o n d , t o f i n d a way o f s c o r i n g e a c h c r i t i c a l c o n d i t i o n 0 t o 1 (0 = u n f a v o r a b l e , 1 = f a v o r a b l e ) a cc o rd in g to t h e i r r e l a t i o n s h i p t o PA; and l a s t , t o t r y o u t t h i s s c o r i n g s y s t e m on an i n d e p e n d e n t g ro u p o f t e a c h e r s t o a s c e r t a i n w h e t h e r o r n o t h i g h e r s c o r e s w e re f o u n d w i t h h i g h e r PA*s. The f i r s t a c t u a l s t e p - - f i n d i n g s i m i l a r g r o u p s o f c l a s s r o o m and n o n - c l a s s r o o m t e a c h e r s - - w a s n e c e s s i t a t e d by t h e f a c t t h a t M ic h ig a n h a s many d i v e r s e means o f p ro g ram m in g f o r e m o t i o n a l l y d i s t u r b e d c h i l d r e n . 62 The v e z y u n i q u e p r o g ra m s n e e d a t y p i c a l c o n d i t i o n s S u p p o rtiv e h e lp ) (e .g ., In se rv ic e , f o r a d e q u a te s e r v i c e t o b e g iv e n to c h i l d r e n . T h ese a t y p i c a l p ro g r a m s ( t e a c h e r s e t t i n g s ) a r e d r o p p e d fro m t h e g ro u p t o b e s t u d i e d i n o r d e r t o r e t a i n groups o f in d iv id u a ls w ith sim ila rpro ­ gramming n e e d s . The t e a c h i n g s i t u a t i o n s o f 231 r e s p o n d i n g c l a s s r o o m t e a c h e r s w e re e x a m in e d a n d , u l t i m a t e l y , 54 t e a c h e r s because o f unusual o r a ty p ic a l s i t u a t i o n s . t h e f o l l o w i n g c r i t e r i a w e re e x c l u d e d ( o r 23.4% ) w e r e d r o p p e d T e a c h e r s m e e t i n g an y o f fro m t h i s a n a l y s i s . 1. The o f f i c i a l p o l i c y o f t h e i r d i s t r i c t d i d n o t i n c l u d e t h e i r w o r k in g w i t h e m o t i o n a l l y d i s t u r b e d c h i l d r e n . 2. T h e i r c l a s s r o o m p r o g r a m was l o c a t e d i n a j u v e n i l e home o r c h i l d g u id an ce c l i n i c f a c i l i t y . 3. The s t u d e n t s s e r v e d w e re p r i m a r i l y p r e s c h o o l a g e o r c l e a r l y o f h ig h sc h o o l age. T h u s , t h e 177 c l a s s r o o m t e a c h e r s t o b e s t u d i e d i n r e s e a r c h q u e s t i o n V w e re t h o s e who m et a l l t h e f o l l o w i n g c r i t e r i a : 1. The c l a s s r o o m was l o c a t e d i n a p u b l i c s c h o o l o r q u a s i - p u b l i c s c h o o l f a c i l i t y ( i . e . , a l l o t h e r c la ss ro o m s w ere f o r s p e c i a l e d u c a tio n ). 2. The m a j o r i t y o f t h e s t u d e n t s w e re fro m e l e m e n t a r y t h r o u g h j m i o r h ig h ages. 3. The o f f i c i a l p o l i c y o f t h e i r d i s t r i c t was t h a t t h e c l a s s r o o m was t o s e r v e e m o t i o n a l l y d i s t u r b e d c h i l d r e n ( i n some c a s e s t h e p o l i c y was t o s e r v e a d d i t i o n a l h a n d i c a p s e . g . , l e a r n i n g d isa b le d ). The 160 n o n - c l a s s r o o m t e a c h e r s w e r e e x a m in e d an d u l t i m a t e l y 40 t e a c h e r s o r 25 p e r c e n t w e re d r o p p e d b e c a m e o f u n u s u a l o r a t y p i c a l te a c h in g s i t u a t i o n s . T e a c h e r s m e e ti n g any o f t h e f o l l o w i n g c r i t e r i a w ere e x c l u d e d from t h e a n a l y s i s : 63 1. They s e r v e d s e v e n o r m ore s c h o o l s (b u ild in g s). 2. The s t u d e n t s t h e y s e r v e d w e re o f p r e s c h o o l o r c l e a r l y h i g h sch o o l ages. 3. The s t u d e n t s t h e y s e r v e d w e re a l l p l a c e d i n a s p e c i a l c l a s s ( e s ) un d er th e r e s p o n s i b i l i t y o f a n o th e r s p e c ia l e d u c a tio n t e a c h e r ( s ) . 4. The o f f i c i a l p o l i c y o f t h e i r d i s t r i c t d i d n o t i n c l u d e t h e i r s e rv in g e m o tio n a lly d is tu r b e d c h ild r e n . T h u s, t h e 120 n o n - c l a s s r o o m t o be s t u d i e d i n r e s e a r c h q u e s t i o n V w e re t h o s e t h a t m et a l l t h e f o l l o w i n g c r i t e r i a : 1. The m a j o r i t y o f t h e i r s t u d e n t s w e re from e l e m e n t a r y t h r o u g h j u n i o r h ig h ag es. 2. Some o r a l l o f t h e s t u d e n t s t h e y s e r v e d w e re e n r o l l e d i n t h e r e g u l a r c la s s r o o m . 3. They s e r v e d s i x o r l e s s s c h o o l s 4. The o f f i c i a l p o l i c y o f t h e i r d i s t r i c t was t h a t t h e y w e re t o s e r v e e m o t i o n a l l y d i s t u r b e d c h i l d r e n ( i n some c a s e s t h e p o l i c y was t o s e r v e a d d i t i o n a l h a n d i c a p s e . g . , l e a r n i n g d i s a b l e d ) . (b u ild in g s). The n e x t s t e p t o b e t a k e n was t o ra n d o m ly a s s i g n c la s s r o o m and n o n - c l a s s r o o m t e a c h e r s t o two g r o u p s . Group 1 i n c l u d e d 60 p e r c e n t o f t h e t e a c h e r s t o b e s t u d i e d w hich r e p r e s e n t e d 106 f o r C R 's and 72 f o r NCR's. Group 2 i n c l u d e d 40 p e r c e n t o f t h e t e a c h e r s t o b e s t u d i e d w hich r e p r e s e n t e d 71 f o r CR's and 48 f o r N C R 's. Group 1 f o r b o t h c la s s r o o m and n o n - c l a s s r o o m t e a c h e r s was t h e g ro u p from w h ic h t h e c r i t i c a l c o n d i t i o n s and s c o r i n g s y s te m w ere d e r i v e d ; Group 2 was t h e i n d e p e n d e n t g ro u p upon w h ic h t h e s c o r i n g s y s te m was t e s t e d . P rocedures o f t h i s n a t u r e a r e t y p i c a l l y r e f e r r e d t o as c r o s s v a l i d a t i o n p r o c e d u r e s ( T r a v e r s , 1 9 6 5 ). The n e x t s t e p was t o d e t e r m i n e t h e f o u r t e e n s e t s o f c r i t i c a l c o n d i t i o n s f o r c la s s r o o m and n o n - c l a s s r o o m t e a c h e r s f o r e a c h A re a o f Program m ing. T h is was a c c o m p l i s h e d b y p e r f o r m i n g an MRSD, as d e s c r i b e d 64 i n r e s e a r c h q u e s t i o n IV and t h e n b y a p p l y i n g tw o c r i t e r i a t o s e l e c t p o te n tia l c r i t i c a l c o n d itio n s. T h is MRSD a n a l y s i s w as i n a l l c a s e s c o n d u c t e d u s i n g t h e same i n d e p e n d e n t a n d d e p e n d e n t v a r i a b l e s a s r e s e a r c h q u e s t i o n IV. One c r i t e r i o n f o r p o t e n t i a l s e l e c t i o n was t h e am ount t h a t a 2 v a r i a b l e c o n t r i b u t e d t o R i n an MRSD a n a l y s i s . The n o n - d e l e t e d v a r i a b l e s , i n t h e MRSD a n a l y s i s , w e re a lw a y s p r i m e c a n d i d a t e s f o r c r i t i c a l c o n d i t i o n s , th e f i r s t v a r i a b l e s d e l e t e d w ere v e ry p o o r c a n d i d a t e s and t h e l a s t v a r i a b l e s t o b e d e l e t e d w e re u s u a l l y r a t h e r good c a n d i d a t e s . T y p i c a l l y , a s t h e l a s t v a r i a b l e d e l e t e d was e x a m in e d , t h e s e c o n d t o t h e l a s t , t h e t h i r d t o t h e l a s t , e t c . , i t becam e v e r y 2 a p p a r e n t a t w h ic h p o i n t a v a r i a b l e c o n t r i b u t e d l i t t l e t o R . T h is was t y p i c a l l y t h e p o i n t a t w h ic h n o e a r l i e r d e l e t e d v a r i a b l e s w e r e co n ­ s i d e r e d as c a n d id a te s f o r c r i t i c a l c o n d it i o n s . The s e c o n d c r i t e r i a f o r i n c l u s i o n was t h e o b j e c t i v i t y o f a c o n d itio n . H ig h ly s u b j e c t i v e c o n d i t i o n s w e re a u t o m a t i c a l l y e x c l u d e d as c r i t i c a l c o n d i t i o n s . M o d e ra te ly s u b j e c t i v e v a r i a b l e s w ere e x c lu d e d when i t was p o s s i b l e t o u s e a m ore o b j e c t i v e v a r i a b l e w h ic h c o n t r i b u t e d 2 an e q u a l am ount o r s l i g h t l y l e s s t o R . In sum m ary, c r i t e r i a f o r i n c l u s i o n o f a c o n d itio n as a p o t e n t i a l c r i t i c a l c o n d itio n in v o lv e d 2 b o t h t h e am ount t h e v a r i a b l e c o n t r i b u t e d t o R and t h e d e g r e e o f o b je c tiv ity of th e v a ria b le . T w elve s e t s o f p o t e n t i a l c r i t i c a l c o n d i t i o n s w e re d e r i v e d i n t h e ab o v e f a s h i o n . Two s e t s o f p o t e n t i a l c r i t i c a l c o n d i t i o n s f o r c l a s s r o o m and n o n - c l a s s r o o m t e a c h e r s r e g a r d i n g I n s e r v i c e and P r o ­ f e s s i o n a l Im p ro v em en t w e re d e r i v e d t h r o u g h t h e u s e o f t h e MCA a n a l y s i s d e s c r i b e d i n r e s e a r c h q u e s t i o n IV. E s s e n tia lly th e p o te n tia l c r i t i c a l 65 c o n d i t i o n s w e r e d e r i v e d b y t h e same p r o c e d u r e as t h e ab ove d e s c r i b e d f o r MRSD. The i d i o s y n c r a c i e s o f MCA n e c e s s i t a t e d u t i l i z i n g t h e B e t a c o e f f i c i e n t r a t h e r th a n in fo rm a tio n d e s c rib e d above, b u t o th e rw ise th e sam e p r o c e d u r e and c r i t e r i a w e r e u t i l i z e d . Once a l l f o u r t e e n s e t s o f p o t e n t i a l c r i t i c a l f a c t o r s w e re i d e n t i f i e d one f i n a l a n a l y s i s d e t e r m i n e d t h e a c t u a l c r i t i c a l c o n d i t i o n s a n d t h e s c o r i n g p r o c e d u r e t o b e u s e d on t h e c r i t i c a l c o n d i t i o n s . T h is a n a ly s is c o n s is te d o f ta k in g each c o n d itio n in a s e t o f p o te n tia l 2 c o n d i t i o n s and p e r f o r m i n g a X a n a l y s i s a g a i n s t t h e PA f o r t h i s s e t o f c o n d itio n s. P e r c e i v e d a d e q u a c y (PA) was c o n v e r t e d f o r t h e p u r p o s e s o f t h i s a n a l y s i s from f i v e p o t e n t i a l l e v e l s t o two p o t e n t i a l l e v e l s . The new l e v e l s w e re p o s i t i v e PA and n e u t r a l n e g a t i v e PA ( s e e C h a p t e r I I d e fin itio n s fo r a f u ll d e sc rip tio n ). T h is c o n v e r s i o n was made i n o r d e r t o e n a b l e t h e r e s e a r c h e r t o f o c u s on t h e c l e a r l y d e s i r a b l e PA r e s p o n s e s . The i n t e n t was t o e s t a b l i s h c e r t a i n l e v e l s o f c e r t a i n c o n d i t i o n s w h ic h d i s c r i m i n a t e d t h e c l e a r l y d e s i r a b l e g r o u p o f t e a c h e r s fro m t h e l e s s d e s i r a b l e group o f t e a c h e r s . 2 The f i r s t u s e o f t h e X a n d c o r r e s p o n d i n g d e g r e e s o f fre e d o m was t h e f i n a l d e t e r m i n a n t o f w h e t h e r o r n o t- a p o t e n t i a l c r i t i c a l c o n d i t i o n w o u ld b e s e l e c t e d a s a c r i t i c a l c o n d i t i o n . th e b a s is o f th e fo llo w in g t a b l e . 2 The X T h is was d o n e on v a lu e s r e p r e s e n t c r i t i c a l p o i n t s s u c h t h a t t h e c h a n c e o f w r o n g ly i d e n t i f y i n g t h e p r e s e n c e o f a r e l a t i o n s h i p w h e re n o n e e x i s t s w o u ld b e one i n f o u r . c r i t i c a l c o n d itio n s re c e iv in g a X P o te n tia l v a lu e above th e p r e c e d in g v a lu e f o r t h e a s s o c i a t e d d e g r e e s o f fre e d o m w e re s e l e c t e d a s c r i t i c a l c o n d itio n s. A ll o t h e r c o n d itio n s w ere e x c lu d e d . 66 DEGREES OF FREEDOM X2 VALUE 1 1 .3 2 2 .7 3 4 .1 4 5 .4 5 6 .6 2 The s e c o n d u t i l i z a t i o n o f t h e X a n a l y s i s was t o d i c h o t o m i z e each c r i t i c a l c o n d itio n i n t o e m p i r ic a ll y f a v o r a b le l e v e l ( s ) o r e m p iric a lly u n fav o ra b le l e v e l ( s ) . T h is d i c h o t o m i z i n g made i t p o s s i b l e t o lo o k a t a s p e c i f i c c r i t i c a l f a c t o r f o r a g i v e n t e a c h e r and d e t e r m i n e i f i t was a f a v o r a b l e o r u n f a v o r a b l e c o n d i t i o n . E s s e n tia lly th is r e p r e s e n t e d an a l l o r n o t h i n g , p o s i t i v e o r n e g a t i v e , 1 o r 0 s c o r i n g s y s te m ; t h u s , t h e r e was n o w e i g h t i n g f o r a c r i t i c a l c o n d i t i o n i n v o l v i n g d e g r e e s o f f a v o r a b l e n e s s o f a c r i t i c a l c o n d i t i o n ; i t was s i m p ly deemed a fa v o ra b le o r u n fav o ra b le c o n d itio n . The d i c h o t o m i z a t i o n was made b y c o m p a rin g t h e a c t u a l o b s e r v e d f r e q u e n c y f o r t h e h i g h PA g ro u p on a c o n d i t i o n l e v e l t o t h e e x p e c t e d o r t h e o r e t i c a l f r e q u e n c y f o r t h e h i g h PA g ro u p on t h a t l e v e l . The t h e o r e t i c a l f r e q u e n c y i s t h e f r e q u e n c y one w ould e x p e c t f o r a g r o u p i f t h e r e w e re n o d i f f e r e n c e b e tw e e n h i g h PA and low PA g ro u p s i n t h e i r resp o n ses. In t h i s r e s e a r c h , a c o n d i t i o n l e v e l was deemed f a v o r a b l e o n l y when t h e h i g h PA g ro u p r e s p o n d e d a t a h i g h e r t h a n e x p e c t e d f r e q u e n c y on a g i v e n l e v e l . When t h e h i g h PA g ro u p r e s p o n d e d a t t h e e x p e c t e d f r e q u e n c y o r b e lo w , t h i s was d e t e r m i n e d t o b e an u n f a v o r a b l e l e v e l . 67 2 A p r e s e n t a t i o n o f a l l th e X a n a ly s e s u t i l i z e d t o d e te rm in e e m p i r i c a l p ro g ra m s t a n d a r d s w i l l n o t b e g i v e n b e c a u s e o f s p a c e lim ita tio n s . The d a t a i n T a b le 6 show how t h e e m p i r i c a l l y f a v o r a b l e and u n f a v o r a b l e l e v e l s a r e e s t a b l i s h e d f o r one c r i t i c a l f a c t o r , from t h e s e t o f c r i t i c a l f a c t o r s f o r C la s s r o o m " E d u c a t i o n a l P l a n n i n g an d S cree n in g P r o v is io n s ." E x a m in a tio n o f T a b l e 6 show s t h a t t h e d ic h o to m y b e tw e e n f a v o r a b l e a n d u n f a v o r a b l e l e v e l s i s b e tw e e n l e v e l s 2 and 3 , 2 w eeks t o 1 m onth and 1 m onth t o 2 m o n th s . High PA i s 6 . 2 , and t h e o b s e r v e d f r e q u e n c y (OF) i s c le a r ly fa v o ra b le le v e l. fav o ra b le le v e l. L e v e l 1 e x p e c t e d f r e q u e n c y (EF) f o r 1 0 , m aking t h i s a L e v e l 2 EF = 1 0 . 6 , OF = 1 1 , t h u s t h i s i s a L e v e l 3 EF = 7 . 2 , OF = 7 , t h u s an u n f a v o r a b l e l e v e l . L e v e l 4 EF = 6 . 8 , OF = 4 , t h u s an u n f a v o r a b l e l e v e l . L e v e l 5 EF = 1 . 2 , OF = 0 , t h u s an u n f a v o r a b l e l e v e l . To s u m m a riz e , t h e p r e v i o u s s t e p s i n r e s e a r c h q u e s t i o n V d e t e r ­ m ined f o u r t e e n s e t s o f c r i t i c a l f a c t o r s i n p ro g ra m m in g f o r " t y p i c a l " t e a c h e r s o f e m o t i o n a l l y d i s t u r b e d c h i l d r e n an d t h e n a d e t e r m i n a t i o n was made r e g a r d i n g when t h e s e c r i t i c a l f a c t o r s a r e f a v o r a b l e t o p ro g ram m in g and when t h e y axe u n f a v o r a b l e t o p ro g ra m m in g . The o r i g i n a l 60 p e r c e n t o f t h e p o p u l a t i o n o f i n t e r e s t , G roup 1 , was u s e d o n e f i n a l t i m e . Each t e a c h e r was g i v e n a s c o r e on t h e s e v e n A re a s o f P ro g ra m m in g , w h e re b y h e / s h e w o u ld r e c e i v e on e p o i n t f o r e a c h c r i t i c a l f a c t o r w h ic h was a t a fav o ra b le le v e l. T h is s c o r e f o r an A re a o f P ro g ram m in g was t h e n c r o s s e d w i t h t h e a b b r e v i a t e d PA s c o r e . T h is t a b l e was t h e n e x am in e d t o d e t e r m i n e a p o i n t w hich seem ed t o b e s t d i s c r i m i n a t e b e tw e e n h i g h PA t e a c h e r s and t h e n e u t r a l / l o w PA t e a c h e r s . That i s , a s c o r e was 68 T a b l e 6 . - - O b t a i n e d F r e q u e n c i e s (OF) and E x p e c te d F r e q u e n c i e s C o n d i t i o n L e v e ls A c c o r d i n g t o PA L e v e l . (EF) f o r T h is i s an e x a m p le f o r t h e f o l l o w i n g c o n d i t i o n q u e s t i o n : I f yo u h a d a s t u d e n t i n y o u r c l a s s r o o m whom y o u f e l t d i d n o t b e l o n g t h e r e how lo n g w o u ld i t t a k e t o g e t h im r e e v a l u a t e d ? C o n d itio n L evel T o ta l PA L e v e l 1 (L ess T han 2 Weeks) 2 (2 Weeks1 M onth) High OF 10 11 PA EF 6 .2 1 0 .6 Low/ OF 10 23 N e u tra l PA EF 1 3 .8 2 3 .4 T o ta l OF 20 34 3 (1 -2 M o n th s) 4 (More Than 2 M onths) 5 (N e v er) 7 4 0 7 .2 6 .8 1 .2 16 18 4 1 5 .9 1 5 .2 2 .8 23 22 8 32 71 103a 2 The X a n a l y s i s w e re c o n d u c t e d on r e a l d a t a (no random s u b ­ s t i t u t i o n f o r b l a n k s ) , h e n c e t h i s f i g u r e i s t h r e e l e s s t h a n t h e 106 t o t a l C R 's b e c a u s e t h r e e t e a c h e r s o m i t t e d a t l e a s t one q u e s t i o n f o r th is ta b le . q N o te : OF = O b s e r v e d F r e q u e n c y EF = E x p e c te d F r e q u e n c y 69 d e t e r m i n e d a t o r a b o v e w h ic h h i g h PA p e o p l e w e r e fo u n d a t a h i g h e r t h a n n o rm a l r a t e . T h is s c o r e was c a l l e d t h e M in im a l Number o f F a v o r a b l e C r i t i c a l C o n d i t i o n s (MNFCC). The f o l l o w i n g i s on e o f t h e f o u r t e e n t a b l e s . I t is th e ta b le f o r c la ssro o m t e a c h e r s i n th e a r e a o f S u p p o rtiv e P r o v is io n s and P e r ­ so n n e l. E x a m in a tio n o f T a b l e 7 shows t h a t t h e t o t a l n u m b er o f h i g h PA i n d i v i d u a l s i s 34 o r 3 2 .1 p e r c e n t o f a l l t h e t e a c h e r s e x a m in e d . E x a m in a tio n o f t h e s c o r e s show s t h a t o f a l l p e o p l e r e c e i v i n g s c o r e s o f 7 , 100 p e r c e n t w e re h i g h PA, o f t h o s e r e c e i v i n g a s c o r e o f 6 , 80 p e r c e n t w e r e h i g h PA, e t c . When t h e t a b l e g o e s down fro m a s c o r e o f 4 t o a s c o r e o f 3 , t h e p e r c e n t a g e o f h i g h PA t e a c h e r s g o e s from 4 5 . 5 p e r c e n t t o 2 0 .0 p e r c e n t o r p a s s e s fro m a h i g h e r p e r c e n t a g e t h a n t h e o v e r a l l p e r c e n t a g e o f h i g h PA t o a l o w e r p e r c e n t a g e t h a n t h e o v e r a l l p e r c e n t a g e o f h i g h PA. T h e r e f o r e , 4 was d e t e r m i n e d t o b e t h e m in im a l num ber o f f a v o r a b l e c r i t i c a l c o n d i t i o n s (MNFCC) f o r c l a s s r o o m t e a c h e r s i n t h e p r o g r a m a r e a " S u p p o r t i v e P r o v i s i o n s an d P e r s o n n e l . " The f o l l o w i n g l i s t s d itio n s . a re th e f o u r te e n s e t s o f c r i t i c a l con­ The c o n d i t i o n s a r e s t a t e d i n t h e fo rm o f t h e i r e m p iric a lly f a v o r a b l e l e v e l s and a cc o m p a n y in g e a c h l i s t i s t h e m in im a l n u m b er o f fa v o ra b le c o n d itio n s (MNFCC) f o r t h i s s e t o f c o n d i t i o n s . FAVORABLE LEVELS OF CRITICAL CONDITIONS FOR CLASSROOM TEACHERS I. CR SUPPORTIVE PROVISIONS AND PERSONNEL MNFCC = 4 1. I t t a k e s l e s s t h a n two w eeks t o g e t a s t u d e n t r e e v a l u a t e d . 2. The s o c i a l w o r k e r who e v a l u a t e s c h i l d r e n f o r e n t r a n c e i n t o c l a s s r o o m a lw a y s a t t e n d s p l a n n i n g a n d s c r e e n i n g m e e t i n g s . Table 7 .--Per Cent of Teachers According to PA Level and Number of C ritical Conditions at Favorable Levels. Number of C ritical Conditions at Favorable: Levels Total PA Level High PA frequency % of column Neutral/ Low PA frequency % of column 0 1 2 3 4 5 6 7 0 0 4 5. 7 11 4 3 34 100% 32.1% 0 72 0% 0% 2 6 100% 100% Pearson Product Moment r - .508 13.3% 20.0% 26 20 86.7% 80.0% 45.5% 9 56.2% 57.9% 8 80.0% 1 42.1% . 20.0% 0% 67.9% 71 II. III. 3. The p s y c h o l o g i s t who e v a l u a t e s c h i l d r e n f o r e n t r a n c e i n t o c l a s s r o o m a lw ay s a t t e n d s p l a n n i n g and s c r e e n i n g m e e t i n g s . 4. C o n s u l t a n t ( s ) r e g u l a r l y a v a i l a b l e t o m eet p e r s o n a l and em o tio n al needs o f s t u d e n ts . 5. The t e a c h e r c an a lw ay s d e p e n d on someone t a k i n g t h e c l a s s in a c r is is . 6. H ie t e a c h e r a t l e a s t so m e tim es h a s a s u i t a b l e room t o t a k e a p r o b le m s t u d e n t . 7. The im m e d ia te s u p e r v i s o r c o n s u l t s w i t h t e a c h e r o r v i s i t s t h e c l a s s a t l e a s t 1 5 -1 9 t i m e s p e r m o n th . CR STUDENT COMPOSITION--WORKABILITY OF GROUP MNFCC = 4 1. T e a c h in g i s n o t l i m i t e d b y s t u d e n t s ' v a r i a b i l i t y i n r e a d i n g a c h ie v e m e n t. 2. T e a c h in g i s n o t l i m i t e d b y s t u d e n t s ’ v a r i a b i l i t y i n a r i t h m e t i c ach iev e m e n t. 3. T e a c h e r does n o t s p e n d s o much t i m e on d i s c i p l i n e t h a t t im e f o r s tu d e n ts ' o th e r needs i s lim ite d . 4. I t t a k e s no more t h a n on e m onth t o g e t a s t u d e n t r e e v a l u a t e d . 5. The t e a c h e r i s r e g u l a r l y a b l e t o c a l l someone t o d e a l w i t h a p r o b le m s t u d e n t w h i l e t e a c h e r r e m a in s w i t h c l a s s . 6. The t e a c h e r c a n a lw ay s d e p e n d on someone t a k i n g c l a s s i n a c ris is . CR ATTITUDINAL CLIMATE* MNFCC * 3 1. At l e a s t some s t u d e n t s a r e s p e n d i n g p a r t o f t h e day i n a r e g u l a r c la ssro o m . 2. M ost o f t h e r e g u l a r c l a s s r o o m t e a c h e r s i n t h e b u i l d i n g a t t e m p t t o u n d e r s t a n d t h e u n iq u e n e e d s o f ED c h i l d r e n . 3. The t e a c h e r h a s v e r y much c o n t a c t w i t h r e g u l a r c l a s s t e a c h e r s in th e sc h o o l. 4. T h e r e i s a r e g u l a r c l a s s r o o m t e a c h e r i n t h e a d j a c e n t room. * P l e a s e n o t e t h e s e c o n d i t i o n s do n o t a p p ly t o t e a c h e r s i n a " b u i ld i n g e n t i r e l y f o r s p e c i a l e d u c a tio n p ro g ra m s." 72 IV. V. CR ADMINISTRATIVE DIRECTION AND LEADERSHIP MNFCC * S 1. H ie t e a c h e r i s a t l e a s t s o m e tim e s a b l e t o c a l l on som eone t o w ork w i t h a p r o b l e m s t u d e n t w h i l e t h e t e a c h e r r e m a in s w i t h th e c la s s . 2. I t t a k e s n o m ore t h a n two m o n th s t o r e c e i v e m a t e r i a l s a f t e r th e y a re f i r s t re q u e s te d . 3. The im m e d ia te s u p e r v i s o r c o n s u l t s w i t h t e a c h e r o r v i s i t s t h e c l a s s a t l e a s t f i v e t o n i n e t i m e s p e r m o n th . 4. The im m e d ia te s u p e r v i s o r h a s a v e r y good o r e x c e l l e n t k n o w le d g e o f ED c h i l d r e n . 5. The t e a c h e r i s s a t i s f i e d w i t h t h e s p e e d o f t h e im m e d ia te s u p e r v i s o r 's resp o n se . 6. H ie i m m e d ia te s u p e r v i s o r o f t e n o r v e r y o f t e n a s k s t h e t e a c h e r s ' o p i n i o n on t e c h n i c a l / p r o f e s s i o n a l m a t t e r s . 7. An a r e a o f l e a d e r s h i p p r e f e r r e d b y t h e im m e d ia te s u p e r v i s o r i s I n s e r v i c e an d P r o f e s s i o n a l Im p ro v e m e n t. CR INSERVICE AND PROFESSIONAL IMPROVEMENT OPPORTUNITIES* MNFCC « 4 1. I n s e r v i c e m e e t i n g s a r e h e l d o n c e a m onth o r m ore o f t e n . 2. I n s e r v i c e m e e tin g s ta k e p l a c e a f t e r s c h o o l. 3. T e a c h e r f e e l s f r e e t o c a l l u p o n t h e im m e d ia te s u p e r v i s o r a t any t i m e . 4. The im m e d ia te s u p e r v i s o r c o n s u l t s w i t h t e a c h e r s o r v i s i t s c l a s s a t l e a s t 1 5 -1 9 t i m e s p e r m o n th . 5. The im m e d ia te s u p e r v i s o r h a s a f a i r o r b e t t e r k n o w le d g e o f ED c h i l d r e n . 6. H ie i n s e r v i c e m e e t i n g s h a v e a t l e a s t one o t h e r ED t e a c h e r p re se n t. 73 V I. CLASSROOM PLANNING AND SCREENING PROVISIONS 1. I t t a k e s n o m ore t h a n one m onth t o g e t a stu d e n t re e v a lu a te d . 2. The t e a c h e r h a s no s t u d e n t s h e / s h e c la s s . f e e l s sh o u ld n o t be in 3. V II. MNFCC = 6 The t e a c h e r a lw a y s a t t e n d s p l a n n i n g / s c r e e n i n g m e e t i n g s . 4. The e d u c a t i o n a l p l a n n i n g c o m m itte e m e e ts p e r i o d i c a l l y . 5. The s e n d i n g s o c i a l w o r k e r a lw a y s a t t e n d s m e e tin g s. 6. The t e a c h e r f e e l s h e / s h e h a s an a d e q u a t e v o i c e i n t h e p lacem en t o f s tu d e n ts in th e c l a s s . 7. The t e a c h e r f e e l s h e / s h e h a s an a d e q u a t e v o i c e i n t h e r e m o v a l o f s t u d e n t s fro m t h e c l a s s . p la n n in g /sc re e n in g CLASSROOM AVAILABILITY OF INSTRUCTIONAL MATERIALS 1. MNFCC = 3 The y e a r l y m a t e r i a l s b u d g e t i s m ore t h a n 220 d o l l a r s o r i s u n sp e c ifie d . 2. A l l o r m o st o f t h e m a t e r i a l s r e q u e s t e d a r e r e c e i v e d . 3. I t t a k e s o n e m onth o r l e s s t o r e c e i v e m a t e r i a l s a f t e r t h e y a re f i r s t req u e ste d . 4. A d e q u a te a u d i o - v i s u a l m a t e r i a l s a r e a v a i l a b l e . 5. An a r e a o f l e a d e r s h i p p r e f e r r e d b y t h e im m e d ia te s u p e r v i s o r i s i n s e r v i c e im p ro v e m e n t. FAVORABLE LEVELS OF CRITICAL CONDITIONS - FOR NON-CLASSROOM TEACHERS I. NCR SUPPORTIVE PROVISIONS AND PERSONNEL MNFCC = 4 1. The e d u c a t i o n a l p l a n n i n g c o m m itte e m e e ts r e g u l a r l y . 2. The s t u d e n t s ' p a r e n t s a r e a t l e a s t som ew hat r e c e i v i n g t h e a d d itio n a l s e r v ic e s th e te a c h e r f e e l s th e y need. 3. An a r t t e a c h e r i s r e g u l a r l y a v a i l a b l e . 4. A speech t h e r a p is t i s r e g u la r ly a v a ila b le . 74 II. III. IV. 5. A p h y s ic a l e d u c a tio n te a c h e r i s r e g u la r ly a v a ila b le . 6. A re a d in g te a c h e r i s r e g u la r ly a v a ila b le . NCR STUDENT COMPOSITION--WORKABILITY OF GROUP MNFCC * 2 1. The m odal a g e o f c h i l d r e n s e r v e d i s t e n y e a r s o r l e s s . 2. None o f t h e c h i l d r e n s e r v e d h a v e o t h e r h a n d i c a p s b lin d , d e a f). 3. The t e a c h e r d o e s n o t s p e n d s o much t i m e on d i s c i p l i n e t h a t t im e f o r s t u d e n t s ' o t h e r n e e d s i s l i m i t e d . (e .g ., NCR ATTITUDINAL CLIMATE MNFCC * 4 1. M ost o f t h e r e g u l a r c l a s s r o o m t e a c h e r s i n t h e b u i l d i n g a t t e m p t t o u n d e r s t a n d t h e u n i q u e n e e d s o f ED c h i l d r e n . 2. The t e a c h e r h a s v e r y much o r m ore c o n t a c t w i t h r e g u l a r c la s s te a c h e rs in th e b u ild in g . 3. The t e a c h e r so m e tim e s e a t s l u n c h w i t h r e g u l a r c l a s s te a c h e rs . 4. The im m e d ia te s u p e r v i s o r c o n s u l t s w i t h o r v i s i t s t h e t e a c h e r a t l e a s t 1 5 -1 9 t i m e s p e r m o n th . 5. The im m e d ia te s u p e r v i s o r o f t e n o r v e r y o f t e n a s k s t e a c h e r ' s o p i n i o n on t e c h n i c a l / p r o f e s s i o n a l m a t t e r s . NCR ADMINISTRATIVE DIRECTION OR LEADERSHIP MNFCC = 5 1. The e d u c a t i o n a l p l a n n i n g c o m m itte e m e e ts p e r i o d i c a l l y . 2. The i n s e r v i c e m e e t i n g s a r e h e l d a t l e a s t o n c e a m o n th . 3. The im m e d ia te s u p e r v i s o r c o n s u l t s o r v i s i t s t h e t e a c h e r a t l e a s t 1 5 -19 t i m e s p e r m o n th . 4. The im m e d ia te s u p e r v i s o r h a s a v e r y good o r e x c e l l e n t k n o w le d g e o f ED c h i l d r e n . 5. The t e a c h e r i s s a t i s f i e d w i t h t h e s p e e d o f t h e im m e d ia te s u p e r v i s o r 's re s p o n se . 6. The im m e d ia te s u p e r v i s o r o f t e n o r v e r y o f t e n a s k s t h e t e a c h e r ' s o p i n i o n on t e c h n i c a l / p r o f e s s i o n a l m a t t e r s . 75 V. 7. An a r e a o f l e a d e r s h i p p r e f e r r e d b y t h e im m e d ia te s u p e r v i s o r i s I n s e r v i c e and P r o f e s s i o n a l Im p ro v e m e n t. 8. An a r e a o f l e a d e r s h i p n o t p r e f e r r e d b y t h e im m e d ia te s u p e rv is o r i s C e n tra l O ffic e M a tte rs. NCR INSERVICE AND PROFESSIONAL IMPROVEMENT OPPORTUNITIES* MNFCC - 4 1. I n s e r v i c e m e e t i n g s a r e h e l d o n c e a m onth o r m ore o f t e n . 2. The t y p i c a l f o r m a t o f i n s e r v i c e p r o g r a m s i s g r o u p a c t i v i t y . 3. The t y p i c a l s u b j e c t o f i n s e r v i c e p ro g r a m s i s i n s t r u c t i o n a l p rocedures. 4. The t e a c h e r f e e l s a t e a s e t o c a l l upo n t h e im m e d ia te s u p e r v i s o r any t i m e . 5. The im m e d ia te s u p e r v i s o r c o n s u l t s o r v i s i t s w i t h t h e t e a c h e r a t l e a s t 1 5 -1 9 t i m e s p e r m o n th . 6. I n s e r v ic e i s w ith th e fo llo w in g te a c h e r s : ED o n l y , S p e c i a l ED. o n l y , ED a n d S p e c i a l E D ., S p e c i a l ED. a n d r e g u l a r . ♦ P l e a s e n o t e t h e c o n d i t i o n s do n o t a p p l y t o t e a c h e r s who n e v e r have in s e r v ic e . V I. V II. NCR PLANNING AND SCREENING PROVISIONS MNFCC = 4 1. The t e a c h e r d o e s n o t s p e n d s o much t i m e on d i s c i p l i n e t h a t tim e f o r s t u d e n t s o t h e r n e e d s i s l i m i t e d . 2. The t e a c h e r a lw a y s a t t e n d s p l a n n i n g / s c r e e n i n g m e e t i n g s . 3. The s e n d i n g s o c i a l w o r k e r o f t e n o r a lw a y s a t t e n d s p la n n in g /s c re e n in g m e e tin g s. 4. The i m m e d ia te s u p e r v i s o r s o m e tim e s o r m ore o f t e n a t t e n d s p la n n in g /s c r e e n in g m e e tin g s. 5. The e d u c a t i o n a l p l a n n i n g c o m m itte e m e e ts p e r i o d i c a l l y . NCR AVAILABILITY OF INSTRUCTIONAL MATERIALS MNFCC = 3 1. C o n s u lta n t( s ) r e g u l a r l y a v a i la b l e t o m eet t h e p e r s o n a l and e m o tio n a l n e e d s o f s t u d e n t s . 2. The t e a c h e r g e t s m ost o r a l l o f t h e m a t e r i a l s h e / s h e r e q u e s t s . 76 3. The t e a c h e r h a s a d e q u a t e a u d i o v i s u a l m a t e r i a l s a v a i l a b l e . 4. An a r e a o f l e a d e r s h i p p r e f e r r e d b y t h e i m m e d ia te s u p e r v i s o r i s I n s t r u c t i o n a l Im p ro v e m e n t. The r e m a i n i n g p o r t i o n o f r e s e a r c h q u e s t i o n V r e l a t e s t o a t t e m p t s t o v a l i d a t e t h e f a v o r a b l e l e v e l s o f c r i t i c a l c o n d i t i o n s on th e in d e p e n d e n t group o f t e a c h e r s (G roup 2 r e p r e s e n t i n g 40%). n e c e s s a ry b e ca u se as d e s c r ib e d by T ra v e rs T h is i s (1 965), M u ltip le r e g r e s s io n te c h n iq u e s in v o lv e th e d e te rm in a tio n o f th e b e s t m eth o d o f c o m b in in g tw o o r m ore m e a s u r e s i n o r d e r t o p r e d i c t a c rite rio n . The b e s t c o m b i n a t i o n f o r a p a r t i c u l a r s a m p le t a k e s a d v a n t a g e o f a n y p e c u l i a r i t i e s t h a t make one s e t o f w e i g h t s m ore e f f e c t i v e th an a n o th e r. Now when t h e s e sam e w e i g h t s a r e a p p l i e d t o a n o t h e r s a m p le t h a t h a s d i f f e r e n t p e c u l i a r i t i e s , t h e i r e f f e c t i v e ­ n e s s i n p r e d i c t i n g t h e c r i t e r i o n m e a s u re i s r e d u c e d . T h u s , one commonly f i n d s t h a t when a m u l t i p l e c o r r e l a t i o n c o e f f i c i e n t i s c a l c u l a t e d on a p a r t i c u l a r s a m p l e , a n d t h e sam e r e g r e s s i o n w e i g h t s a r e t h e n a p p l i e d t o a new s a m p l e , t h e new m u l t i p l e c o r r e l a t i o n h a s sh ru n k . . . . I n m o st s t u d i e s o n e s h o u l d p r o v i d e i n d e p e n d e n t s a m p le s on w h ic h t h e o r i g i n a l v a l u e s c an b e c h e c k e d . The t e r m u s e d b y T r a v e r s t o d e s c r i b e t h i s phenom enon o f r e d u c t i o n o f R i s " s h rin k a g e ." The t e r m u s e d b y T r a v e r s t o d e s c r i b e t h e p r o c e d u r e o f c h e c k i n g a g a i n s t a n i n d e p e n d e n t sa m p le i s c a l l e d " t h e s i m p l e c r o s s v a lid a tio n p ro c e d u re ." T h r e e e x a m i n a t i o n s w e re made i n an a t t e m p t t o c r o s s v a l i d a t e th e fa v o ra b le le v e ls o f c r i t i c a l c o n d itio n s ( F L C C 's ) . 1. D e t e r m i n i n g f o r e a c h s e t o f FLCC's w h e t h e r o r n o t t h e r e was a s i g n i f i c a n t r e l a t i o n s h i p b e tw e e n t h e n u m b er o f FLCC's a n d PA le v e l. 2. E x a m in in g f o r e a c h s e t o f FLCC's w h e t h e r o r n o t h i g h s c o r e r s (MNFCCl o r g r e a t e r ) w e re m ore l i k e l y t o h a v e h i g h PA t h a n low s c o r e r s ( l e s s t h a n MNFCC). ^MNFCC = M in im a l n u m b er o f f a v o r a b l e l e v e l s o f c r i t i c a l c o n d itio n s. 77 3. E x a m in in g f o r e a c h s e t o f FLCC's w h e t h e r o r n o t h i g h e x tr e m e s c o r e r s (many FLCC's) w e re m ore l i k e l y t o h a v e h i g h PA t h a n low e x tr e m e s c o r e r s ( a " fe w " F L C C 's ). The f i r s t e x a m i n a t i o n i n v o l v e d d e v e l o p i n g f o u r t e e n t a b l e s f o r G roup 2 i n d i v i d u a l s , w h ic h i s t h e sam e c o m p u te r a n a l y s i s as T a b l e 7 d e v e l o p e d f o r Group 1 i n d i v i d u a l s . T h i s was c a l l e d a n e x p e c t a n c y t a b l e s i n c e i t r e p r e s e n t e d how t e a c h e r s m ig h t b e e x p e c t e d t o r e s p o n d t o PA q u e s t i o n s , when w o r k in g u n d e r a g i v e n n u m b er o f f a v o r a b l e c r i t i c a l c o n d itio n s. The m o st i m p o r t a n t f e a t u r e o f t h i s a n a l y s i s f o r o u r p r e s e n t p u r p o s e s was t h a t i t r e p o r t s t h e P e a r s o n P r o d u c t Moment C o r r e ­ l a t i o n C o e f f i c i e n t f o r t h e r e l a t i o n s h i p b e tw e e n PA l e v e l and n u m b er o f fav o ra b le c r i t i c a l c o n d itio n s. F o r c o m p u t a t i o n a l p u r p o s e s t h e PA l e v e l s w e re a r b i t r a r i l y s c o r e d a s 0 - 1 . The r e p o r t e d c o r r e l a t i o n i s a m e a s u r e o f t h e a s s o c i a t i o n b e tw e e n t h e 0 - 1 v a r i a b l e , PA, a n d t h e i n t e g e r - v a l u e d v a r i a b l e , num ber o f f a v o r a b l e c r i t i c a l c o n d i t i o n s . M i s s i n g d a t a w e re p r e s e n t i n some c a s e s a n d , i f a s u b j e c t m i s s e d n o m ore t h a n o n e s p e c i f i c c o n d i t i o n , h e was a s s i g n e d a c o n d i t i o n by t h e rando m p r o c e s s d e s c r i b e d i n r e s e a r c h q u e s t i o n I I I . S u b je c ts m i s s i n g tw o o r m ore s p e c i f i c c o n d i t i o n s w e re e x c l u d e d fro m a n a l y s i s . T a b l e 8 shows t h e e x p e c t a n c y t a b l e f o r " C l a s s r o o m S u p p o r t i v e P r o v i s i o n s an d P e r s o n n e l . " The r e s u l t s c an be i n t e r p r e t e d t h e same way a s r e s u l t s f o r T a b l e 7 and t h e y show t h e sam e t y p e o f r e l a t i o n s h i p w h e re b y t h e h i g h e r t h e num ber o f f a v o r a b l e c r i t i c a l f a c t o r s , t h e h i g h e r t h e p e r c e n t a g e o f t e a c h e r s w i t h h i g h PA. I t is in te r e s tin g to n o te , h o w e v e r, t h a t t h e r e l a t i o n s h i p i s h i g h e r f o r T a b l e 7 t h a n i t i s T a b l e 8 ( r = ,5 0 8 v s . r = . 3 2 4 ) . fo r I t s h o u l d b e r e c a l l e d t h a t t h e same f a v o r a b l e l e v e l s and t h e same c o n d i t i o n s w e re u t i l i z e d i n b o t h a n a ly se s. The o n l y d i f f e r e n c e i s t h a t T a b l e 7 comes fro m d a t a on Table 8 .--Frequency and Percentages of Individuals With Different Numbers of Favorable C ritical Conditions and Different PA Levels. Number of C ritical Conditions at Favorable Levels PA Level High PA Neutral/ Low PA lO td .1 frequency 0 1 2 3 4 5 6 7 0 2 0 6 6 5 2 0 % of column 0.0% frequency ■2 % of column 100% 33.3% 4 66.7% 0.0% 23.1% 37.5% 9 20 10 100% 76.9% 62.5% Pearson Product Moment Correlation Coefficient r = .32427 62.5% 3 37.5% 66.7% » » 0 1 33.3% 21 * 30% 49 » 70% 79 Group 1 ( t h e g ro u p upon w h ic h t h e s c o r i n g s y s te m was d e r i v e d ) and T a b le 8 comes from t h e d a t a on Group 2 (an i n d e p e n d e n t g r o u p o f p e o p le ). T h is p o i n t s o u t an i m p o r t a n t phenom enon w h ic h T r a v e r s (1965) c a l l s s h r i n k a g e and seems t o i n d i c a t e t h a t c r o s s - v a l i d a t i o n was j u s t i f i e d f o r th e p urpose o f t h i s r e s e a r c h q u e s tio n . The f o l l o w i n g r e p o r t s t h e r f o r e a c h e x p e c t a n c y t a b l e and a r e a a lo n g w i t h an i n d i c a t i o n o f w h e t h e r o r n o t t h e r i s s i g n i f i c a n t l y g r e a t e r t h a n z e r o a t t h e .0 1 l e v e l o f c o n f i d e n c e . * Ten o f t h e s e t a b l e s o b t a i n e d an r s i g n i f i c a n t l y g r e a t e r t h a n z e r o , f o u r o f t h e s e t a b l e s o b t a i n e d r ’ s w h ich w e re n o t s i g n i f i c a n t . T h u s , m ost o f t h e a n a l y s e s f o r t h e f i r s t c r o s s - v a l i d a t i o n p r o c e d u r e m eet t h e c r i t e r i a e s t a b l i s h e d . S u p p o r t i v e P r o v i s i o n s and P e r s o n n e l *CR r = .3 2 4 n = 70 NCR r = .3 0 6 n = 46 r = .5 2 3 n = 47 A d m i n i s t r a t i v e D i r e c t i o n an d L e a d e r s h i p *CR r = .4 0 8 n = 70 *NCR S t u d e n t C o m p o s i t i o n - - " W o r k a b i l i t y " o f Group *CR r = .625 n = 66 *NCR r = .390 n = 47 E d u c a t i o n a l P l a n n i n g and S c r e e n i n g P r o v i s i o n s *CR r = .3 1 8 n = 69 *NCR r = .3 7 6 n « 48 I n s e r v i c e and P r o f e s s i o n a l Im provem ent O p p o r t u n i t i e s *CR r = .3 3 7 0 n = 58 NCR r = .1 7 7 n = 44 P l e a s e n o t e t h a t t h e .0 1 l e v e l i s u s e d i n t h i s c a s e t o r e d u c e t h e a d d i t i v e e f f e c t o f a l p h a o v e r a l l m e a s u r e s . The a d d i t i v e e f f e c t o f a l p h a u s i n g 0 .1 i s . 1 4 , w h e r e a s i t w ould b e .7 0 u s i n g a l p h a - .0 5 . 80 A v a ila b ility o f I n s tr u c tio n a l M a te ria ls *CR r = .3 6 7 n = 70 NCR r = .1 5 8 n = 48 n = 62 *NCR r = .3 8 7 n = 48 A t t i t u d i n a l C lim a te CR r = .2 7 9 ♦ S i g n i f i c a n t a t t h e .0 1 l e v e l . The s e c o n d e f f o r t t o a s c e r t a i n th e p r e d i c t i v e v a l i d i t y o f th e fa v o ra b le c r i t i c a l c o n d itio n s i n v o l v e d u t i l i z i n g t h e m in im a l n u m b e r fa v o ra b le c r i t i c a l c o n d itio n s (MNFCC). of I t i s im p o rta n t t o n o te t h a t MNFCC was e s t a b l i s h e d on G roup 1 i n d i v i d u a l s m akin g t h i s an a p r i o r i p r e d i c t i o n as opposed t o a p o s t hoc e x a m in a tio n . The s p e c i f i c p r o c e d u r e i n v o l v e d a s s i g n e d t h o s e p e o p l e w i t h l e s s t h a n MNFCC t o a g ro u p c a l l e d "lo w s c o r e r s " and a s s i g n i n g p e o p l e w i t h MNFCC o r m ore t o a g ro u p c a l l e d " h i g h s c o r e r s . " F o u rte en 2 by 2 t a b l e s w e re t h e n s e t u p , one d i m e n s i o n b e i n g h i g h s c o r e r s a n d low s c o r e r s and t h e o t h e r d i m e n s i o n b e i n g h i g h PA and n e u t r a l / l o w PA. C o r r e l a t i o n c o e f f i c i e n t s w e re b a s e d on t h e u s e o f 0 - 1 l a b e l i n g o f t h e PA l e v e l s and t h e s c o r i n g g r o u p s . e q u iv a le n t to a p h i c o e f f i c i e n t . The r e s u l t i n g P e a r s o n r i s T ab le 9 i s t h e 2 by 2 t a b l e e s t a b l i s h e d f o r "C lassro o m A v a i l a b i l i t y o f . I n s t r u c t i o n a l M a t e r i a l s . " T h e s e t a b l e s h a d two c r i t e r i a f o r w h e t h e r o r n o t t h e m in im a l n u m b er o f f a v o r a b l e c o n d i t i o n s w e re v a l i d : I. II. An r s i g n i f i c a n t a t t h e .0 1 l e v e l . And E i t h e r : a .i. At l e a s t h a l f o f t h e h i g h PA p e o p l e w e re l o c a t e d i n t h e h i g h s c o r e r s g r o u p an d 2 . t h e r a t i o o f h i g h PA t o low PA was t w i c e as g r e a t i n t h e h i g h s c o r e r s g ro u p a s i n t h e low s c o r e r s g r o u p . 81 T a b le 9 . — F r e q u e n c y o f H igh S c o r e r s a n d Low S c o r e r s and N e u t r a l /L o w PA L e v e l s . PA L e v e l S c o r i n g Group N e u t r a l /L o w PA H ig h PA H igh S c o r e r s 17 27 Low S c o r e r s 20 r = .3 4 4 b .l. n = 71 A t l e a s t 40 p e r c e n t o f t h e h i g h PA p e o p l e w e re l o c a t e d i n t h e h i g h s c o r e r s g r o u p and 2 . t h e r a t i o o f h i g h PA t o low PA was tw o an d o n e - h a l f t i m e s a s g r e a t i n t h e h i g h s c o r e r s g ro u p a s i n t h e low s c o r e r s g r o u p . The f o r m u l a s u s e d f o r d e t e r m i n i n g t h e s e f i g u r e s f o r a and b abo ve a r e a s f o l l o w s : a. 1. 2 b. 1. 2 P e rce n tag e o f h ig h r t' - Pe r c e i v t a Se a 10 P e rc e n ta g e PA t e a c h e r s b e i n g h i g h s c o r e r s h i g h s c o r e r s w i t h h i g h PA > 2 _ o f low s c o r e r s w i t h h i g h PA — 1 P e rc e n ta g e o f h ig h PA t e a c h e r s b e i n g h i g h s c o r e r s p *. • _ P e rc e n ta g e a 10 P e rc e n ta g e o f h i g h s c o r e r s w i t h h i g h PA o f low s c o r e r s w i t h h i g h PA A p p ly in g t h e s e c r i t e r i a t o T a b l e 9 show s t h a t : is s ig n ific a n t, 50% 40% > 2 .5 — 1 (1 ) r - .3 4 4 (2 ) t h a t 7 9 . 4 p e r c e n t o f -th e h i g h PA t e a c h e r s a r e h i g h s c o r e r s and t h e p e r c e n t a g e o f h i g h PA t e a c h e r s b e i n g h i g h s c o r e r s (61.4% ) was 2 . 4 t i m e s t h e p e r c e n t a g e o f h i g h PA t e a c h e r s t h a t w e r e low sco rers (2 5 .9 % ). T h e s e r a t i o s a r e r e p o r t e d i n A p p e n d ix I a l o n g w i t h th e c o rre sp o n d in g t a b l e s . S i x s e t s o f FLCC’ s p a s s e d a l l t h e c r i t e r i a , e i g h t s e t s o f FLCC’ s p a s s e d l e s s t h a n a l l t h e c r i t e r i a . T h u s , i t w o u ld a p p e a r t h a t t h e m in im a l n u m b er o f f a v o r a b l e c o n d i t i o n s h o l d m e r i t i n some c a s e s . 82 T h a t i s t o s a y t h a t f o r some A r e a s o f P ro g ra m m in g , p ro g r a m s h a v i n g a g i v e n n u m b er o r m ore o f FLCC's (MNFCC) h a v e a s i g n i f i c a n t a n d m e a n in g ­ f u l l y h i g h e r p r o p o r t i o n o f h i g h PA i n d i v i d u a l s t h a n p r o g r a m s w i t h l e s s t h a n a g i v e n n u m b er o f FLCC's (MNFCC). The f i n a l a t t e m p t t o c r o s s - v a l i d a t e i n v o l v e d t h e u s e o f e x tr e m e sco res. A l l p e r s o n s h a v i n g e i t h e r t h e c r i t i c a l n u m b er o f f a v o r a b l e c o n d i t i o n s o r o n e l e s s , w e re e x c l u d e d from a n a l y s i s . sid e t h is A ll sc o re s o u t­ i n t e r v a l w e re i d e n t i f i e d a s e x tr e m e s c o r e s , t h e s c o r e s ab o v e t h i s i n t e r v a l b e i n g H igh E x tre m e S c o r e s , a n d t h e s c o r e s b e lo w t h i s i n t e r v a l b e i n g Low E x tre m e S c o r e s . The f o u r t e e n e x tr e m e s c o r e t a b l e s h a d t h e s e c o n d c r i t e r i a a p p l i e d fro m t h e p r e v i o u s v a l i d a t i o n t e c h n i q u e . To r e v i e w , t h e c r i t e r i a f o r t h e s e t a b l e s w e re e i t h e r : a. 1. A t l e a s t h a l f o f t h e h i g h PA p e o p l e w e r e l o c a t e d i n t h e h i g h e x tr e m e s c o r e r s g r o u p an d 2 . t h e r a t i o o f h i g h PA p e o p l e t o low PA p e o p l e was t w i c e as g r e a t i n t h e h i g h e x tr e m e s c o r e r s g r o u p as i n t h e low e x t r e m e s c o r e r s g ro u p . b. 1. At l e a s t 40 p e r c e n t o f t h e h i g h PA p e o p l e w e r e l o c a t e d i n t h e h i g h e x tr e m e s c o r e r s g r o u p and 2 . t h e r a t i o o f h i g h PA t o low PA was tw o a n d o n e - h a l f t i m e s a s g r e a t i n t h e h i g h e x tr e m e s c o r e r s g r o u p a s i n t h e low e x t r e m e s c o r e r s g r o u p . ( S i m i l a r f o r m u l a s w e re u t i l i z e d t o d e t e r m i n e t h e s e f i g u r e s a s w e re p re v io u s ly u se d .) The s i g n i f i c a n c e l e v e l o f t h e P e a r s o n P r o d u c t Moment C o r r e ­ l a t i o n c o u ld n o t be m e a n in g fu lly u t i l i z e d as a c r i t e r i o n w ith t h e e x tr e m e s c o r e t a b l e s . fo r th e se ta b le s . Thus i t was n o t u s e d a s a v a l i d a t i o n c r i t e r i o n T h is h a s t h e im p o r ta n t i m p l i c a t i o n t h a t a lth o u g h many o f t h e s e t a b l e s m e e t t h e c r i t e r i o n o f m e a n i n g f u l n e s s , t h e r e i s no a s s u r a n c e o f s t a t i s t i c a l s i g n i f i c a n c e . No a t t e m p t w i l l b e made t o 83 e s t a b l i s h s t a t i s t i c a l s i g n i f i c a n c e u n t i l a l a r g e r group o f te a c h e r s i s id e n tifie d . F o u r t e e n 2 by 2 t a b l e s w e re s e t u p , o n e d i m e n s i o n b e i n g h i g h e x tr e m e s c o r e r s and low e x tr e m e s c o r e r s a n d t h e o t h e r d i m e n s i o n b e i n g h i g h PA an d n e u t r a l / l o w PA. T a b l e 10 i s t h e t a b l e e s t a b l i s h e d f o r "C lassro o m A v a i l a b i l i t y o f I n s t r u c t i o n a l M a t e r i a l s . " T a b l e I Q . — F r e q u e n c y o f H igh E x tre m e S c o r e r s a n d Low E x tre m e S c o r e r s a t H igh an d N e u t r a l / L o w PA L e v e l s . PA L e v e i ------------------------------------------------------H ig h PA N e u t r a l / L o w PA S c o r i n g G roup H igh E x tre m e S c o r e r s Low E x tre m e S c o r e r s 21 9 3 6 A p p l y i n g t h e c r i t e r i a t o T a b l e 10 shows t h a t 8 7 .5 p e r c e n t o f t h e h i g h PA p e o p l e a r e h i g h e x t r e m e s c o r e r s and t h a t t h e r a t i o o f h i g h PA t e a c h e r s b e i n g h i g h e x tr e m e s c o r e r s (70.0% ) was 2 . 1 t i m e s t h e r a t i o o f h i g h PA t e a c h e r s b e i n g low e x t r e m e s c o r e r s ( 3 3 .3 % ) . These r a t i o s a r e r e p o r t e d i n A p p e n d ix J a l o n g w i t h t h e c o r r e s p o n d i n g t a b l e s . The c r i t e r i a o f m e a n i n g f u l n e s s w e r e p a s s e d i n 12 c a s e s , 2 cases d id n o t p a ss c r i t e r i a . T a b l e 11 s u m m a riz e s t h e r e s u l t s o f t h e t h r e e v a l i d a t i o n a t t e m p t s f o r C R 's a n d NCR's on s e v e n A re a s o f P r o ­ gram m ing. p lu s When a l l c r i t e r i a w e re m et f o r a v a l i d a t i o n p r o c e d u r e , a (+) i s g i v e n . a m inus (-) i s When o n l y p a r t o r n o n e o f t h e c r i t e r i a w e re m e t , g iv en . 84 T ab le 1 1 .— V a l id a ti o n P ro c e d u re s P a s s in g C r i t e r i a . V a lid a tio n P ro ced u re A r e a o f Program m ing C la s s ro o m V a l i d a t i o n P rocedures N o n -C la s s ro o m V a l i d a t i o n P ro ced u res S u p p o rtiv e P ro v isio n s and P e rso n n e l A d m in is tra tiv e D ire c tio n and L ead ersh ip S t u d e n t C o m p o s i t io n — " W o r k a b i l i t y o f G roup" E d u c a tio n a l P la n n in g and S c ree n in g P ro v isio n s I n s e r v i c e and P r o f e s s i o n a l Im p ro v em en t O p p o r t u n i t i e s A v a ila b ility o f In s tr u c tio n a l M a te ria ls A t t i t u d i n a l C lim a te T o t a l P l u s f o r Ite m s T o ta l T o ta l T o ta l fo r P l u s f o r CR = 17 M inus f o r CR = 4 A p p lic a tio n s CR = 21 T o ta l T o ta l T o ta l fo r P l u s f o r NCR = 11 M inus f o r NCR = 10 A p p lic a tio n s NCR = 21 T o t a l P l u s CR a n d NCR = 28 T o t a l M inus CR a n d NCR = 14 T o ta l A p p lic a tio n s of C rite ria = 42 N o te : + = Passed a l l c r i t e r i a - = P assed none o r o n ly p a r t o f th e c r i t e r i a 85 T a b le 11 shows t h a t t h e r e was a t o t a l o f 42 a p p l i c a t i o n s o f c r i t e r i a and i n 28 c a s e s o r 6 6 . 7 p e r c e n t o f t h e t im e a l l c r i t e r i a w e re passed. The s u c c e s s f u l c o m p l e t i o n o f c r i t e r i a was a t a h i g h e r r a t e f o r C R 's CIV o f 21 o r 81.0% ) t h a n f o r NCR's (11 o f 21 o r 5 2 .4 % ). T h u s, an o v e r a l l i n s p e c t i o n o f t h e t a b l e shows t h a t t h e f a v o r a b l e l e v e l s o f c r i t i c a l c o n d i t i o n s do a r a t h e r good j o b o f p r e d i c t i n g h i g h PA t e a c h e r s , w i t h t h e p r e d i c t i o n b e i n g somewhat b e t t e r f o r CR's t h a n f o r NCR's. The t h i r d v a l i d a t i o n p r o c e d u r e , p r e d i c t i n g h i g h PA fro m h i g h e x tr e m e s c o r e s , shows t h e h i g h e s t r a t e o f s u c c e s s , 12 o f 14 a s o p p o se d t o 10 o f 14 f o r v a l i d a t i o n p r o c e d u r e 1 , and 6 o f 14 f o r v a l i d a t i o n p rocedure 2. T h u s, i t w o u ld a p p e a r t h a t e x tr e m e s c o r e s do t h e b e s t jo b o f p r e d i c t i n g h i g h PA, p r e c i s e s c o r e s do t h e n e x t b e s t j o b o f p r e d i c t i n g h i g h PA an d " d i c h o t o m i z e d " s c o r e s do t h e l e a s t e f f i c i e n t j o b o f p r e d i c t i n g h i g h PA. The FLCC's f o r t h r e e CR A re a s o f P rogram m ing p a s s e d a l l c r i t e r i a on a l l t h r e e v a l i d a t i o n p r o c e d u r e s . The FLCC's f o r a l l o f t h e CR A re a s o f P rogram m ing p a s s e d t h e c r i t e r i a o f a t l e a s t tw o v a lid a tio n pro ced ures. The FLCC's f o r tw o NCR A re a s o f Program m ing p a s s e d a l l c r i t e r i a on a l l t h r e e v a l i d a t i o n p r o c e d u r e s , two a r e a s p a s s e d t h e c r i t e r i a o f two v a l i d a t i o n p r o c e d u r e s , one a r e a p a s s e d t h e c r i t e r i a o f o n l y on e v a l i d a t i o n p r o c e d u r e a n d two a r e a s d i d n o t p a s s t h e c r i t e r i a f o r any o f t h e v a l i d a t i o n p r o c e d u r e s . A c o m p a r is o n o f th e s e f ig u r e s ag ain p o in ts o u t t h a t th e fa v o ra b le le v e ls o f c r i t i c a l c o n d i t i o n s h o l d up b e t t e r f o r C R 's t h a n f o r N CR's. CHAPTER IV DISCUSSIONS AND IMPLICATIONS Summary T h i s r e s e a r c h i s an e v a l u a t i v e s t u d y o f M i c h i g a n 's p u b l i c s c h o o l c la ssro o m s f o r e m o tio n a lly d i s t u r b e d c h i l d r e n . F i r s t , th e stu d y sought t h e s p e c i f i c c o n d i t i o n s u n d e r w h ic h t e a c h e r s i n t h e s e p r o g r a m s w e re w o rk in g . S econd, t h e s tu d y s o u g h t t h e adequacy o f d i f f e r e n t A reas o f P rogram m ing b a s e d on t e a c h e r s j u d g m e n t s . L a s t, t h e s tu d y d e te rm in e d b o t h t h e m o st e f f i c i e n t and t h e m o st s t r a i g h t f o r w a r d m eans o f p r e d i c t i n g a d e q u a c y from s p e c i f i c c o n d i t i o n s . H ie s t u d y h a d f i v e m a j o r o b j e c t i v e s . 1. D e m o n s t r a t e t h e s t a t u s o f a nu m b er o f s p e c i f i c c o n d i t i o n s i n M i c h i g a n 's p r o g r a m s . T h e s e c o n d i t i o n s w e r e t h o s e t h a t c o n c e r n e d p r o f e s s i o n a l s c o n s id e r e d m ost im p o r ta n t i n a f f e c t i n g a t e a c h e r 's a b i l i t y t o m eet th e n e ed s o f th e c h i l d r e n h e /s h e s e r v e d . A d d itio n a l re q u ire m e n ts o f th e s e c o n d itio n s a re t h a t th e y be o b j e c t i v e and t h a t t h e y r e l a t e t o t h e g r o u p i n g o f c h i l d r e n an d th e pro g ram f e a t u r e s p r e v i o u s ly d e s c r i b e d . 2. D e v elo p j u d g m e n t a l s t a n d a r d s f o r t h e p r e v i o u s c o n d i t i o n s and com p are t h e a c t u a l s t a t u s o f c o n d i t i o n s t o t h e s e j u d g m e n t a l sta n d a rd s. 3. D e t e r m in e t h e r e l a t i v e q u a l i t y o f d i f f e r e n t A re a s o f P r o ­ gram m ing i n r e s p e c t t o how t h e y i n f l u e n c e t h e s e r v i c e p r o v i d e d t o c h i l d r e n b a s e d on t e a c h e r j u d g m e n t s . 4. D e te r m in e t h e r e l a t i v e c o n t r i b u t i o n o f s p e c i f i c c o n d i t i o n s t o t h e ju d g e d adequacy o f program a r e a s . 86 87 5. D e v elo p a n i n i t i a l f o r m u l a t i o n o f t h e s e s p e c i f i c c o n d i t i o n s i n t o a fram e w o rk w h ic h c a n u l t i m a t e l y b e u t i l i z e d b y r e s e a r c h e r s and p r a c t i t i o n e r s as one a s p e c t o f p ro g ra m e v a l u a t i o n . The s u b j e c t s w e r e drawn from t h e e n t i r e p o p u l a t i o n o f t e a c h e r s r e i m b u r s e d b y t h e M ic h ig a n D e p a r tm e n t o f E d u c a t i o n t o t e a c h e m o t i o n a l l y d istu rb e d c h ild re n . T h is in c lu d e d a l l t h e p u b l i c s c h o o l t e a c h e r s o f e m o t i o n a l l y d i s t u r b e d c h i l d r e n i n M ic h ig a n e x c e p t i n g a few i n u n u s u a l s i t u a t i o n s , and e x c l u d e d t e a c h e r s i n p u b l i c a n d p r i v a t e - p s y c h i a t r i c in stitu tio n s. The d a t a w e re g a t h e r e d b y m eans o f a m a i l e d q u e s t i o n n a i r e , an i n s t r u m e n t w h ic h was r e f i n e d , t h r o u g h p i l o t t e s t i n g , c o n s u l t a t i o n s w i t h e x p e r t s , and s t a t i s t i c a l a n a l y s i s , fro m sin i n s t r u m e n t u s e d p r e v i o u s l y b y t h e M ic h ig a n D e p a rtm e n t o f E d u c a t i o n , S p e c i a l E d u c a t i o n S e r v i c e s . The i n s t r u m e n t s o u g h t i n f o r m a t i o n c o n c e r n i n g t h o s e v a r i a b l e s d itio n s) (con­ c o n s i d e r e d t h e m ost i m p o r t a n t , t h e m o s t o b j e c t i v e a n d t h e m o st r e a d i l y c h a n g e a b l e w h ic h e f f e c t a t e a c h e r ' s a b i l i t y t o m e e t t h e n eed s o f e m o tio n a lly d is tu r b e d c h ild r e n . T h e s e c o n d i t i o n s w e re o r g a n i z e d i n t o s e v e n c a t e g o r i e s o f i n p u t s c a l l e d " A r e a s o f P ro g r a m m in g ," a n d t e a c h e r s w e r e a s k e d t o d e s c r i b e t h e a d e q u a c y o f e a c h A re a o f Pro gram m in g and t o r e p o r t t h e s t a t u s o f a n u m b er o f c o n d i t i o n s w i t h i n e a c h A r e a o f P ro g ra m m in g . F in d in g s 1. T each ers o f s e l f c o n ta in e d c la ssro o m s (cla ssro o m te a c h e r s ) show ed d i f f e r e n c e s on t h e r e s u l t s o f a l l r e s e a r c h q u e s t i o n s when c o m p a red t o t e a c h e r s i n o t h e r c a p a c i t i e s te a c h e rs). (n o n -cla ssro o m I t was c o n c l u d e d t h a t c l a s s r o o m a n d n o n - c l a s s r o o m p o s i t i o n s s h o u l d b e c o n s i d e r e d s e p a r a t e l y when t h e i n p u t n e e d s 88 o f e d u c a t i o n a l p ro g ra m s f o r e m o t i o n a l l y d i s t u r b e d c h i l d r e n a r e e v alu ated . 2. E x p e r t s i n v a r y i n g c a p a c i t i e s show ed a h i g h c o n s i s t e n c y i n ju d g m e n ts r e g a r d i n g t h e m in im a l c o n d i t i o n s t h a t s h o u l d e x i s t f o r a te a c h e r to p r o v id e a d e q u a te s e r v i c e t o e m o tio n a lly d i s ­ tu rb ed c h ild re n . A d d i t i o n a l l y , when t h e s e p o o l e d ju d g m e n ts a r e a p p lie d to re p o r te d c o n d itio n s s ta te w id e , i t i s ap p aren t th a t many c o n d i t i o n s a r e a t f a v o r a b l e l e v e l s o n l y 60 p e r c e n t o f t h e tim e o r l e s s . I t was t h u s c o n c l u d e d t h a t t h e c o n s e n s u s o f a v a r i e t y o f e x p e r t s i s a p r o m i s i n g m eans o f e s t a b l i s h i n g p ro g ra m s t a n d a r d s w i t h p a r t i c u l a r p r o m is e b e i n g shown f o r e v a lu a tiv e p u rs u its o f th is n a tu re . I t was a l s o c o n c l u d e d t h a t r e s p o n s ib le p a r t i e s sh o u ld b e v e ry co n cern ed ab o u t th e s t a t u s o f c e r t a i n c o n d i t i o n s i n M ic h ig a n p u b l i c s c h o o l p r o g ra m s f o r e m o tio n a lly d is tu r b e d c h ild r e n . 3. The n u m e r i c a l means o f c l a s s r o o m an d n o n - c l a s s r o o m t e a c h e r s ' d e s c r i p t i o n s o f A re a s o f Program m ing r a n g e d fro m v e r y good t o f a i r ; c l a s s r o o m t e a c h e r s w e re s i g n i f i c a n t l y d i f f e r e n t fro m n o n ­ c l a s s r o o m t e a c h e r s when c o n s i d e r i n g a l l a r e a s ; an d when e x a m in in g t h e s e v e n a r e a s s e p a r a t e l y , t h e two g r o u p s w e re s i g n i f i c a n t l y d i f f e r e n t on one A re a o f Program m ing . I t was c o n c lu d e d t h a t s t a t e w i d e , some A r e a s o f Program m ing w ere o f a l e s s d e s i r a b l e s t a t u s t h a n o t h e r s , b u t t o make a c l e a r s t a t e ­ m ent a b o u t t h e r e l a t i v e s t a t u s o f an a r e a , one m u st d i f f e r ­ e n t i a t e b e tw e e n c l a s s r o o m and n o n - c l a s s r o o m s i t u a t i o n s . 4. F o u rte en M u ltip le R e g re ssio n S tep w ise D e le te A n a ly sis f o r e a c h A re a o f P rog ram m in g, s e p a r a t e l y f o r c l a s s r o o m and 89 n o n - c l a s s r o o m t e a c h e r s show ed t h a t i n e a c h c a s e d i f f e r e n t c o n d i t i o n s b e s t p r e d i c t e d t h e a d e q u a c y o f an A r e a o f P r o ­ gram m ing. A d d itio n a lly , in each case d i f f e r e n t p ro p o rtio n s o f t h e v a r i a n c e o f t h e a d e q u a c y o f a r e a s was p r e d i c t e d fro m s p e c if ic c o n d itio n s. I n a l l c a s e s , t h e am ount o f v a r i a n c e i n a d e q u a c y p r e d i c t e d by s p e c i f i c c o n d i t i o n s was s i g n i f i c a n t a t t h e .0 5 l e v e l . I t was c o n c l u d e d t h a t a d e q u a c y c o u l d b e p r e ­ d i c t e d fro m s p e c i f i c c o n d i t i o n s , b u t t h a t t h e c o n d i t i o n s p r e d i c t i n g a d e q u a c y m u st b e d i f f e r e n t i a t e d on t h e b a s i s o f p o sitio n ( c l a s s r o o m a n d n o n - c l a s s r o o m ) and A r e a o f P r o ­ gram m ing. 5. F o u r t e e n s e t s o f c r i t i c a l c o n d i t i o n s w e re e s t a b l i s h e d f o r t y p i c a l c l a s s r o o m and n o n - c l a s s r o o m t e a c h e r s f o r e a c h o f t h e s e v e n A re a s o f P ro g ra m m in g . N e x t, f a v o r a b le l e v e l s f o r each c r i t i c a l c o n d i t i o n w e re e s t a b l i s h e d a n d , f i n a l l y , t h e s e fav o ra b le le v e ls o f c r i t i c a l c o n d itio n s (F L C C 's) w e re e x a m in e d i n t h e s i t u a t i o n s o f an i n d e p e n d e n t g ro u p o f t e a c h e r s w i t h g e n e r a lly c o n firm in g r e s u l t s . I t was c o n c l u d e d t h a t t h e FLCC's p r o v i d e u s e f u l h y p o t h e s e s r e g a r d i n g w h a t c o n d i t i o n s c a u s e A r e a s o f P ro g ra m m in g t o h a v e . a p o s i t i v e e f f e c t on a t e a c h e r 's a b i l i t y to m eet th e needs o f e m o tio n a lly d is tu r b e d c h ild re n . T h a t i s t o s a y , t h e FLCC's show p r o m i s e a s s p e c i f i c t h i n g s w h ic h c a n b e done t o im p ro v e p r o g r a m s , b u t e x p e r i ­ m e n t a t i o n m u s t t a k e p l a c e b e f o r e t h e FLCC's a r e r e p r e s e n t e d as m eans o f r e m e d i a t i n g p r o g r a m d e f i c i t s . 90 Some O b s e r v a t i o n s on t h e S tu d y T h is s e c t i o n w i l l d i s c u s s phen om ena d i s c o v e r e d d u r i n g t h i s r e s e a r c h t h a t w e re n o t s p e c i f i c o b j e c t i v e s o f t h e r e s e a r c h , b u t a p p e a r t o w a r r a n t some d i s c u s s i o n . T h e s e p henom ena w e re n o t o p e r a t i o n a l i z e d i n t o r e s e a r c h q u e s t i o n s , and r e s e a r c h d a t a a r e n o t a v a i l a b l e t o s u b ­ s t a n t i a t e some s t a t e m e n t s . T h i s com m entary i s p r o v i d e d b e c a u s e o f t h e u n i q u e n a t u r e o f t h i s r e s e a r c h an d i t s p o t e n t i a l h e u r i s t i c v a l u e . The comments and d i s c u s s i o n o f t h e o b s e r v a t i o n s and i n s i g h t s g a i n e d d u rin g t h i s re s e a r c h w i l l be p ro v id e d in o rd e r t o p ro v id e in fo rm a tio n o f v a lu e t o p a r t i e s c o n s id e rin g f u tu r e r e s e a rc h o f t h i s ty p e . As m e n t i o n e d i n C h a p t e r I , t h e g e n e r a l p u r p o s e o f t h i s r e s e a r c h w as t o d e v e l o p a fra m e w o rk f o r e v a l u a t i n g M i c h i g a n 's p r o g r a m s f o r t h e e m o t i o n a l l y d i s t u r b e d from an i n p u t f ra m e o f r e f e r e n c e . I f research i s t o be c o n d u c te d r e g a r d i n g i n t e r a c t i o n s o f c h i l d , t e a c h e r and program v a r i a b l e s , s u c h a fra m e w o rk seem s m a n d a to r y . I t i s s u b m i t t e d t h a t t h e fram e w o rk e s t a b l i s h e d f o r t h e p u r p o s e s of th is research (i.e ., th e o rg a n iz a tio n o f th e su rv ey in stru m e n t) shows p r o m i s e a s a fram e w o rk f o r e v a l u a t i n g p r o g ra m s from an i n p u t f ra m e o f r e f e r e n c e . c o u ld be u t i l i z e d . T h i s i s n o t s u b m i t t e d as t h e o n l y fram e w o rk t h a t In f a c t , i t i s p a r t of- t h e p u r p o s e o f t h i s r e s e a r c h t o s t i m u l a t e t h i n k i n g w h e re b y a d i f f e r e n t a n d , h o p e f u l l y , more e f f e c t i v e fra m e w o rk w i l l b e d e v e l o p e d i n t h e f u t u r e . A d d itio n a lly , i t s h o u l d n o t b e i n f e r r e d t h a t t h e v a l u e o f t h i s fram e w o rk t o p r o g r a m s fo r d istu rb e d c h ild re n has been f u lly e s ta b lis h e d . P ro ced u res f o r e s ta b lis h in g t h is v a lu e a re su g g e ste d in l a t t e r p a r t s o f t h i s c h a p te r. An i m p o r t a n t d i s c o v e r y t h a t was made was t h a t t h i s program a s s e s s m e n t o r e v a l u a t i o n i s a f e a s i b l e e n t e r p r i s e . fo rm o f A c ru c ia l 91 i s s u e i n s u c h an e n t e r p r i s e i s t e a c h e r s ' c o o p e r a t i o n a n d M i c h i g a n 's p u b l i c s c h o o l t e a c h e r s o f e m o t i o n a l l y d i s t u r b e d c h i l d r e n w e re e x t r e m e l y c o o p e ra tiv e . T e a c h e r s a n s w e re d a t a n u n u s u a l l y h i g h r a t e (82.3% ) an d i n s p e c t i o n o f t h e i r r e s p o n s e s show s t h e y s p e n t c o n s i d e r a b l e e f f o r t t o p r o v id e c l e a r and a c c u ra te in fo rm a tio n ( e . g . , w r i t i n g i n m arg in s to f u l l y e x p l a i n a n s w e r s , w r i t i n g comments a t t h e e n d o f t h e s u r v e y , e tc .). A d d i t i o n a l l y , m o st r e s p o n d i n g t e a c h e r s (93%) o f f e r e d t o a s s i s t w i t h f u r t h e r i n f o r m a t i o n an d 89 p e r c e n t o f t h e s e v o l u n t e e r s r e s p o n d e d when an a d d i t i o n a l s u r v e y was s e n t t o th e m . Two f a c t o r s may h a v e c o n t r i b u t e d t o t h i s h i g h l e v e l o f c o ­ o p e ra tio n . F i r s t , t h e t e a c h e r s w e r e made f u l l y a w a re t h a t a n o n y m ity w o u ld b e p r e s e r v e d . T hey w e r e a p p a r e n t l y r e a s s u r e d t h a t t h e i r e m p lo y e r s o r p e e r s w o u ld n o t s e e t h e i r r e s p o n s e s . The s e c o n d f a c t o r r e l a t e s t o t h e m eans u s e d t o e n c o u r a g e t e a c h e r s ' r e s p o n s e s . The a p p r o a c h u s e d was t o a p p e a l t o t e a c h e r s ' p r o f e s s i o n a l i s m b y t e l l i n g th e m o f t h e n a t u r e o f t h e s t u d y , how i t w o u ld b e u s e d , o f f e r i n g th e m r e s u l t s o f t h e s t u d y , and g i v i n g th em t h e o p p o r t u n i t y t o r e c e i v e p r o f e s s i o n a l l i t e r a t u r e o f in te re s t. A n o th e r i s s u e o f c o n c e rn i s th e q u e s t i o n : Do p e o p l e i n t h e f i e l d r e a l l y w ant t h i s in fo rm a tio n ? ag ain a p o s i t i v e one. W r i t t e n r e q u e s t s f o r r e s u l t s h a v e come fro m a l l o v er th e c o u n try . The a n s w e r t o t h i s q u e s t i o n i s M ost M ic h ig a n s c h o o l d i s t r i c t s r e q u e s t e d a n d re c e iv e d in d iv id u a l feed b ack . A l l M ic h ig a n u n i v e r s i t i e s r e q u e s t e d and re c e iv e d in d iv id u a l feedback. M ost o f M i c h ig a n p u b l i c s c h o o l t e a c h e r s o f e m o tio n a lly d i s t u r b e d c h i l d r e n r e q u e s t e d and r e c e i v e d th e r e s u l t s . Many o t h e r r e q u e s t s h a v e come fro m o t h e r p r o f e s s i o n a l s a n d a g e n c i e s . A d d i t i o n a l l y , t h e M ic h ig a n D e p a r tm e n t o f E d u c a t i o n - - S p e c i a l E d u c a t i o n 92 S e r v i c e s h a s s u p p o r t e d t h e r e s e a r c h f o r tw o y e a r s and h a s u t i l i z e d t h e r e s u l ts in i t s e f f o r t s to e s ta b lis h sta te w id e r u l e s , r e g u la tio n s , and g u i d e l i n e s f o r c o n d u c t i n g t h e s e c l a s s r o o m s . A v e ry s i g n i f i c a n t d is c o v e ry d u rin g th e c o u rse o f th e re s e a r c h was t h e f a c t t h a t p r o f e s s i o n a l s a r e v e r y w i l l i n g t o g i v e o f t h e i r t im e and e f f o r t t o g i v e i n p u t i n t o t h e d i r e c t i o n o f t h e r e s e a r c h . T h is w o u ld i n c l u d e s u c h t h i n g s as comments and s u g g e s t i o n s r e g a r d i n g t h e fo rm and c o n t e n t o f t h e i n s t r u m e n t , an d t h e form a n d c o n t e n t o f t h e f e e d b a c k an d re s u lts . A d d i t i o n a l l y , when s t a g e s o f t h i s r e s e a r c h r e q u i r e d p r o ­ f e s s i o n a l j u d g m e n t s , a l m o s t e v e r y o n e who was c o n t a c t e d g a v e f r e e l y o f t h e i r t im e and p r o f e s s i o n a l e n e r g i e s . I t a p p eared t h a t th e o n ly re q u ire m e n ts f o r a s s i s t a n c e w ere t h a t th e i n s t r u c t i o n s be c l e a r , th e s p e c i f i c p u r p o s e o f t h e r e q u e s t b e made c l e a r , a p e r s p e c t i v e b e g i v e n on how t h e r e q u e s t f i t i n t o t h e o v e r a l l p r o j e c t and some c o n s i d e r a t i o n b e g iv en t o f a c i l i t a t i n g t h e i r e f f o r t s ( e . g . , i n c l u d i n g an a d d r e s s e d , s ta m p e d r e t u r n e n v e l o p e , a fo rm t h a t f a c i l i t a t e d t h e i r r e s p o n s e , e t c . ) . A v e r y s u r p r i s i n g and u n a n t i c i p a t e d r e s u l t o f t h i s r e s e a r c h was t h e h i g h d e g r e e o f c o n s i s t e n c y shown b y j u d g e s i n t h e i r a s s e s s m e n t o f fa v o ra b le le v e ls in re s e a rc h q u e stio n I I . j u d g e s a g r e e d i n 56 p e r c e n t o f t h e c a s e s , l e v e l s i n a n o t h e r 29 p e r c e n t o f t h e c a s e s . I t w ill be re c a lle d th a t and t h e y a g r e e d on m ost T h e r e f o r e , j u d g e s show ed a h i g h amount o f a g r e e m e n t i n 85 p e r c e n t o f t h e c a s e s r e g a r d i n g w h a t s h o u l d e x i s t i n p ro g r a m s f o r e m o t i o n a l l y d i s t u r b e d c h i l d r e n . r e c a l l s t h a t th e s e ju d g es c o n s is te d o f t e a c h e r s , When one a d m in istra to rs, u n i v e r s i t y p e r s o n n e l , c o n s u l t a n t s and g r a d u a t e s t u d e n t s , t h i s may b e c o n s i d e r e d a v e r y h i g h r a t e o f a g r e e m e n t. 93 The m o st d i r e c t i m p l i c a t i o n o f t h e j u d g m e n t a l c o n s i s t e n c y i s t h a t p e rs o n s a t a l l l e v e l s o f in v o lv e m e n t s h o u ld b e v e ry c o n c e rn e d a b o u t t h e c o n d i t i o n s ED t e a c h e r s a r e w o r k in g u n d e r . th e te a c h e rs g rip in g , th e u n i v e r s it i e s T h is i s n o t j u s t l o o k i n g down fro m on h i g h , t h e s t a t e d e p a rtm e n t p ro m u lg a tin g r u l e s , e t c . I t r e p r e s e n ts a consensus o f a l l l e v e l s o f i n t e r e s t r e g a r d i n g w h a t s h o u l d e x i s t f o r ED p r o g r a m s t o fu n c tio n a d e q u a te ly . T h e r e f o r e , th e c u r r e n t s t a t u s o f M ic h ig a n ’ s ED p r o g r a m s s h o u l d b e o f s t r o n g c o n c e r n t o a l l l e v e l s o f p r o f e s s i o n a l s . An a d d i t i o n a l i m p l i c a t i o n from t h e h i g h c o n s i s t e n c y o f e x p e r t s ’ ju d g m e n ts i s t h a t t h e j u d g m e n t a l s t a n d a r d s s h o u l d p r o v i d e a d m i n i s ­ t r a t o r s w i t h g o o d g u i d e l i n e s i n e s t a b l i s h i n g s t a n d a r d s f o r t h e i r own program s. To r e v i e w , t h e c o n d i t i o n s on t h e s u r v e y r e p r e s e n t w h a t a w id e r a n g e o f p e o p l e b e l i e v e t o b e t h e m o st i m p o r t a n t a n t e c e d e n t c o n ­ d i t i o n s t o t h e s u c c e s s f u l f u n c t i o n i n g o f ED p r o g r a m s . A d d itio n a lly , th e s t a n d a r d s p r o v i d e d show a c o n s e n s u s o f w h a t a w id e r a n g e o f p e o p l e c o n s id e r fa v o ra b le and u n fa v o ra b le le v e ls o f th e s e c o n d itio n s . Any p a r t y deemed r e s p o n s i b l e f o r ED p r o g r a m s c o u l d a d d a n d d e l e t e c o n d i t i o n s w h ic h a r e r e l e v a n t t o t h e i r u n i q u e d i s t r i c t o r p r o g r a m an d t h e n , u s i n g th e ju d g m e n tal f a v o r a b le n e s s o r u n fa v o ra b le n e s s o f l e v e l s as a g u id e , d e t e r m i n e u n i q u e f a v o r a b l e a n d u n f a v o r a b l e - l e v e l s f o r t h e i r own d i s t r i c t o r program . It is sta n d a rd s in t h e i r e n t i r e t y . c o n c e i v a b l e t h a t p e r s o n s may a d o p t t h e s e T h is may b e i n a p p r o p r i a t e i n some r e s p e c t s , b u t w o u ld seem p r e f e r a b l e t o n o c l e a r s t a n d a r d s o f an y k i n d . D isc u ssio n o f R esearch R e s u lts The f o l l o w i n g s e c t i o n w i l l c o n s i s t o f a d i s c u s s i o n o f t h e i m p l i c a t i o n s and l i m i t a t i o n s o f t h e m a jo r r e s e a r c h f i n d i n g s . The 94 re s e a rc h q u e s tio n s w i l l each b e d is c u s s e d s e p a r a t e l y , b u t w i l l be c o n t r a s t e d when a p p r o p r i a t e . A m ajo r l i m i t a t i o n o f t h i s r e s e a r c h r e l a t e s t o t h e f a c t t h a t i t i s an e m p i r i c a l e x a m i n a t i o n o f w h a t e x i s t s , and c a n o n l y s t a t e a s s o c i a t i o n . T h is s e c t i o n w i l l p r e s e n t some h y p o t h e s e s c o n c e r n i n g t h e c a u s e s o f c e r t a i n ph enom ena; a l a t e r s e c t i o n w i l l p r o v i d e some s u g g e s t i o n s f o r t h e t e s t i n g o f t h e s e h y p o t h e s e s . R esearch Q u e stio n I T h is r e s e a r c h q u e s t i o n b y i t s e l f h a s no s t r o n g i m p l i c a t i o n s o r lim ita tio n s . I t i s s i m p l y a r e p o r t i n g o f t h e f r e q u e n c y an d p e r c e n t a g e o f s p e c i f i c c o n d i t i o n l e v e l s i n t h e 1972 p u b l i c s c h o o l c l a s s r o o m s f o r e m o tio n a lly d is tu r b e d c h ild r e n . I t i s n o t p o s s i b l e t o make any o v e r a l l sta te m e n ts about th e s t a t u s o f th e s e d i f f e r e n t c o n d itio n s . T hus, m e a n in g , and u l t i m a t e l y i m p l i c a t i o n s , c a n o n l y b e d raw n t h r o u g h in d iv id u a l i n te r p r e t a t i o n o f each in d iv id u a l c o n d itio n . On t h e b a s i s o f t h e s t a t e g u i d e l i n e s f o r c o n d u t i n g t h e s e p ro g r a m s ( 1 9 7 0 ) , i t w o u ld a p p e a r t h a t many c o n d i t i o n s a r e f a r b e lo w t h e i r recom m ended l e v e l s , b u t t h e g u i d e l i n e s a r e o n l y s u g g e s t i o n s and do n o t p r o v i d e any m e a n in g ­ f u l s t a n d a r d t h r o u g h w h ic h t h e c o n d i t i o n l e v e l s c an b e e v a l u a t e d . T h e re do n o t a p p e a r t o b e any s e r i o u s c a u t i o n s t o b e o b s e r v e d in th e i n t e r p r e t a t i o n o f th e s e d a t a as d e s c r i p t i v e in f o r m a tio n . The h i g h p e r c e n t a g e o f r e t u r n w o u ld i n d i c a t e t h e r e p r e s e n t a t i v e n e s s o f t h e f i n d i n g s a n d i n f o r m a l v a l i d a t i o n p r o c e d u r e s seem t o i n d i c a t e t h a t te a c h e rs re p o r t th is in fo rm a tio n a c c u ra te ly . T h erefo re, i t is sub­ m itte d t h a t th e d a ta p re s e n te d f o r t h i s re s e a rc h q u e s tio n a c c u ra te ly d e p i c t t h e w o r k in g c o n d i t i o n s o f t h e 1972 p u b l i c s c h o o l t e a c h e r s o f e m o t i o n a l l y d i s t u r b e d c h i l d r e n i n M i c h ig a n . 95 R esearch Q u e stio n I I The v a l u e o f r e s e a r c h q u e s t i o n I I l i e s p r i m a r i l y i n t h e f a c t t h a t i t a d d s m e a n in g t o t h e d a t a o b t a i n e d i n r e s e a r c h q u e s t i o n I . A p p ly in g t h e r a t h e r l i b e r a l s t a n d a r d s e m p lo y e d , i t i s a p p a r e n t t h a t t h e r e i s a g r e a t d i s c r e p a n c y b e tw e e n t h e m in im a l c o n d i t i o n s t h a t e x p e rts f e e l sh o u ld be p ro v id e d and th e c o n d itio n s t h a t a c t u a l l y p r e v a i l e d i n t h e 1972 p u b l i c c l a s s r o o m s f o r e m o t i o n a l l y d i s t u r b e d c h ild re n . T e a c h i n g e m o t i o n a l l y d i s t u r b e d c h i l d r e n i s a v e r y d e m a n d in g and d i f f i c u l t p r o c e d u r e (L ong a n d o t h e r s , 1 9 7 1 ) . The 1971 s u r v e y o f M ic h ig a n ED p r o g r a m s show ed 17 p e r c e n t o f t h e t e a c h e r s w e re g o i n g t o l e a v e t h e i r p r e s e n t p o s i t i o n i n an ED c l a s s r o o m . The p r e s e n t r e s e a r c h show ed t h a t o n l y 5 5 . 3 p e r c e n t o f t h e t e a c h e r s w e re v e r y c e r t a i n t h e y w e re g o i n g t o s t a y i n t h e i r p r e s e n t p o s i t i o n s . A d d itio n a l in fo rm a tio n show ed t h a t 32 p e r c e n t o f t h e t e a c h e r s w e re i n t h e i r f i r s t y e a r o f t e a c h i n g a n d 23 p e r c e n t w e r e i n t h e i r s e c o n d y e a r o f t e a c h i n g , o r a t o t a l o f 55 p e r c e n t w e re r e l a t i v e n o v i c e s a t t h i s v i t a l p r o c e s s o f re sh a p in g c h ild r e n ’s l iv e s . The e v i d e n c e ab o u n d s t h a t t h i s i m p o r t a n t r o l e i s a v e r y d i f f i c u l t o n e , t h a t t e a c h e r s do n o t s t a y i n t h i s p o s i t i o n and t h a t t h e b u rd en f a l l s l a r g e l y upon u n s e a s o n e d h a n d s . I t seem s l i k e l y t h a t t h i s s i t u a t i o n i s n o t g o in g t o c h a n g e i f t h e c o n d i t i o n s t e a c h e r s a r e w o r k in g u n d e r a n d t h e r e s o u r c e s a v a i l a b l e t o th e m do n o t show some im p r o v e m e n t. Dunn (1 9 6 8 ) an d o t h e r s ( M e y e r o w it z , 1 9 6 2 ; J o n e s , 1972) h a v e s ta te d th a t th e se g re g a te d c la ss i s f o r s e r v i n g h a n d ic a p p e d c h i l d r e n . an o u t d a t e d an d i n e f f e c t i v e m odel S im ila r c r i t i c i s m h a s been 96 s p e c i f i c a l l y f o c u s e d upon s e g r e g a t e d c l a s s r o o m s f o r d i s t u r b e d c h i l d r e n CRubin and o t h e r s , 1 96 6; V a c c , 1 9 7 2 ) . T h e s e c o m m e n ta r ie s a r e s u b j e c t t o some c r i t i c i s m , b u t e v e n a s s u m in g them v a l i d (th e y a re c o n s c ie n tio u s and r ig o r o u s e f f o r t s t o d e a l w ith th e q u e s t io n o f t h e e f f i c a c y o f s p e c ia l c la s s p la c e m e n t), th e q u e stio n a r i s e s : Have t h e p r o g ra m s s tu d ie d been g iv en a s u f f i c i e n t o p p o rtu n ity t o su cceed ? I t w o u ld a p p e a r fro m v i e w in g M i c h i g a n 's s i t u a t i o n , i n l i g h t o f j u d g m e n t a l s t a n d a r d s , t h a t t h i s i s n o t th e c a se f o r c la ssro o m t e a c h e r s . Many a u t h o r s (Dunn, 1 9 68; M o r s e , 1 971 ; B r a f i e l d and o t h e r s , 1 9 7 3 ; K n o b lo c k , 1973) s u g g e s t t h e a l t e r n a t i v e o f s e r v i n g c h i l d r e n i n th e r e g u l a r c la s s s e t t i n g w ith s p e c i a l s u p p o r tiv e p e rs o n n e l a v a i l a b l e t o t h e r e g u l a r c la ssro o m t e a c h e r . is: (NCR's) The q u e s t i o n t h e n a r i s e s A re t h e s e NCR t e a c h e r s any m ore l i k e l y t o s u c c e e d , g i v e n t h e c o n d itio n s th e y a r e w o rk in g u n d e r? By a p p l y i n g t h e j u d g m e n t a l s t a n d a r d s t o t h e a c t u a l s i t u a t i o n s o f t h e s e p e o p l e , i t w o u ld a p p e a r t h a t t h e NCR's a r e w o r k i n g u n d e r e q u a l l y l i m i t i n g c o n d i t i o n s a s CR’ s a n d , t h u s , t h e i r l i k e l i h o o d o f s u c c e s s d o e s n o t a p p e a r any g r e a t e r . I t i s t h e a u t h o r 's c o n te n tio n t h a t t h e s e p rogram s h a v e n o t been g iv en a re a s o n a b le o p p o rtu n ity t o su c c e e d . I t i s m a in ta in e d t h a t t h e ou tco m e o f w e l l - t r a i n e d , e x p e r i e n c e d t e a c h e r s w o r k in g u n d e r a d e q u a t e c o n d i t i o n s s h o u l d b e e x a m in e d b e f o r e c o n c l u s i o n s a r e made r e g a r d i n g t h e m ost d e s i r a b l e mode o f s e r v i c e t o ED c h i l d r e n . G oing a s t e p f u r t h e r , i t w o u ld b e an e v e n m ore c o n s t r u c t i v e e f f o r t t o d e t e r m i n e w h a t k i n d o f s e r v i c e b e n e f i t s w h ic h k i n d o f c h i l d r e n . A l i m i t a t i o n o f t h e s e program s ta n d a r d s i s t h a t th e y r e p r e s e n t t h e ju d g m e n ts o f e x p e r t s , a n d t h e r e i s n o a b s o l u t e a s s u r a n c e t h a t t h e p re s e n c e o r absence o f ju d g ed fa v o ra b le c o n d itio n s e f f e c t s th e q u a l i t y 97 o f s e rv ic e c h ild re n re c e iv e . A p a r t i a l a tte m p t to d e a l w ith t h i s l i m i t a t i o n i s p r e s e n t e d i n t h e d i s c u s s i o n o f r e s e a r c h q u e s t i o n V. A n o th e r l i m i t a t i o n o f t h e s e s ta n d a r d s r e l a t e s t o t h e f a c t t h a t no in fo rm a tio n i s p ro v id e d r e g a r d in g th e r e l a t i v e im p o rtan ce o f con­ d itio n s . T h is l i m i t a t i o n i s d e a l t w ith i n t h e d i s c u s s i o n o f r e s e a r c h q u e s t i o n V a n d s u g g e s t i o n s f o r f u r t h e r d e a l i n g w i t h t h i s i s s u e aTe p re se n te d in l a t e r p a r ts o f t h is c h a p te r. R esearch Q u e stio n I I I F in d in g s f o r t h i s r e s e a r c h q u e s tio n r e v e a l d if f e r e n c e s i n th e way t e a c h e r s p e r c e i v e t h e a d e q u a c y o f d i f f e r e n t A r e a s o f P rog ram m in g and t h a t t h e r e i s a d i f f e r e n c e i n t h e s e p e r c e p t i o n s b e tw e e n c l a s s r o o m an d n o n - c l a s s r o o m t e a c h e r s . T h is w o u ld seem t o ad d t o t h e i n f o r m a t i o n i n r e s e a r c h q u e s t i o n I i n t h a t n o t o n l y do C R 's and NCR's w ork u n d e r d i f f e r e n t c o n d itio n s , b u t th ey a ls o p e rc e iv e th e q u a l i t y o f th e s e c o n d itio n s d i f f e r e n t l y . The mean o f a l l t e a c h e r s ' r e s p o n s e s i n d i c a t e s t h a t t h e A re a s o f P ro g ra m m in g , " I n s e r v i c e a n d P r o f e s s i o n a l I m p r o v e m e n t," a n d " D i r e c t i o n and L e a d e r s h i p " a r e t h o s e a t t h e l o w e s t l e v e l s f o r t h e c o m b in ed g r o u p s . I n s p e c t i o n o f t h e m eans s e p a r a t e l y f o r CR and NCR show s t h e sam e a r e a s o f d e f i c i t f o r CR. F o r NCR, I n s e r v i c e i s t h e l o w e s t a r e a , b u t L e a d e r ­ s h ip i s r e p la c e d as th e se co n d m ost d e f i c i e n t a r e a b y E d u c a tio n a l P l a n n i n g and S c r e e n i n g P r o v i s i o n s . A l im ita tio n o f th e s e r e s u l t s i s t h a t th e y in v o lv e te a c h e r s ' p e r c e p t i o n s and no v a l i d a t i o n o f t h e s e r e s p o n s e s was c o n d u c t e d . P art o f t h e r e a s o n t h a t n o d i r e c t v a l i d a t i o n was a t t e m p t e d was t h a t no d e f i n i t i o n s o f good I n s e r v i c e , good L e a d e r s h i p , e t c . , are a v a ila b le 98 f o r ED c l a s s r o o m s . I t c o u l d b e a rg u e d t h a t i f t e a c h e r s j u d g e i n s e r v i c e t o h a v e a good e f f e c t on t h e i r t e a c h i n g , t h i s i s b y d e f i n i t i o n b e t t e r i n s e r v i c e t h a n i n s e r v i c e w h ic h t e a c h e r s j u d g e a s h a v i n g a b a d e f f e c t . Be t h a t as i t may, i t i s assum ed t h a t t e a c h e r s ' d e s c r i p t i o n s o f p ro g r a m a r e a s i s a c c u r a t e . A d d i t i o n a l l y , i t i s c o n te n d e d t h a t no m a t t e r how a c c u r a t e t e a c h e r s ' d e s c r i p t i o n s a r e on t h e 5 p o i n t s c a l e from e x c e l l e n t t o p o o r , t h i s d e s c r i p t i o n i s n o t as m e a n in g f u l as t h e d e s c r i p t i o n r e l a t i v e t o t h e d e s c r i p t i o n o f o t h e r A re a s o f P rogram m in g. T h a t i s t o s a y , t h a t a l t h o u g h a r e s p o n s e o f good may n o t b e p e r f e c t l y a c c u r a t e ( t h u s n o t h i g h l y m e a n i n g f u l ) i t i s c o n te n d e d t h a t com pared t o a r e s p o n s e o f p o o r on a n o t h e r a r e a , i t i s h i g h l y m e a n i n g f u l b e c a u s e b o t h r e s p o n s e s w e r e made i n t h e same c o n t e x t . The i s s u e o f PA v a l i d i t y i s p a r t i a l l y d e a l t w i t h i n r e s e a r c h q u e s t i o n s IV a n d V. F u rth e r su g g e stio n s f o r d e a lin g w ith t h i s l i m i t a t i o n a r e g iv e n a t t h e end o f th e c h a p t e r . A n o th e r l i m i t a t i o n o f th e r e s u l t s o f re s e a rc h q u e s tio n I I I i s s i m il a r t o a l i m i t a t i o n o f r e s e a r c h q u e s t i o n I i n t h a t i t shows t h e s i t u a t i o n and o u t l i n e s t h e p r o b le m , b u t d o e s n o t o f f e r an y r e a l s u g g e s t i o n s o f w h a t t o do a b o u t t h e p r o b le m . T h e r e i s some i n f o r m a t i o n i n r e s e a r c h q u e s t i o n I I t h a t g i v e s some i d e a o f w h a t m ig h t b e d o n e . F o r e x a m p le , g i v e n a p r o b le m w i t h I n s e r v i c e , a d i s t r i c t c o u l d lo o k a t t h e j u d g m e n t a l s t a n d a r d s f o r I n s e r v i c e and t r y t o g e t a l l c l a s s r o o m s a t f a v o r a b l e l e v e l s on a l l In se rv ic e c o n d itio n s. H ow ever, t h i s h a s many l i m i t a t i o n s . I t has a l r e a d y b e e n m e n tio n e d t h a t t h e s e s t a n d a r d s a r e o n l y ju d g m e n ts a n d , a d d i t i o n a l l y , t h a t t h e y d o n o t d i f f e r e n t i a t e b e tw e e n t h e i m p o r t a n c e o f c o n d itio n s. An a d d i t i o n a l c o n c e r n i s t h e q u e s t i o n : Are t h e r e 99 c o n d i t i o n s subsum ed i n o t h e r A re a s o f Program m ing ( e . g . , f o r i n s e r v i c e , a d m in istra to r i n te r e s t in in se rv ic e ) th a t a re re le v a n t? R e s e a rc h q u e s t i o n V makes an a t t e m p t t o a n sw e r some o f t h e s e q u e stio n s. The en d o f t h i s c h a p t e r s u g g e s t s f u r t h e r s t e p s t o t a k e t o f i n d e f f e c t i v e an d e f f i c i e n t means o f d e a l i n g w i t h t h e p r o b le m s t h i s re s e a rc h q u e stio n has i d e n t i f i e d . R e s e a r c h Q u e s t i o n IV R e s e a r c h q u e s t i o n IV h a s d e a l t w i t h p r e d i c t i n g PA fro m s p e c i f i c c o n d itio n s. The r e s u l t s show t h a t g e n e r a l l y s p e a k i n g , PA c a n b e p r e d i c t e d from s p e c i f i c c o n d i t i o n s , t h a t PA f o r some a r e a s c an b e p r e d i c t e d b e t t e r t h a n PA from o t h e r a r e a s , t h a t some c o n d i t i o n s p r e d i c t PA b e t t e r t h a n o t h e r c o n d i t i o n s i n a g i v e n a r e a , and t h a t PA i s b e s t p r e d i c t e d by d i f f e r e n t c o n d i t i o n s f o r a g i v e n a r e a when l o o k i n g s e p a r a t e l y a t c l a s s r o o m an d n o n - c l a s s r o o m t e a c h e r s . T h is i n f o r m a t i o n p r o v i d e s some i n d i r e c t e v i d e n c e o f t h e r e l i a b i l i t y o f t h e c o n d i t i o n a n d PA i t e m s . W h ile no r e l i a b i l i t y c o e f f i c i e n t s w e re d e t e r m i n e d r e l i a b i l i t y may b e i n f e r r e d from t h e f a c t t h a t a r e l a t i o n s h i p b e tw e e n v a r i a b l e s c o u l d n o t e x i s t i f a c e rta in d e g r e e o f r e l i a b i l i t y o r c o n s i s t e 'n c y w e re n o t p r e s e n t i n e ac h t y p e ite m . of T h a t i s , i f t h e c o n d i t i o n i t e m s w e re a n s w e re d c o m p l e t e l y u n ­ r e l i a b l y a n d / o r t h e PA i t e m s w e re a n s w e r e d c o m p l e t e l y u n r e l i a b l y , t h e 2 R w o u ld h a v e t o b e 0. 2 S in ce a l l R a re h i g h e r th a n t h i s , b o th ty p e s o f i t e m s m u st b e somewhat r e l i a b l y a n s w e r e d . U n f o r t u n a t e l y , no n u m e r i c a l e s t i m a t e can b e g i v e n r e g a r d i n g r e l i a b i l i t y b e c a u s e i t i s n o t known how l a r g e R 1 .0 r e a l l y i s i n any o f t h e c a s e s . P erhaps i t i s ( b u t t h i s i s h i g h l y d o u b t f u l ) an d any d i s c r e p a n c y i s due t o t h e 100 u n r e l i a b i l i t y i n one o r b o th ite m s . r e p o r t e d i n t h e MRSD a n a l y s i s 2 P erh ap s t h e R i s e x a c tl y t h a t ( a g a in , h i g h l y d o u b t f u l ) , and t h u s , b o th t y p e s o f i t e m s aTe p e r f e c t l y r e l i a b l e . In r e a l i t y , t h e t r u e R 2 p r o b a b l y som ew here b e tw e e n t h e R r e p o r t e d a n d 1 . 0 . is 2 An e x a m p le t o i l l u s t r a t e t h i s p o i n t w o u ld b e when t h e t r u e R 2 was .6 0 and t h e R r e c e i v e d fro m MRSD was . 3 0 . The i t e m s h a d t o b e 2 som ew hat r e l i a b l e o r t h e R = .3 0 c o u l d n o t h a v e b e e n o b t a i n e d . On 2 t h e o t h e r h a n d , t h e y w e re n o t p e r f e c t l y r e l i a b l e b e c a u s e t h e R d i d n o t e q u a l .6 0 . The d a t a fro m t h i s a n a l y s i s p r e s e n t f u r t h e r e v i d e n c e c o n c e r n i n g t h e d i f f e r e n c e b e tw e e n C R 's and N C R 's. F in d in g s f o r e a r l i e r r e s e a r c h q u e s t i o n s h a v e shown t h a t C R 's and NCR's a r e w o r k i n g u n d e r d i f f e r e n t c o n d itio n s and ju d g e th e adequacy o f th e s e c o n d itio n s d i f f e r e n t l y . T h i s r e s e a r c h q u e s t i o n show s t h a t t h e r e i s a ls o a d i f f e r e n t r e la tio n s h ip b e tw e e n c o n d i t i o n s and PA, and i n f a c t , d i f f e r e n t c o n d i t i o n s t h a t b e s t p r e d i c t PA when c o m p a r in g C R 's an d N C R 's. T h i s w o u ld s u p p o r t t h e concept t h a t d i f f e r e n t c o n d itio n s a re im p o rta n t in th e fu n c tio n in g o f NCR p r o g ra m s t h a n a r e i m p o r t a n t i n t h e f u n c t i o n i n g o f CR p r o g r a m s a n d , a d d i t i o n a l l y , t h a t t h e d e g r e e t o w h ic h c o n d i t i o n s e f f e c t t h e e d u c a t i o n a l p r o c e s s i s d i f f e r e n t i a l l y d e p e n d e n t , d e p e n d i n g on w h e t h e r t h e y a r e f o r CR o r NCR p r o g r a m s . T h i s r e s e a r c h q u e s t i o n h a s p r o v i d e d some i n f o r m a t i o n r e g a r d i n g i s s u e s o f c o n c e r n , b u t i t s p r i m a r y c o n t r i b u t i o n was t h e r e s e a r c h r e s u l t s m en tio n ed p r e v i o u s l y . The p r e s e n c e o f t h e s e r e s e a r c h r e s u l t s d e m o n s t r a t e d t h a t r e s e a r c h q u e s t i o n V w as f e a s i b l e a n d t h a t m e a n i n g f u l r e s u l t s c o u ld be o b ta in e d . T h a t i s , t h e r e s e a r c h r e s u l t s h a v e some 101 b ro a d im p lic a tio n s , b u t t h e i r p rim a ry u t i l i t y i s t h a t th e y d e m o n stra te t h e f e a s i b i l i t y o f r e s e a r c h q u e s t i o n V. R esearch Q u e stio n V T h i s r e s e a r c h q u e s t i o n was a n s w e re d u s i n g t h e f o l l o w i n g s t e p s : s e l e c t i n g a t y p i c a l g r o u p o f t e a c h e r s , s e l e c t i n g t h e m o st i m p o r t a n t c o n d i t i o n s i n an A r e a o f P ro g ra m m in g , a n d f i n a l l y , d e t e r m i n i n g t h e f a v o r a b l e l e v e l s o f e a c h m o st i m p o r t a n t (c ritic a l) c o n d itio n . T h ese f a v o r a b l e l e v e l s o f c r i t i c a l c o n d i t i o n s w e r e t h e n t e s t e d on an in d e p e n d e n t group w ith g e n e r a l l y c o n firm in g r e s u l t s . The d a t a h e r e se em t o s e t t l e many o f t h e u t i l i t y r a is e d in th e p rev io u s re s e a rc h q u e s tio n s . lim ita tio n s The d a t a do n o t o n l y r a i s e o r p o i n t o u t p r o b l e m s , o r p o s s i b l y p o i n t t o some v a g u e o r i n e f f i c i e n t s o l u t i o n s ; r a t h e r , t h e d a t a s u g g e s t some v e r y p r e c i s e and e f f i c i e n t s o lu tio n s to p ro b lem s. d itio n s. These s u g g e s tio n s e x c lu d e u n im p o rta n t con­ They i n c l u d e o n l y r e a s o n a b l y o b j e c t i v e c o n d i t i o n s a n d t h e y t e l l p r e c i s e l y w h a t o c c u r s when a c o n d i t i o n i s a t a fa v o ra b le le v e l. I t t h e n t e l l s w h a t one c a n e x p e c t i n t e r m s o f t e a c h e r s PA when t h e s e fa v o ra b le le v e ls o f c r i t i c a l c o n d itio n s a re p re s e n t in d i f f e r e n t d eg rees. An e x a m p le i s g i v e n o f how a d i s t r i c t c o u l d u s e t h i s i n f o r m a t i o n t o i d e n t i f y t h e e x i s t e n c e o f p r o b l e m a r e a s and t o s u g g e s t s p e c i f i c c o n d i t i o n s w h ic h m ig h t b e e x a m in e d f o r t h e i r e f f e c t on t h e p r o b l e m areas. L e t u s assu m e t h a t a s u r v e y i s s e n t o u t t o a l l M ic h ig a n p u b l i c sc h o o l te a c h e rs o f e m o tio n a lly d is tu r b e d c h ild r e n . o f X v i l l e r e q u e s t s and r e c e i v e s t h e r e s u l t s Mr. L. B. J o n e s fo r h is d i s t r i c t (see 102 A pp en d ix K f o r an ex am p le o f t h e t y p i c a l f e e d b a c k s e n t t o a l l r e q u e s t i n g d i s t r i c t s w i t h f i v e o r more ED t e a c h e r s ) . Mr. J o n e s h a s f i v e CR t e a c h e r s and h e l o o k s o v e r t h e summary c h a r t h e r e c e i v e d and d e c i d e s I n s e r v i c e and P r o f e s s i o n a l Im provem ent O p p o r t u n i t i e s t o b e a p ro b le m A re a o f Program m ing t h a t he w a n ts t o do s o m e th in g a b o u t . (T h is i s u s u a l ly a v e r y s t r a ig h t f o r w a r d p ro c e s s f o r a l l d i s t r i c t s , a lth o u g h so m e tim es two o r m ore a r e a s " t i e " f o r m o st d e f i c i e n t a r e a . ) He t h e n c o n s u lts h i s l i s t o f fa v o ra b le le v e ls o f c r i t i c a l c o n d itio n s f o r c l a s s r o o m t e a c h e r s on I n s e r v i c e and P r o f e s s i o n a l Im provem ent O p por­ t u n i t i e s , com pares them t o l e v e l s a c t u a l l y r e p o r t e d b y h i s t e a c h e r s (sp e c ific re s u lts ) and d e t e r m i n e s one c r i t i c a l c o n d i t i o n t o b e a t f a v o r a b l e l e v e l and f i v e c o n d i t i o n s t o b e a t u n f a v o r a b l e l e v e l s . Mr. J o n e s t h e n d e c i d e s h e w a n ts t o r e a c h t h e m in im a l num ber o f f a v o r a b l e c r i t i c a l c o n d itio n s (MNFCC), f o u r i n t h i s c a s e , s o t h a t h e w i l l h a v e h i g h e r t h a n t h e a v e r a g e n um ber o f t e a c h e r s w i t h h i g h PA. He l o o k s a t t h e f i v e c o n d i t i o n s a t u n f a v o r a b l e l e v e l s and d e c i d e s w h ic h t h r e e t o c h an g e s o t h a t h e w i l l h a v e an MNFCC o f 4 . He th e n f e e l s a s s u re d t h a t th e s e changes w i l l cau se h i s t e a c h e r s t o have h i g h e r PA. W il l Mr. J o n e s r e a l l y b e a s s u r e d o f t h i s c h a n g e i n h i s t e a c h e r s 1 PA? The a n s w e r i s an e m p h a ti c n o . The FLCC's a r e v e r y d e c e p t i v e i n t h e v a l u e t h e y a p p e a r t o h a v e and t h e i r a p p a r e n t e a s e o f a p p l i c a t i o n . The b a s i c r e s e a r c h l i m i t a t i o n r e l a t e s t o t h e f a c t t h a t c o r r e l a t i o n d o e s n o t mean c a u s a t i o n . J u s t b e c a u s e we h a v e d i s c o v e r e d t h a t PA i s h i g h e r when g r e a t e r num bers o f c e r t a i n l e v e l s o f c e r t a i n c o n d i t i o n s a r e p r e s e n t , i t d o e s n o t mean t h a t t h e s e c o n d i t i o n s c a u s e h i g h e r PA. 103 The v a lu e o f t h e s e FLCC's r i g h t now l i e s i n t h e f a c t t h a t th e y a r e e x c e l l e n t h y p o th e s e s r e g a r d i n g w h a t e f f e c t s PA. The c a u s e and e f f e c t r e l a t i o n s h i p c a n o n ly b e e s t a b l i s h e d , h o w e v e r, when t h e s e FLCC's a r e i n t e n t i o n a l l y m a n ip u la te d i n a c o n t r o l l e d s e t t i n g r e s u l t a n t e f f e c t upon PA i s e v a l u a t e d . an d t h e So, in e s s e n c e , th e v a lu e o f t h e s e FLCC's t o M r. J o n e s g o e s fro m an a s s u r a n c e t h a t m a n i p u l a t i n g them w i l l c h a n g e PA, t o t h e l e v e l o f u n c e r t a i n t y w h e re m aybe m a n ip u ­ l a t i n g th em w i l l c h an g e PA. T h en , i t w o u ld b e a s k e d , c o u l d n 't h e j u s t c o n c e n t r a t e h i s a t t e n t i o n on t h e FLCC's an d a t l e a s t n o t h a v e a n y th i n g t o l o s e ? A g a in , t h e a n sw e r i s n o . TVjo t h i n g s m ig h t b e o c c u r r i n g ; t h e f i r s t t h i n g r e l a t e s t o a phenom enon c a l l e d r e s t r i c t i o n o f r a n g e . R e s tric tio n o f r a n g e o c c u r s when t h e l e v e l s o f a v a r i a b l e a r e n o t i n t h e i r n a t u r a l d i s t r i b u t i o n b e c a u s e o f some i n t e n t i o n a l r e s t r i c t i o n o f c e r t a i n l e v e l s . An ex am p le w o u ld b e t h e num ber o f c h i l d r e n i n ED c l a s s r o o m s . n u m b er i s The lo w , u s u a l l y l e s s t h a n t e n c h i l d r e n , m a in ly b e c a u s e p e o p le f e e l t h a t any m ore c h i l d r e n i s a c o n d i t i o n t h a t i s b a d f o r t h e f u n c t i o n i n g o f t h e s e c la s s r o o m s . T h u s, "n u m b er o f c h i l d r e n i n a c la s s r o o m " i s a v a r ia b le , o r in t h i s c a s e a c o n d i t i o n , t h e l e v e l s o f w h ic h a r e a r t i f i c a l l y in ran g e . re s tric te d An u n u s u a l phenom enon o c c u r s w hen a v a r i a b l e , r e s t r i c t e d in ran g e , i s c o r r e l a t e d w ith a n o th e r v a r i a b l e : la tio n c o e ffic ie n t is a rtific ia lly low . th e r e s u lta n t c o rre ­ The d i r e c t r e l e v a n c e o f t h i s phenom enon t o "n u m b er o f c h i l d r e n i n a c la s s r o o m " r e l a t e s t o t h e f a c t t h a t t h i s v a r i a b l e was d e l e t e d e a r l y i n t h e MRSD a n a l y s i s , p e r h a p s b e c a u s e i t was r e s t r i c t e d i n r a n g e a n d , t h e r e f o r e , i t was n o t deem ed ■ a c r itic a l fa c to r. 104 C o n s id e r f o r a moment t h e i m p l i c a t i o n s o f an a d m i n i s t r a t o r f o c u s i n g o n ly on t h e c r i t i c a l f a c t o r s f o r S tu d e n t C o m p o s itio n : W o r k a b i li t y o f G ro u p . What i s g o in g t o h a p p e n i f 2 0 -3 0 e m o t i o n a l l y d i s t u r b e d c h i l d r e n a r e p u t i n t o e v e i y c la s s r o o m ? I t can p r a c t ic a l l y be g u a r a n t e e d t h a t "n u m b er o f c h i l d r e n i n a c la s s r o o m " w i l l so o n becom e a v e r y c r i t i c a l f a c t o r i n p ro g ram m in g f o r e m o t i o n a l l y d i s t u r b e d c h ild re n . The p o i n t i s t h a t many c o n d i t i o n s may n o t h a v e b e e n deem ed c r i t i c a l f a c t o r s p r im a r ily b e c a u se th e y a r e p r e s e n t l y b e in g r e s t r i c t e d in ra n g e . In o t h e r w o rd s , p ro g ra m s a r e p r e s e n t l y d o in g a good j o b w ith t h e s e c o n d i t i o n s . I f p ro g ra m s w o u ld o n ly c o n c e r n th e m s e lv e s w ith t h e F L C C 's, i t seem s v e r y l i k e l y t h a t many o f t h e i r c o n d i t i o n s w h ic h a r e p r e s e n t l y n o t c r i t i c a l c o n d i t i o n s w o u ld becom e c r i t i c a l c o n d i t i o n s in th e n e a r f u tu re . T h u s, Mr. J o n e s c o u ld n o t j u s t c o n c e n t r a t e h i s a t t e n t i o n on t h e FLCC’ s . c ritic a l" He w i l l h a v e t o p a y a s much a t t e n t i o n t o t h e "n o n c o n d i t i o n s a s h e a lw a y s h a s . A d d itio n a lly , h e s h o u ld t r y t o d e te r m in e c r i t i c a l c o n d i t i o n s f o r h i s d i s t r i c t t h a t w e re n o t i n c l u d e d in t h i s s tu d y . The p r e s e n t r e s e a r c h i n c l u d e d t h o s e c o n d i t i o n s t h a t e x p e r t s f e l t w e re t h e m o st i m p o r t a n t t o t h e f u n c t i o n i n g o f t h e v a r i o u s A re a s o f P rogram m ing an d w e re c o n c u r r e n t l y r e a s o n a b l y o b j e c t i v e . T h e r e f o r e , t h e r e may b e many c r i t i c a l c o n d i t i o n s t h a t t h i s o m itte d . re sea rc h In any e v e n t , n o a tt e m p t was m ade t o l o c a t e an y and a l l c r i t i c a l c o n d itio n s f o r a l l p o s s ib le p ro g ram s. To r e v i e w , w h a t may h a v e a p p e a r e d t o M r. J o n e s a s b e in g a c l e a r l y v a l u a b l e a n d s t r a i g h t f o r w a r d m eans o f im p r o v in g h i s d i s t r i c t ' s p ro g ra m becom es a p r o c e d u r e o f u n c e r t a i n v a l u e , t h a t i s som ew hat 105 c o m p lic a te d i n i t s a p p l i c a t i o n . H ie v a lu e o f th e FLCC's a t t h i s tim e l i e s i n t h e i r v a lu e a s h y p o th e s e s t o be te s te d . I f th e y a r e t o b e a p p l i e d t o p ro g ra m s a t t h i s tim e , th e in d iv id u a ls r e s p o n s ib le w i l l h a v e t o do i t know ing t h e r e i s no a s s u r a n c e o f p ro g ra m b e n e f i t , an d th e y w i l l h a v e t o c o n tin u e t h e i r c o n c e rn w ith " n o n - c r i t i c a l " c o n d i t i o n s as w e ll a s s e e k in g o u t u n iq u e c o n d i t i o n s t o r e c t i f y . F u r t h e r A n a ly s e s W ith t h e P r e s e n t D a ta The d a t a p r e s e n t e d i n t h i s r e s e a r c h r e p o r t h a v e u n d e rg o n e e x t e n s i v e a n a l y s i s a p p r o p r i a t e t o t h e aim s o f t h e s t u d y . T h e re a r e some a d d i t i o n a l a n a l y s e s , h o w e v e r, w h ic h c o u ld be o f v a lu e f o r a d d itio n a l p u rp o se s. 1. A c o m p a ris o n o f ju d g m e n ta l an d e m p i r i c a l s t a n d a r d s . I t w o u ld b e o f u n fa v o ra b le le v e ls f o r c o n d itio n s . some i n t e r e s t b o th t o com pare t h e f a v o r a b l e an d t y p e s o f s t a n d a r d s on t h e a p p r o p r i a t e The m ost s t r a i g h t f o r w a r d c o m p a ris o n w o u ld b e t o u t i l i z e o n ly c o n d i t i o n s w hich h a d b o th an a g r e e ju d g m e n ta l s t a n d a r d e s t a b l i s h e d an d h a d b e e n d e te r m in e d t o b e c r i t i c a l c o n d i t i o n s . Such c o n d i t i o n s w ould h a v e b o th e m p i r i c a l and ju d g m e n ta l f a v o r a b l e an d u n f a v o r a b l e l e v e l s , s t a t i s t i c a l a n a l y s i s d e te r m in in g t h e r e l a t i o n s h i p b e tw e e n t h e tw o ty p e s o f f a v o r a b l e an d u n f a v o r a b l e l e v e l s f o r e a c h c o n d i t i o n , w o u ld g iv e a p i c t u r e o f how c l o s e l y t h e tw o ty p e s o f s t a n d a r d s c o m p a re. I t w o u ld a l s o b e w o rth w h ile t o g a t h e r some a d d i t i o n a l ju d g m e n ta l i n f o r m a ti o n r e g a r d i n g t h e r e l a t i v e im p o r ta n c e o f e a c h c o n d i t i o n . In o r d e r t o make t h e m ost s t r a i g h t f o r w a r d c o m p a ris o n , i t w o u ld seem d e s i r a b l e t o h a v e ju d g e s s i m u l a t e an MRSD w h e re b y ju d g e s w ould b e g iv e n t h e l i s t o f c o n d i t i o n s w h ic h was i n i t i a l l y u s e d i n MRSD an d t o l d 106 t o d e te r m in e a g iv e n num ber o f c o n d i t i o n s 1 w hich i n c o m b in a tio n do t h e b e s t jo b o f d e te r m in in g t h e q u a l i t y o f s e r v i c e t o c h i l d r e n . Then ju d g e s w o u ld b e i n s t r u c t e d t o i n d i c a t e t h e f a v o r a b l e n e s s and un­ fa v o ra b le n e s s o f th e le v e ls o f th e s e " b e s t" c o n d itio n s . C om paring t h e ju d g m e n ta l s t a n d a r d s a l r e a d y e s t a b l i s h e d a n d /o r t h e a d d i t i o n a l e s t a b l i s h m e n t o f " ju d g m e n ta l c r i t i c a l c o n d i t i o n s " and r e s u l t a n t c o m p a riso n t o " e m p i r i c a l c r i t i c a l c o n d i t i o n s , " w o u ld g iv e a p i c t u r e o f t h e v a lu e o f e x p e r t c o n s e n s u s i n t h e e v a l u a t i o n o f p ro g ra m s f o r e m o t i o n a l ly d i s t u r b e d c h i l d r e n . I n s p e c t i o n show s c o n s i d e r a b l e s i m i l a r i t y b e tw e e n t h e f a v o r a b l e l e v e l s o f t h e p r e s e n t ju d g m e n ta l s t a n d a r d s an d e m p i r i c a l s t a n d a r d s . s ta tis tic a lly I f t h i s r e l a t i o n s h i p w ere shown t o b e v e r y h ig h and a c o m p a ris o n b e tw e e n t h e e m p i r i c a l s t a n d a r d s and "new " ju d g m e n ta l s t a n d a r d s p ro v e d t o b e e q u a l l y h i g h , i t w o u ld p r o v id e e v id e n c e t h a t t h e ju d g m e n ta l c o n s e n s u s o f e x p e r t s was a good m eans o f e s t a b l i s h i n g p ro g ra m s t a n d a r d s . I f t h e "new " a n d / o r p r e s e n t ju d g m e n ta l s t a n d a r d s w e re s c o r e d and v a l i d a t e d i n r e l a t i o n s h i p t o PA by t h e p r o c e d u r e s d e s c r i b e d i n r e s e a r c h q u e s t i o n V, t a b l e s s i m i l a r t o T a b le 11 c o u ld b e d e v e lo p e d . C o m p arison o f t h e new t a b l e s and T a b le 1 1 , w o u ld g iv e a p i c t u r e o f t h e r e la tiv e p re d ic tiv e u t i l i t y 2. o f e m p i r i c a l an d ju d g m e n ta l s t a n d a r d s . A th o ro u g h e x a m in a tio n and d e m o n s tr a tio n o f s h r i n k a g e . 2 One ex am p le o f s h r in k a g e was r e p o r t e d i n th e r e s u l t s o f r e s e a r c h q u e s t i o n V. H ow ever, f o u r t e e n s e t s o f s h r i n k a g e in f o r m a ti o n 1G iven num ber b e in g t h e num ber o f c r i t i c a l c o n d i t i o n s f o r CR o r NCR i n a p r e s c r i b e d A re a o f Progam m ing. 2 See C h a p te r I I I , R e s e a rc h Q u e s tio n V, f o r a d e f i n i t i o n o f s h rin k a g e . 107 a re a v a ila b le . I t w ould b e v a l u a b l e t o d e te r m in e f o r b o t h t h i s r e s e a r c h a n d f o r m ore g e n e r a l r e s e a r c h p u r p o s e s how l a r g e t h i s sh rin k a g e t y p i c a l l y i s s h rin k a g e ( i . e . , and w h a t i t i s t h a t a f f e c t s t h e am ount o f s i z e o f s a m p le , q u e s t i o n s t r u c t u r e , o b j e c t i v i t y / s u b j e c t i v i t y o f ite m s , e t c . ) . H ie v a l u e o f t h i s d e m o n s tr a ti o n f o r t h i s r e s e a r c h l i e s i n f u t u r e a t t e m p t s t o d e te r m in e new f a v o r a b l e c r i t i c a l c o n d i t i o n s . A nsw ers t o t h e ab o v e q u e s t i o n s w o u ld e n a b le t h e r e s e a r c h e r t o do a b e t t e r j o b o f f i n d i n g new f a v o r a b l e c r i t i c a l c o n d i t i o n s th r o u g h b e t t e r ite m c o n s t r u c t i o n a n d c o n t e n t a n d d e te r m i n i n g an o p tim a l sa m p le s i z e . The u t i l i t y o f e x a m in in g and d e m o n s t r a t i n g t h e s h r i n k a g e phenom enon p r e s e n t i n t h i s r e s e a r c h w o u ld s e r v e m ore g e n e r a l r e s e a r c h p u r p o s e s th r o u g h b o th t h e p r e v i o u s l y d e s c r i b e d i n f o r m a t i o n , a n d m ore i m p o r t a n t l y th r o u g h p r o v i d i n g e v id e n c e t h a t t h e phenom enon o f s h r i n k a g e i s in d e e d a r e a l c o n c e r n a n d t h a t any r e s u l t s o f m u l t i p l e r e g r e s s i o n a n a l y s i s a r e a t b e s t t e n t a t i v e w ith o u t a tte m p ts a t c r o s s - v a l i d a t i o n . 3. An a n a l y s i s o f i n t e r r e l a t i o n s h i p s among s p e c i f i c c o n d i t i o n s . A ll a n a ly s e s to t h i s p o in t re g a r d in g th e s p e c i f i c c o n d itio n s h a v e d e a l t w ith them i n i s o l a t i o n o r w i t h t h e i r c o m b in ed r e l a t i o n s h i p t o PA. No d i r e c t a n a l y s e s h a v e b e e n c o n d u c te d r e g a r d i n g t h e r e l a t i o n ­ s h ip o f c o n d itio n s to each o th e r . R esp on ses t o c e r t a i n o f th e con­ d i t i o n s r e q u i r e a s u b j e c t i v e ju d g m e n t. v a r i a b i l i t y o f re a d in g a b i l i t y The c o n d i t i o n , " t o o much in c la s s " i s a good e x a m p le . w o u ld u s e o t h e r c o n d i t i o n s i n t h e s u r v e y t o p r e d i c t t h i s I f one a n sw e r ( e . g . , ag e o f s t u d e n t s , a c t u a l nu m b er o f y e a r s o f r e a d i n g d i f f e r e n c e and n u m b er o f s t u d e n t s i n c l a s s ) , i t w o u ld b e u s e f u l t o d e v e lo p " s e t s o f 108 t h e s e c o n d i t i o n s " t h a t a r e fo u n d when t e a c h e r s s t a t e t h e y do n o t h a v e t o o much v a r i a b i l i t y o f r e a d i n g a b i l i t y . The f o l l o w i n g a r e h y p o t h e t i c a l s e t s o f c o n d i t i o n s w h ic h d e m o n s tr a te w h at c o u ld p o s s i b l e b e s t a t e d r e g a r d i n g w h a t e x i s t s when t e a c h e r s s t a t e t h e r e i s n o t t o o much v a r i a b i l i t y o f r e a d i n g a b i l i t y . 1. C h i ld r e n a r e ag e 8 an d y o u n g e r , t h e r e a r e no m o re t h a n s i x c h i l d r e n i n a c l a s s and t h e a c t u a l d i f f e r e n c e i n r e a d i n g a b i l i t y i s n o m ore t h a n one y e a r . 2. C h i ld r e n a r e a g e s 9 - 1 2 , t h e r e a r e n o m ore t h a n e i g h t c h i l d r e n i n a c l a s s and t h e a c t u a l d i f f e r e n c e i n r e a d i n g a b i l i t y i s no m ore t h a n t h r e e y e a r s . 3. C h i ld r e n a r e ag e 13 o r o l d e r , t h e r e a r e n o m ore t h a n t e n c h i l d r e n i n a c l a s s an d t h e a c t u a l d i f f e r e n c e i n r e a d i n g a b i l i t y i s n o t im p o rta n t. 4. Use o f t h e f a v o r a b l e l e v e l s o f c r i t i c a l c o n d i t i o n s CFLCC’ s ) on t h o s e " a t y p i c a l " i n d i v i d u a l s e x c lu d e d fro m a n a l y s i s i n r e s e a r c h q u e s t i o n V. I n d i v i d u a l s i n t h e g ro u p e x c lu d e d fro m a n a l y s i s i n r e s e a r c h q u e s t i o n V w e re assu m ed t o b e d i f f e r e n t f o r t h e p u r p o s e s o f t h i s r e s e a r c h , an d no d a t a w e re p r e s e n t e d t o s u b s t a n t i a t e t h i s a s s u m p tio n . I f t h e lo n g r a n g e i m p l i c a t i o n s o f t h i s a s s u m p tio n a r e c o n s i d e r e d , h o w e v e r, p e r h a p s t h i s a s s u m p tio n s h o u ld b e t e s t e d . On t h e b a s i s o f t h i s s t u d y , p r a c t i t i o n e r s can o n ly b e t o l d t h a t t h e FLC C 's w e re n o t e s t a b l i s h e d f o r t h e s e a t y p i c a l i n d i v i d u a l s a n d , t h e r e f o r e , t h e y do n o t a p p ly t o t h i s g ro u p . I t w o u ld seem t h a t some p r a c t i t i o n e r s m ig h t d e c i d e t h a t a p p ly i n g t h e FLC C 's t o a t y p i c a l i n d i v i d u a l s i s w a r r a n t e d ( t h e a u t h o r h as h e a rd c a se s o f o v e rg e n e ra liz in g th e a p p l i c a b i l i t y o f th e s e 109 F L C C 's). T h e r e f o r e , i t w o u ld seem n e c e s s a r y t o v a l i d a t e t h e FLCC's f o r a t y p i c a l i n d i v i d u a l s t o a v o id t h e i r p o s s i b l e m i s a p p l i c a t i o n . The o p t im a l way t o a p p ly t h e FLCC's w o u ld b e t o d e v e lo p a t a b l e l i k e T a b le 11 a t t h e end o f r e s e a r c h q u e s t i o n V, C h a p te r I I I . S l i g h t l y d i f f e r e n t c r i t e r i a w o u ld h a v e t o b e d e v e lo p e d , stem m in g fro m t h e f a c t t h a t t h e r e a r e fe w e r p e o p l e , b u t a c o m p a ra b le t a b l e c o u ld b e d e v e lo p e d w h e r e in t h e t r u e r e l a t i o n s h i p b e tw e e n PA an d FLCC's c o u ld b e d e m o n s tr a te d f o r a t y p i c a l i n d i v i d u a l s . T h e n , u s i n g T a b le 11 f o r a c o m p a r is o n , t h e r e l a t i v e m e r i t o f FLCC's f o r t h e tw o g ro u p s c o u ld b e e s ta b lis h e d . F u t u r e S te p s 1. D e v elo p m en t o f a d d i t i o n a l c r i t i c a l c o n d i t i o n s b y e x a m in in g p r e v i o u s l y u n u s e d c o n d i t i o n s w h ic h a p p e a r t o be r e l e v a n t . I t a p p e a rs r e a s o n a b l e t o assum e t h a t a l l r e l e v a n t c o n d i t i o n s w e re n o t i n c l u d e d on t h e s u r v e y i n s t r u m e n t a n d , t h e r e f o r e , t h a t some c r i t i c a l c o n d i t i o n s w e re p o s s i b l y n o t i d e n t i f i e d b e c a u s e t h e i n f o r m a t i o n w as n o t a v a i l a b l e fo r a n a ly s is . 2 T h e r e c a n b e a nu m b er o f r e a s o n s why t h e R f o r r e s e a r c h q u e s t i o n IV w as low f o r c e r t a i n A re a s o f P rogram m ing a n d , a d d i t i o n a l l y , why c e r t a i n A re a s o f P ro g ram m in g p a s s e d few o r n o n e o f t h e c r i t e r i a i n r e s e a r c h q u e s t i o n V, b u t p r o b a b l y o n e o f t h e m a jo r r e a s o n s i s t h a t some c r i t i c a l c o n d i t i o n s w e re n o t i n c l u d e d i n t h e i n s t r u m e n t . I t w o u ld seem a d v i s a b l e t o s e e k o u t a d d i t i o n a l r e l e v a n t c o n ­ d i t i o n s an d i n c l u d e t h e s e e m in g ly m o st r e l e v a n t on a m o d if i e d s u r v e y in s tru m e n t. The c u r r e n t l e n g t h o f t h e s u r v e y i n s t r u m e n t w o u ld a p p e a r t o b e a t a maximum, s o t h a t new ite m s s h o u l d b e i n c l u d e d o n l y i f o t h e r 110 ite m s ( c o n d i t i o n s ) a r e e x c lu d e d . The e s s e n t i a l c r i t e r i o n f o r ite m e x c l u s i o n s h o u ld b e t h a t t h e c o n d i t i o n i s one o f t h e f i r s t c o n d i t i o n s d e l e t e d i n t h e MRSD c o n d u c te d i n r e s e a r c h q u e s t i o n IV , a n d a d d i t i o n a l l y t h a t th e c o n d itio n i s n o t a c r i t i c a l f a c t o r . A n o th e r c r i t e r i o n t o b e c o n s id e r e d w ould b e t h e f a c e v a l i d i t y o f t h e new ite m t o b e i n c l u d e d v e rs u s th e p r e v io u s ly s t a t e d c r i t e r i o n . 2. D evelopm ent o f p r o c e d u r e s t o c h ec k t h e r e l i a b i l i t y a n d v a l i d i t y o f th e In s tru m e n t. The i s s u e o f r e l i a b i l i t y in t h i s re s e a rc h p r o j e c t. i s a v e r y d i f f i c u l t o n e t o d e a l w ith I n some r e s p e c t s i t th e is s u e o f r e l i a b i l i t y i s i r r e l e v a n t . c o u ld b e a rg u e d t h a t L ooking a t t h e p l u s e s i n T a b le 1 1 , i t becom es o b v io u s t h a t t h e f a v o r a b l e l e v e l s o f c r i t i c a l c o n d i t i o n s do i n many c a s e s show p r e d i c t i v e v a l i d i t y , s o i t c a n be assum ed t h a t r e l i a b i l i t y i s p r e s e n t o r v a l i d a t i o n w o u ld n o t b e p o s s i b l e . T h is , h o w e v er, d o e s n o t s p e a k t o t h e c r u c i a l i s s u e r e g a r d i n g r e l i a b i ­ lity . The c r u c i a l i s s u e i s how much o f t h e d e f i c i t o f p r e d i c t a b i l i t y o f PA ( i . e . , low R ) i s due t o u n r e l i a b i l i t y o f t h e i n s t r u m e n t and how much i s due t o t h e f a i l u r e t o i n c l u d e a l l t h e c r i t i c a l c o n d i t i o n s o r o th e r v a ria b le s . The v a l i d i t y o f t h e i n s t r u m e n t i s a l s o o f c o n c e r n . I t w o u ld a p p e a r t h a t t h e m o st f e a s i b l e m an n er o f a p p ro a c h in g t h i s i s s u e o f v a l i d i t y w ould b e t o com pare t e a c h e r s ’ r e s p o n s e s t o t h e o b j e c t i v e s p e c i f i c c o n d i t i o n s and PA q u e s t i o n s t o t h e r a t i n g s o f an o n - s i t e o b se rv e r. A num ber o f a p p ro a c h e s h a v e b e e n c o n s i d e r e d , b u t t h e u n iq u e f e a t u r e s o f t h i s i n s t r u m e n t and r e s e a r c h l e d t o t h e i r r e j e c t i o n . A d e s c r i p t i o n o f a l l p o s s i b l e a p p ro a c h e s and t h e i r v a lu e and l i m i t a t i o n s I ll can n o t be p re s e n te d b ecau se o f sp a ce lim ita tio n s . S u f f i c e i t t o sa y t h a t t h e p r e v i o u s l y d e s c r i b e d a p p ro a c h t o t h e v a l i d i t y i s s u e a p p e a rs t o b e t h e b e s t a l t e r n a t i v e o f many a p p r o a c h e s , a l l som ew hat l i m i t e d i n v a lu e . 3. V a l i d a t i o n o f t h e f a v o r a b l e l e v e l s o f c r i t i c a l c o n d i t i o n s w ith a new p o p u l a t i o n , o r r e a p p l i c a t i o n o f them w i t h t h e sam e p o p u ­ la tio n . I t i s im p o r t a n t t o e m p h a siz e t h a t t h e f a v o r a b l e l e v e l s o f c r i t i c a l c o n d itio n s CFLCC's) a p p ly t o 1972 M ic h ig a n p u b l i c s c h o o l t e a c h e r s o f e m o t i o n a l ly d i s t u r b e d c h i l d r e n d e f i n e d a s " t y p i c a l . ” It h a s b e e n s u g g e s t e d e a r l i e r t h a t t h e FLCC's be a p p l i e d t o t h e a t y p i c a l t e a c h e r s , b u t i t w ould a l s o b e d e s i r a b l e t o a p p ly t h i s t o t h e t y p i c a l t e a c h e r s a few y e a r s l a t e r . I f th e t r a d i t i o n a l p a t t e r n s h o ld u p , i t seem s l i k e l y t h a t 40 t o 60 p e r c e n t o f a l l t h e t e a c h e r s o f i n t e r e s t i n 1974 w i l l b e new t e a c h e r s who w e re n o t i n t h e p o p u l a t i o n s t u d i e d i n 1972. T h is f a c t o r p l u s t h e c h a n g e s t a k i n g p l a c e i n s c h o o l s y s te m s an d t h e a n t i c i p a t e d e f f e c t o f m a n d a to ry s p e c i a l e d u c a t i o n l e g i s l a t i o n w o u ld seem t o i n d i c a t e t h e s t r o n g p o s s i b i l i t y o f some ch an g e i n c r i t i c a l c o n d i t i o n s i n e d u c a t i o n a l p ro g ra m s f o r d i s t u r b e d c h i l d r e n i n M ic h ig a n . 4. F i e l d t e s t i n g t h e m a n i p u l a t io n o f c r i t i c a l f a c t o r s . I t w ould seem t h a t i f t h e u l t i m a t e g o a l o f t h i s r e s e a r c h - - " t o e s t a b l i s h an e f f i c i e n t m eans o f i s o l a t i n g p ro b le m a r e a s i n p ro g ra m s an d t h e n t o h a v e e x p e r i m e n t a l l y p r o v e n p r o c e d u r e s f o r re m e d y in g t h e s e p r o b l e m s " - - i s e v e r t o b e m e t, t h e c r i t i c a l c o n d i t i o n s w i l l h a v e t o b e m a n ip u la te d i n r e a l p ro g ra m s and t h e r e s u l t a n t e f f e c t s e v a l u a t e d . 112 A lth o u g h t h e p r e c i s e n a t u r e o f s u c h an a tt e m p t c a n n o t b e d e l i n e a t e d w ith o u t a c l e a r p i c t u r e o f th e r e s o u r c e s a v a i l a b l e o r a k n o w le d g e t h e com m itm ent o f t h e f i e l d t o s u c h an e n t e r p r i s e , a d e s c r i p t i o n o f of th e g e n e ra l p u r s u i t can b e o u tlin e d . T h is a tt e m p t s h o u ld c o n c e n t r a t e i t s tw o , A re as o f P rogram m ing. e f f o r t s on o n e , o r p o s s i b l y A tte m p ts t o c o n c u r r e n t l y m e a su re t h e e f f e c t s on many a r e a s w o u ld h o p e l e s s l y c o n fo u n d t h e r e s u l t s . The c h o ic e o f t h e A r e a f s ) o f P rogram m ing t o b e s t u d i e d s h o u ld i n p a r t b e d e te r m in e d b y t h e f o l lo w in g : 1. The v a l i d i t y o f t h e FLCC's a s d e m o n s tr a te d i n T a b le 11 . 2. The o b j e c t i v i t y o f t h e 3. FLCC’ s . The " r e l a t i v e im p o r ta n c e " o f t h e A rea o f Program m ing a s d e te r m in e d b y e x p e r t s r a n k i n g i n C h a p te r I I I , r e s e a r c h q u e s tio n I I I . 4. The 1972 s t a t u s o f t h e a r e a a s r e p r e s e n t e d b y t e a c h e r s ' mean PA i n C h a p te r I I I , r e s e a r c h q u e s t i o n I I I . The g e n e r a l r e s e a r c h p r o c e d u r e s t o b e u n d e r ta k e n w o u ld h a v e t o b e g in w ith in f o r m in g s p e c i a l e d u c a t i o n d i r e c t o r s o f t h e p r o j e c t and e n l i s t i n g t h e i r c o o p e ra tio n . C o n c u r r e n t l y , t h e i n s t r u m e n t s h o u ld h a v e c e r t a i n ite m s i n c l u d e d an d o t h e r ite m s e x c lu d e d . N e x t, t h e i n s t r u m e n t s h o u ld b e s e n t t o a l l t e a c h e r s , f o l lo w - u p s c o n d u c te d w ith n o n ­ re s p o n d e n ts , d a ta a n a ly s e d , e t c . seem d e s i r a b l e t o : A d d i t i o n a l l y a t t h i s tim e i t w o u ld g a t h e r a d d i t i o n a l ju d g m e n ts r e g a r d i n g t h e r e l a t i v e im p o rta n c e o f c o n d i t i o n s , c o n d u c t o n - s i t e r e l i a b i l i t y / v a l i d i t y v i s i t a t i o n s an d r e v a l i d a t e t h e FLCC’ s on t h e t y p i c a l t e a c h e r s an d p e rh a p s th e e n t i r e p o p u la tio n . 113 The n e x t p h a s e s h o u ld c o n s i s t o f s t u d y i n g t h e m ean PA o f c o o p e ra tin g d i s t r i c t s an d d ia g n o s in g d e f i c i e n c i e s a c c o r d i n g t o t h e FLCC's p r e s e n t a n d t h e n f o r m u l a t i n g w ith s c h o o l d i s t r i c t s t h e s p e c i f i c c h a n g e s t o in v o k e a lw a y s f u l l y d i s c u s s i n g t h e l i m i t a t i o n s p r e v i o u s l y o u tlin e d . The f i n a l p h a s e o f t h e p r o p o s e d r e s e a r c h w o u ld i n v o l v e m e a s u r in g t h e e f f e c t o f t h e m a n i p u l a t i o n o f c r i t i c a l c o n d i t i o n s . It w o u ld b e o p tim a l t o c o n d u c t an o n - s i t e e v a l u a t i o n o f e v e r y c a s e , b u t p r o b a b l y t h e b e s t a c t u a l a l t e r n a t i v e w o u ld b e t o s e n d t e a c h e r s t h e i n s t r u m e n t a g a i n an d a s s e s s t r e a t m e n t e f f e c t s from c h a n g e i n r e s p o n s e s to th e in s tru m e n t. I f , in f a c t , th e r e l i a b i l i t y / v a l i d a t i o n p ro c e d u re s w e re c o n d u c te d p r e v i o u s l y an d t h e i n s t r u m e n t p r o v e d s u f f i c i e n t l y r e l i a b l e and v a l i d , t h i s w o u ld a p p e a r t o b e a s u i t a b l e m eans o f a s s e s s in g th e change in p ro g ra m s. T h is f i e l d t e s t i n g o f t h e FLCC's w i l l h a v e many d e s i g n l i m i ­ ta tio n s . The s e v e r i t y o f t h e s e l i m i t a t i o n s b e in g l a r g e l y d e p e n d e n t u p o n t h e a v a i l a b i l i t y o f r e s o u r c e s an d t h e com m itm ent o f t h e f i e l d t o p a rtic ip a tio n . A b a s i c d e s i g n f la w w h ic h a p p e a r s u n a v o i d a b l e , h o w e v e r, i s t h a t e x p e r i m e n t a t i o n w i l l h a v e t o b e c o n d u c te d w i t h v o l u n t e e r s . w o u ld b e a v e r y s t r a i g h t f o r w a r d p r o c e s s t o com pare t h e r e s u l t s It fo r v o l u n t e e r s v e r s u s n o n - v o l u n t e e r s , b u t t h e i n t e r p r e t a t i o n w o u ld b e c o n fo u n d e d b y t h e f a c t t h a t d i f f e r e n c e s c o u ld b e due t o : in s u b je c ts d iffe re n c e ( v o l u n t e e r v e r s u s n o n - v o l u n t e e r ) , a H a w th o rn e e f f e c t ( r e c e i v i n g an y t r e a t m e n t w o u ld c a u s e t h e c h a n g e ) , o r t o t h e t r e a t m e n t its e lf. I f en o u g h v o l u n t e e r s came f o r w a r d , t h e b e s t a p p ro a c h w o u ld b e t o ra n d o m ly a s s i g n v o l u n t e e r s t o tw o d i f f e r e n t t y p e s o f t r e a t m e n t . T h is w o u ld c o n s i s t o f g i v i n g on e g ro u p a d v ic e b a s e d on FLCC's o f t h e 114 f i r s t a r e a o f i n t e r e s t , and g i v i n g t h e s e c o n d g ro u p a d v ic e b a s e d on FLCC's from a se c o n d a r e a o f i n t e r e s t . E s s e n t i a l l y t h e r e s e a r c h w ould th e n c o n s i s t o f t h e f o llo w in g th r e e g ro u p s: random v o l u n t e e r s r e c e i v i n g t r e a t m e n t o n e , random v o l u n t e e r s r e c e i v i n g t r e a t m e n t tw o , and n o n - v o l u n te e r s r e c e i v i n g n o tre a tm e n t. Such a d e s ig n w ould a p p e a r t h e b e s t p o s s i b l e , b u t e v en i f th e t r e a t m e n t show ed p o s i t i v e e f f e c t s , t h e r e w ould s t i l l b e some u n ­ c o n t r o l l e d p r o b le m s , b r i e f l y : some e x p e r im e n ta l o r n o v e l t y e f f e c t s , u s in g i n d i v i d u a l p ro g ra m s a s t h e u n i t o f i n t e r e s t when d i s t r i c t s a r e th e u n i t o f i n t e r e s t , many n o n -in d e p e n d e n c e o f t r e a t m e n t p r o b le m s , and no r e a l a s s u r a n c e t h a t t r e a t m e n t a p p l i e s t o anyone b u t v o l u n t e e r s . I t i s t h e a u t h o r 's c o n t e n t i o n t h a t t h e s e p ro b le m s do n o t p o s e l i m i t a t i o n s su c h t h a t t h e v a lu e o f t h e p ro p o s e d r e s e a r c h w o u ld b e t o t a l l y n e g a te d . I f t h e m a n ip u la tio n o f FLCC's show s t h e h y p o t h e s iz e d c h a n g e s , i t w i l l b e known t h a t p e o p le who u s e t h e s e r e s u l t s a r e m ore l i k e l y t o h a v e im p ro v e d p ro g ra m s . A d d i t i o n a l l y , i t w i l l b e known t h a t p e o p le m aking c e r t a i n s p e c i f i c c h a n g e s a r e m ore l i k e l y t o a c h ie v e s p e c i f i e d r e s u l t s t h a n p e o p le m aking o t h e r s p e c i f i c c h a n g e s . Non­ in d e p e n d e n c e o f t r e a t m e n t , u s in g i n d i v i d u a l p ro g ra m s a s t h e u n i t o f i n t e r e s t and o n ly u t i l i z i n g v o l u n t e e r s , can b e b u i l t i n a s p a r t o f t h e d e f i n i ti o n o f tre a tm e n t. E x p e r im e n ta l o r n o v e l t y e f f e c t s c o u ld o n ly be d e te r m in e d when FLCC's a r e u t i l i z e d f o r a p e r i o d o f tim e f o r p u r p o s e s o f p ro g ra m im p ro v e m e n t. BIBLIOGRAPHY BIBLIOGRAPHY I A ndrew s, F ra n k ; M organ, Ja m e s; and S o n q u i s t, J o h n . M u l t ip l e C l a s s i f i c a t i o n A n a l y s i s . Ann A rb o r, M ic h .: S u rv e y R e s e a rc h C e n te r , 1 971. A n g e l l o t t i , A ngelo Thomas. "An I n v e s t i g a t i o n I n t o t h e F a c to r s I n f l u ­ e n c in g t h e A d m i n is tr a t io n o f P rogram s f o r t h e E m o tio n a lly D i s t u r b e d - - M ic h i g a n ." U n p u b lis h e d d o c t o r a l d i s s e r t a t i o n , Wayne S t a t e U n i v e r s i t y , 1967. B alow , B. "The E m o tio n a lly an d S o c i a l l y H a n d ic a p p e d ." c a t i o n a l R e s e a r c h , 36 ( 1 9 6 6 ), 1 2 0 -1 3 3 . Review o f Edu­ _________ , and R e n o ld s , M. " C a te g o r ie s an d V a r ia b l e s i n S p e c ia l E d u c a tio n ." E x c e p tio n a l C h i l d r e n , 38 (1 9 7 2 ), 3 5 7 -3 6 0 . B la lo c k , H e r b e r t . p . 304. S o c ia l S t a t i s t i c s . New Y ork: McGraw H i l l , 1960, B r a d f i e l d , R. H .; Brown, J . ; K a p la n , P . ; R i c k e r t , E . ; and S t a n n a r d , R. "T he S p e c ia l C h ild i n t h e R e g u la r C la s s ro o m ." E x c e p tio n a l C h i l d r e n , 39 ( 1 9 7 3 ), 3 8 4 -3 9 0 . B r a c h t, G ., and G l a s s , B. "T he E x t e r n a l V a l i d i t y o f E x p e r im e n ts ." A m erican E d u c a tio n a l R e s e a rc h J o u r n a l , 5 (196,8), 4 3 7 -4 7 4 . C olem an, T. A S u rv e y o f M ic h ig a n 's P ro g ram s f o r E m o tio n a lly D is tu r b e d C h i l d r e n . D e p artm en t o f S p e c i a l E d u c a tio n and V o c a tio n a l R e h a b i l i t a t i o n P u b l i c a t i o n , 1968. D orw ard, B. "A C om parison o f t h e C o m p e te n c ie s f o r R e g u la r C la ssro o m T e a c h e rs and T e a c h e rs o f E m o tio n a lly D is tu r b e d C h i l d r e n ." E x c e p tio n a l C h i l d r e n , 30 ( 1 9 6 3 ) , 6 7 -7 3 . Dunn, L lo y d M. " S p e c i a l E d u c a tio n f o r t h e M ild ly R e t a r d e d - - I s Much o f I t J u s t i f i a b l e ? " E x c e p ti o n a l C h i l d r e n , 35 (1 9 6 8 ), 5 -2 2 . D ra p e r, N. R . , an d S m ith , H. A p p lie d R e g r e s s io n A n a l y s i s . Jo h n W iley 6 S o n s, I n c . , 1 9 6 6 , p p . 1 6 3 -1 7 7 . 115 New Y ork: 116 G a l v in , J . P . , a n d Q uay, H. C. " B e h a v io r D i s o r d e r s . " E d u c a ti o n a l R e s e a r c h , 39 ( 1 9 6 9 ) , 8 3 -1 0 2 . R eview o f G l o s s , B. E x p e r im e n ta l P ro g ra m s f o r E m o tio n a lly H a n d ic a p p e d C h i ld r e n i n o H io . O h io : D e p a rtm e n t o f E d u c a tio n P u b l i c a t i o n , 1 9 6 8 . H a y s, W. L. S t a t i s t i c s f o r P s y c h o l o g i s t s . an d W in s to n , 1 9 6 3 , p p . 6 5 6 -6 5 8 . New Y o rk : H o lt, R in e h a rt H irs h o re n , A lfre d . A S u rv e y o f P u b l i c S c h o o l S p e c i a l E d u c a tio n P ro g ram s f o r E m o tio n a lly D i s t u r b e d C h i l d r e n . U rb a n a , 1 1 1 .: I l l i n o i s U n iv e rs ity P r e s s , 1970. J o i n t C om m ission on M e n ta l H e a lth o f C h i l d r e n . C r i s i s i n C h ild M e n ta l H e a lth : C h a lle n g e f o r t h e 1 9 7 0 's . New Y o rk : H a r p e r an d Row, 1969. J o n e s , R. L. " L a b e ls an d S igm a i n S p e c i a l E d u c a t i o n . " C h i l d r e n , 38 ( 1 9 7 2 ) , 5 5 2 -5 6 4 . E x c e p tio n a l K n o b lo c k , P e t e r K. "O pen E d u c a tio n f o r E m o tio n a lly D i s t u r b e d C h i l d r e n . " E x c e p ti o n a l C h i l d r e n , 39 ( 1 9 7 3 ) , 3 5 8 -3 6 6 . L ong, N . , a n d o t h e r s . "T h e T e a c h e r an d H is M e n ta l H e a l t h . " I n N. L ong, B. M o rse , an d A. Newman, C o n f l i c t i n t h e C la s s ro o m . B e lm o n t, C a l i f . : W adsw orth P ub. Company, 1 9 7 1 , p p . 3 9 9 -4 1 3 . M a c k ie , R. P . ; K v a ra c e u s , W. C .; a n d W illia m s , H. M. T e a c h e r s o f C h i ld r e n who A re E m o tio n a lly M a l a d j u s t e d . W a s h in g to n , D .C . : U .S . G overnm ent P r i n t i n g O f f i c e , 1 9 5 7 . M c C a ll, R o b e rt B. " H ie Use o f M u l t i v a r i a t e P r o c e d u r e s i n D e v e lo p m e n ta l P s y c h o lo g y ." L. C a r m ic h a e l, H andbook o f C h i ld P s y c h o lo g y . New Y o rk : J o h n W ile y 5 S o n s , 1 9 7 0 , p p . 1 3 6 6 -1 3 7 7 . M cSw eeney, M .; K e l l e r , J . E . ; a n d S c h a f t e n a a r , L. T e a c h e r s ' P e r c e p t i o n s o f T h e i r U n i v e r s i t y T r a i n i n g . M ic h ig a n D e p a rtm e n t o f E d u c a ti o n , S p e c i a l E d u c a tio n S e r v i c e s P u b l i c a t i o n , 1 9 7 2 . M e y e ro w itz , J . H. " S e l f D e r o g a tio n i n Young R e t a r d a t e s a n d S p e c i a l C la s s P l a c e m e n t ." C h i ld D e v e lo p m e n t. 33 ( 1 9 6 2 ) , 4 4 3 -4 5 1 . M ic h ig a n D e p a rtm e n t o f E d u c a ti o n , R u le s and S u g g e s te d G u i d e l i n e s f o r t h e E d u c a tio n o f E m o tio n a lly D i s t u r b e d C h i l d r e n , 1970. M o rse , W. C . ; B ru n o , F. B .; a n d M o rg an , S . R. T r a i n i n g T e a c h e r s f o r t h e E m o tio n a lly D i s t u r b e d . Ann A rb o r: U n i v e r s i t y o f M ic h ig a n P r e s s , 1973. __________. "T he C r i s i s o r H e lp in g T e a c h e r , D ev elo p m en t o f t h e C o n c e p t." In W. L ong, B. M o rse , a n d R. Newman, C o n f l i c t i n t h e C l a s s ­ ro o m . B e lm o n t, C a l i f . : W adsw orth P u b . Com pany, 1 9 7 1 , p p . 2 9 4 -3 0 2 . 117 M o rse, W. C ., and D y e r, C. 0 . "T he E m o tio n a lly an d S o c i a l l y H a n d i­ c a p p e d ." R eview o f E d u c a ti o n a l R e s e a r c h , 33 ( 1 9 6 3 ) , 1 0 9 -1 2 5 . _________ ; C u t l e r , R . ; an d F in k , A. P u b l i c S c h o o l C la s s e s f o r t h e E m o tio n a lly H a n d ic a p p e d A R e s e a rc h A n a l y s i s . W a sh in g to n , D .C .: The C o u n c il f o r E x c e p ti o n a l C hildren^N E A , 1964. The P i l o t P ro g ram f o r E m o tio n a lly D i s t u r b e d C h ild r e n i n T e x a s . A u s tin : T exas E d u c a tio n A gency, 1967. R a d in , S. S . ; B a ry , B. L . ; K a p la n , S . B .; a n d G a r c e a , R. H. " O r th o ­ p s y c h i a t r y and S p e c ia l S e r v i c e s f o r E m o tio n a ll D is tu r b e d C h ild r e n i n t h e P u b l i c S c h o o l S e t t i n g S y ra c u s e S c h o l a s t i c R e h a b i l i t a t i o n P ro g ra m ." J o u r n a l o f S c h o o l H e a l t h , 36 ( 1 9 6 6 ) , 3 4 5 -3 4 8 . R u b in , E. Z . ; S im so n , C. B . ; and B e tw e e , M. C. E m o tio n a lly H a n d ic a p p e d C h i ld r e n an d t h e E le m e n ta ry S c h o o l. D e t r o i t , M ic h .: Wayne S t a t e U n i v e r s i t y P r e s s , 1966. S ta k e , R. E . "T he C o u n te n a n c e o f E d u c a ti o n a l E v a l u a t i o n . " C o lle g e R e c o rd , 68 ( 1 9 6 7 ) , 5 2 3 -5 4 0 . T e a c h e rs S tu d y o f E m o tio n a lly D is tu r b e d C h i l d r e n . I l l i n o i s C om m ission on C h ild r e n S p r i n g f i e l d I n t e r d e p a r t m e n t a l C om m ittee on C h i ld r e n an d Y o u th , S t a t e D e p a rtm e n t P u b l i c a t i o n , 1 9 6 7 . S t u f f l e b e a m , D. L. E v a l u a t i o n a s E n lig h te n m e n t f o r D e c is io n -M a k in g . C olum bus, O h io : C o lle g e o f E d u c a tio n , E v a l u a t i o n C e n t e r , 1 9 6 8 . T r a v e r s , R o b e rt M. An I n t r o d u c t i o n t o E d u c a ti o n a l R e s e a r c h . M a c M illin , 1 9 6 4 , p p . 2 7 6 -2 8 0 . New Y o rk : V acc, N ic k . "Long Term E f f e c t s o f S p e c i a l C la s s I n t e r v e n t i o n f o r E m o tio n a lly D is tu r b e d C h i l d r e n . " E x c e p ti o n a l C h i l d r e n , 39 ( 1 9 7 2 ), 1 5 -2 2 . APPENDICES APPENDIX A SURVEY INSTRUMENT APPENDIX A SURVEY INSTRUMENT STATE OF MICHIGAN DEPARTMENT O F EDUCATION Lontlng, M ichigon 46902 STAT1 t o AID OF I EDUCATION PrtiHtnt E D W IN L. N O V A K , O .D . J O H N W . P O R T E ft M IC H A E L I. llE fcB V V f Frtxtdent D R . CiO R TO K A IE T IiM IL L E K S u p w ln iff tJ c M « f P u b lic I n tir u c tio n StfHtattr THOM AS t , BRENNAN T ttn u ftr Name M A R IL Y N JE A N K ELLY A N N E T T A M IL L E R D R, C H A R L E S R. M O RTO N J A M F S F . O 'N E ll. Street City, Et'OfficlJ Zip Code, G OV , W I L L I A M G, A l l ! LIK EN Dear Teacher: Attached is a questionnaire that will be filled o u t by all public school teachers of emotionally disturbed children in Michigan. As you are probably aware, programs for disturbed children have increased and are continuing to expand a t a rapid pace. There are things we do not know about all programs (e.g. class size, consultation provided, specific procedures, etc., etc.) and most importantly, we do not know how alt teachers feel about certain aspects of th^ir programs. Your honest feelings will give us a unique and invaluable perspective of your program. We assure you that your effort will contribute to better services for Michigan's emotionally disturbed children. This survey is a continuation of the study conducted last year. The information gained last year has already had a considerable impact upon services in Michigan. This year's information will be used to continue these efforts and more specifically to develop appropriate inservice training procedures, improve current programs, change aspects of teachers' training, plan for services statewide, develop new programs, and possibly to develop new services. The questionnaire is self-explanatory and can be filled o u t in a short period of time. All responses are completely confidential so feel free to express your true feelings. Please give your immediate attention to filling this out and returning it to us in the attached envelope. The following materials are available through our office. Please check the items you would like us to send you and pie?*'? indicate above the address to which you w ant them mailed. J . The statewide results of this questionnaire. Bulletin No. 365, telling the state requirements of programs for em otionally disturbed. 3 . Information on how to use th e Instructional Materials Center. 4. A bibliography on emotionally disturbed children. 5. Information on professional organizations concerned with emotionally disturbed children. Thank you very much for your cooperation. Cordially, Murray Batten Supervisor of Special Education Dr. MBryellen McSwceney Codirector Emotionally Disturbed Program Survey Project 118 L Retearch Asst., Special Education Michigan State University 1X9 EMOTIONALLY DISTURBED PROGRAM SURVEY INSTRUCTIONS: Return this form in the SELF ADDRESSED ENVELOPE by April 1 2 ,1 9 7 2 Michigan provides a wide variety of service patterns for em otionally disturbed children. It is im p o rtan t to determ ine first how you serve children. Please indicate w hether you serve in the capacity of a classroom teacher or a nonclassroom teacher. [Tl CLASSROOM TEACHER (except for the possible integration into other classrooms and other special services, you work with a certain group of children throughout the day, and you are the one primarily responsible for their educa­ tional development). fal NONCLASSROOM TEACHER (most of the children you serve are enrolled in other teachers' classrooms. You may serve them individually, in small groups, or through their teachers, but most of them spend most uf the day with personnel other than yourself). a. If a nonclassroom teacher, what do you consider as your primary role? E l Direct service to children through tutoring, small group work, etc. fa] Indirect service to children through working with teachers, principals, agencies, etc. b. If nonclassroom teacher how many schools (buildings) do you serve? El 1 m 2 0 3 -4 @3 5 - 6 ftp 7or more If yo u have indicated you are a classroom teacher, you should answer all the following questions. If you have indicated a nonclassroom capacity you should answer all questions except those preceded by an asterisk ( * ) . I. STUDENT COMPOSITION - "WORKABILITY" OF GROUP * 1. How many students do you have in your classroom? Q] 4 or fewer students [5] 5 —6 students O 7—8 students fTI 9 —10 students fsl 11 —12 students GO 13 or more students 2. What is the age range of your students? Youngest________ years Oldest _________ years 3. Is there a minimum IQ requirement for children to qualify for your services? ITI Yes, and this requirement is followed closely. fa] Yes, but this requirement is Nf2I Allowed ctoscly. f3) No, there is no IQ requirement. 4. According to the official policy of your district, what type of children are supposed to receive your services? (Check the one best answer) [Tl Emotionally disturbed (3 Learning disabled fal Perceptually handicapped 0 Other_____________________________________ 120 b. For the children integrated into th e regular classroom, how many minute* on th e average doe* each student spend daily in the rtsrjiar class? Q] (T| [D El Less than 3 0 minutes 3 0 —5 9 minutes 6 0 —8 9 minutes 9 0 —119 minuter (si 120—179 minutes (si 1 80 minutes <3 hours) or moie 29 II. ATTITUDINAL CLIMATE 12 . What best describes the attitude of the following persons toward your school's program for emotionally disturbed children? SUPPORTIVE 1 30 INDIFFERENT 2 NEGATIVE 3 UNSURE OF THEIR ATTITUDE___ 4 a. Most of your students' parents b. Most of the members of your school staff 31 (IF YOU ARE WORKING IN A Otltl.C.ING ENTIRELY FOR SPECIAL EDUCATION PROGRAMS PLEASE GO ON TO QUESTION 18) 13. Do most of the regular classroom teachers in your building attem pt to understand d ie unique needs of em otion­ ally disturbed children? E l Yes E J No 14. How fTI (2) 0 15. Do you cat lunch with th e regular classroom teachers in your school? CD Yes (2 ] Sometimes (3) No * 16. Is there a regular classroom teacher in the room adjacent to yours? CD Yes (5J No 32 33 34 35 - *17. 36 37 111. Do the maintenance people consiaer your classroom an added burden? E ) Yes {2 ) No IF YES: a. Has this caused you t-ioblc-rns? E l Yes [ 2 } No EDUCATIONAL PLANNING AND/PR SCREENING PROVISIONS *18. 33 much contact do you have with the regular classroom teachers in your school? Very much Some Very little If you had a studefit in your classroom who you felt did not belong there (e.g. was not appropriate for your classroom, was irr.pov;iblete work with, etc.). how long would it take to get him re-evaluated? E l Less than 2. weeks f2l (31 |Tj (5] 2 weeks to 1 m ::..th 1 m onth to 2 m onths m ore than 2 m onths w ould n o t be able to get him re-evaluated 121 * 19. 39 40 Do you have a student or students you strongly feel should not be in your classroom? El Ves [3 No IF YES: a. Have you tried to have them screened out? E) Ves [a] No b. Was there a feasible alternate placement? Q] Yes 4t (2 ) No c. Was additional consultative service provided for these students? CD 42 Ves [71 No d. Were you satisfied with the way this was dealt with2 El Ves 43 [3 ] No 20 . 44 How much difficulty have you experienced in trying to move children out of your classroom when you felt they were ready to begin functioning in the regular school setting? (T| None (2) Very little [31 Moderate amount @ Very much QQ I have not es yet dealt with this situation a. 45 46 47 48 If you have had difficulty, which of the following individuals caused the major difficulty? (Check one or morel Q] Your own administrators E) Parents of the students in question E l Teachers of the receiving classroom CD Administrators of the receiving school [Tl Other (nlcase specify! 49 21 . How often do the following people attend meetings of the educational planning committee or screening committee that evaluates children for ENTRANCF into your classroom? If you do not have an educational planning com­ mittee or screening committee, mark all options "NEVER". PERSONNEL OFTEN 3 SOMETIMES 3 SELDOM 4 NEVER 5 a. Yoursell 50 5t b. Sending Social Worker 53 c. Sending Teacher 53 d. Sending Principal 54 e. Your Supervisor 55 f. Psychologist 56 g. Parents . 22. Docs your educational planning committee meet PERIODICALLY to discuss the needs of ALL the children you are serving? E l Yes Qf] No 23. Do you feel you have had an adequate voice in th e PLACEMENT o f students in your classroom? CD Yes [ 2 ] No 67 58 ALWAYS 1 122 24. 69 IV. Do you feel you have had an adequate voice In the REMOVAL of students from your classroom? CQ Ye* 0 No SUPPORTIVE PROVISIONS AND PERSONNEL 25. 60 61 Do you have any consultants who are regularly available to aid you In meeting th e personal and emotional needs of your students? CD Yes QQ No ' IF YES: a. Who are these consultants? Check one professional description for each consultant. (T] Psychologist 0 Psychiatrist 0 Social Worker 62 63 64 65 0 Person certified in Special Education (other than yourself) 0 Other (please specify]___________________________________ b. What best describes the extent to which each of the consultants checked in (a) has helped in th e func­ tioning of your classroom? GREAT 1 66 Psychologist 67 Psychiatrist 68 Social Worker 69 "Special Educator" 70 Other 26. 71 11 If your sludents' parents are NOT receiving the services you feel they need, what do you think is the MAJOR reason they do not receive these services? 0 Parents do not want the services 27. Do you have a teacher's aide? 0 Yes 0 No 28. Which of the following persons are available on a regular basis to the students who require their services? 73 10 NOT AT ALL 4 0 Parents do not clearly understand how to obtain the services. CU Parents cannot afford the services. 0 The services are not available, . 72 9 LIMITED 3 Are your students' parents receiving the additional services you feel they need? (e.g. personal counseling, indiv­ idual therapy, marital counseling, etc.) 0 Yes 0 Somewhat (3) No a. IfBO MODERATE 2 (Check all who are available) 0 Music Teacher 0 Art Teacher 0 Speech Therapist 12 0 Physical Education Teacher 13 14 0 Reading Teacher 0 Counselor 123 29, IS IB Oo you hove any regularly scheduled periods away from your students during the school day? (Check all that apply) Q] Lunch pciiod Q] Planning period Q] "Coffee break" 17 QUESTIONS 3 0 - 3 2 CONCERN WHAT YOU DO IN THE CASE OF A STUDENT CRISIS OR "BLOW-UP". * 30. Can you regularly call upon someone to work with this student, so that you can remain with your class? £ ) Yes [D Sometimes (3j No *31. Can you depend upon someone taking your classroom while you work with the student? CD Yes ffl Sometimes [D No *32. Oo you have a suitable room or lo-'-ation to which you can bring this student? IB 10 EJ Yes CD Sometimes S J No M V.AVAILABILITY OF INSTRUCTIONAL MATERIALS 33. What is the yearly maierials budget for your classroom? |T) Less than $ 7 0 CD $ 7 1 - 8 1 2 0 EJ $ 1 2 1 —$ 1 7 0 El $ 1 7 1 —$ 2 2 0 GO $ 2 2 1 or more 21 [§) 34. 22 What proportion of the materials you request do you actually receive? E) All ID Most [5] Half E) Some (5 ] None 35 . 23 How long does it usually take to get materials after you have first requested them? HI Less than 1 month (ip 1 month ID 2 months £3 3—4 months GO Longer than 36. 24 VI. 4 months Do you have adequate eudio-vtihci supplies and equipment available to you? ID Yes (T) No INSERVICE AND PROFESSIONAL IMPROVEMENT OPPORTUNITIES 37. Which of the following sources of professional improvement are generally the MOST USEFUL to you? Rank your most useful sources, giving ran* 1. to the MOST USEFUL, to the next most useful, and 3 to the third most useful, leave the rest btenk. Rank 25 no specified limit Source _____ __Continuer! college course work 26 __ _____Journals 27_______________ Inscrvice meetings and/or workshops 28__________ ____ Other teachers 20 _ _ _ _ Administrators 30__________ ____ Consultants 31__________ ____ Conventions, conferences, and/or symposiums 32__________ ____ Visits to other programs 124 38. U there a person in your school district who is responsible for coordinating inservice meetings and/or workshop*? G) Yes (5) No IF YES: 33 a. Who Is this person? fil Administrator la) Teacher [3 ] Consultant (T) Inservice coordinator 34 b. How would you describe this person's knowledge of the unique needs of emotionally disturbed children? fi) Excellent fa) Very good © Good ffl Fair ID Poor 36 39. How often are inservice meetings or workshops usually held in your district? ft) Once a week [ 2 ) Twice a month f51 Once a month PH Every 2 months (U Less often than every 2 months 36 GD Never IF NEVER, GO TO SECTION VII, QUESTION 40, OTHERWISE CONTINUE WITH QUESTION 33a. 39. 37 38 39 a. With whom are your inservice meetings and workshops usually held. (Check all that apply,I G) Teachers of emotionally disturbed children. (T) Special education teachers for children with other disabilities. (T) Regular classroom teachers. b. When do most of your inservice programs occur? (Check ONE only) fTl Directly after school © Evenings m Weekends |4~| During regular school hours —children dismissed or attending other classes 40 © During regular school hours —children present c. What Is the typical format for your inservice programs? (Check ONE only) ITI Lecture 41 © Demonstration © Group activity d. What is the typical subject o f your inservice programs? (Check ONE only! ITI Instructional materials © Instructional procedures f51 Administrative m atters 42 43 © Classroom management e. What do you feel is your school district's general attitude toward your attendance at snservice meetings and workshops? G] Strongly encourages f g Encourages © Is indifferent Discourages © Strongly discourages 125 ADMINISTRATIVE DIRECTION AND LEADERSHIP VII. 40. 41 45 48 4? 48 49 To which of the following persons aru you responsible in your work? (Check all that apply) 0 Supervisory or Head Teirher Q] Assistant Principal QJ Principal Q] Local Director of Special Education Q] Coordinator of Programs for Emotionally Disturbed QJ (other) a. __________ Do you fed conflicts or problems arise because of the number of persons to whom you are responsible? fU Never Sometimes [5] Often EJ Very often HU 60 41. (title)_______________________________________ Please indicate someoneJf at all possible. If it is impossible to indicate one person please check this box Q] and then if your work is in one school building assumo that you are referring to your principal. 61 52 42. 53 To whom are you most immediately responsible? When do you (eel at ease to call upon this person? (Check OJME only) QJ Never fa) Only in extreme emergencies HD Only with major job-related concerns QJ With normal job-related coni crns fsl Anytime a. How often does this person consult with you or visit your class per month? QJ Zero times ,5 4 0 0 ID ID {ej 1 to 4 times 5 to 9 times 10 to 14 times 15 to 19times 20tim ts or more 56 b. These consultations or visits are ITI Far too frequent Somewhat too frequent 0 Sufficiently frequent (4j Somewhat less frequent than desirable 0 Far too infrcquerv. 57 c. How would you describe this person's knowledge of the unique needs of emotionally disturbed children? IT) Excellent 0 Very good 0 Good ID Fair 0 Poor m 55 d. If you rer uest assistance of this person ere you satisfied with tno speed of his/her response? 58 QJ Yes ( 3 No e. Does this person ever ask your personal opinion cn a professional or technical matter? CD Very o fte n 59 0 O ften 0 Sometimes 0 Never 126 f. How supportive is this person of your work? Q] Very supportive GO Somewhat supportive GO Neither supportive nor unsupportive 0 Unsupportive or Negative 60 g. How would you describe the leadership and direction you have received from this person? 0 Excellent (Tl Very good 0 Good 0 Fair GO P o o f 61 h. In which areas of leadership do you feel this person prefers to spend his/her tim e/ (Check all that apply) 0 Student behavior fTI Inscrvice education 0 Instructional improvement 0 Staff improvement 0 Parental matters 0 Community relations 0 Staff relations 0 Central office matters 0 Physical plant matters 0 Scheduling 0 Supplies and equipment 0 Personal concerns of staff members 0 Other 62 63 64 65 66 67 68 68 70 71 72 73 74 3/60 43. g Do you have a Local Director of Special Education or a Supervisor of Emotionally Disturbed Programs, in addition to the person you indicated in question 41 ? 0 Yes f p No IF NO, GO TO SECTION VIII, PERSONAL PERCEPTION OF PROGRAM........ IF YES, CONTINUE WITH QUESTION 44. 44. How often does the Local Director or Supervisor consult with you or visit your class? fTI Very often ITI Often f51 Sometimes 0 10 Never. IF NEVER, GO TO SECTION VIII. PERSONAL PERCEPTION OF PROGRAM......... OTHERWISE. CONTINUE WITH QUESTION 45. 45. How would you describe your Local Director's or Supervisor's knowledge of the unique needs of cmntbnally disturbed children? m Excellent [ 2) Very good (Tl Good m Fair [§] Poor 46. How would you describe the leadership and direction you have received from 11 IT! Excellent fTI Very good l~3l Good 12 0 Fair 0 Poor this person? 127 47. 13 VIII. What effect ha* the Local Director or Supervitor had upon your working relationship with your Immediate administrative superior? ITI Very positive effect (U Somewhat positive effect m Neutral effect or no effect @3 Somewhat negative effect © Very negative effect PERSONAL PERCEPTION OF THE PROGRAM FOR EMOTIONALLY DISTURBED CHILDREN Tito previous question* have dealt with the conditions you are working under. The following questions seek your perception of the impact of these conditions on your ability to do your job. Please answer the following questions on the basis of how well the conditions present enable you to meet the needs of the children you serve. 48. 14 49. How would you describe the INSERVICE and PROFESSIONALIMPROVEMENT OPPORTUNITIES available to you? ITI Excellent © Very good 0 Good PH Fair (U Poor 50. How would you describe the ADMINISTRATIVE DIRECTION and LEADERSHIP you have received in the operation of your program for emotionally disturbed children? fTI Excellent Q] Very good GO Good 0 Fair 16 is QD Poor 51. How would you describe the ATTITUDINAL CLIMATEregarding your program? (i.e..How suitable are the attitudes of the parents, teachers and maintenance staff with whom you work?) 0 Excellent fzl Very good E l Good 0 Fair © Poor 52. How would you describe the SUPPORTIVE PROVISIONS AND PERSONNELavailable to you in meeting the personal and emotional needs of your students? HI E x c e l l e n t 0 Very good nn Good 0 Fair 0 Poor 17 IB How would you describe the AVAILABILITY of INSTRUCTIONAL MATERIALS to run your program? 0 Excellent © Very good fol Good fTI Fair [D Poor 53. How would you describe the "WORKABILITY" of the group of children you «erve? (i.e.. To what extent is 19 their variability, compatibility, type and degree of difficulty appropriate for the services you provide?) fTI Excellent f2l Very good m Good 0 Fair QD Poor 128 54. How would you describe the EDUCATIONAL PLANNING and/or SCREENING PROVISIONS you function under? Excellent (2} Very good t3l Good 0 Fair QO Poor 55. What do you see as the relative need for change in each o f the seven areas? Please rank your perceptions o f the need for change in EACH o f the seven areas, giving (1) to the area MOST in need of change, a (2) to the area next most in need o f change, then a (It), a (4) etc., etc., until finally giving a (7) to the area least in need o f change. 30 RANK 21 22 23 24 „ _____ _______ ______ ,_______ 25 26 ______ 27 ______ ______ IX. GENERAL 56. 3a 57. 29 AREA AVAILABILITY OF INSTRUCTIONAL MATERIALS INSERVICE AND PROFESSIONAL IMPROVEMENT OPPORTUNITIES ADMINISTRATIVE DIRECTION AND LEADERSHIP ATTITUDiNAL CLIMATE SUPPORTIVE PROVISIONS AND PERSONNEL WORKABILITY OF STUDENT GROUP EDUCATIONAL PLANNING end/or SCREENING PROVISIONS A t what college or university did you receive your certification for teaching emotionally disturbed children? HI Central Michigan University ffl Eastern Michigan University GO Michigan Stato University fTI Oakland University 0 0 University o f Michigan fol Wayne State University fTI Western Michigan University fal Other U, S. college or university fsl Foreign college or university What particular theory or method do you follow in your work with emotionally disturbed children? (Check ONE only) fTI Behavior.modilication fTI Psychoanalytic f51 Psychoeducatienai ITI Other theory________________________________ fsl A combination o f 2 or more of the above (6] No particular theory or method followed 58. How certain are you that you will bo working with emotionally disturbed children in your present school system next year7 ID Very certain I will (2) Somewhat certain I will (3) Uncertain if I will or will not (T) Somewhat certain I will not 30 [5 ] Very certain I will not 129 Although w e h a v e worksd with manv people w h o are knowledgeable about and profauionallv com m itted to program! for emotionally disturbed children, we may have overlooked tom e of your concerns in the preceding mrvey questions. Pleat* u(* the ipece below to there with ut your comm ents and concerns about your program for emotionally disturbed children. Thank you very much for your effort and cooperation. This information will be put to use immediately. We will be doing a preliminary analysis on the information and will bu seeking in depth answers from certain teachers. Would you be willing to complete a confidential survey o f comparable length in May o f this year? DU Yes 3/80 31 (a] No APPENDIX B FREQUENCY AND PERCENTAGES OF RESPONSES, JUDGMENTAL STANDARDS AND FREQUENCIES AND PERCENTAGES OF INDIVIDUALS ABOVE AND BELOW JUDGMENTAL STANDARDS APPENDIX B FREQUENCY AND PERCENTAGES OF RESPONSES, JUDGMENTAL STANDARDS AND FREQUENCIES AND PERCENTAGES OF INDIVIDUALS ABOVE AND BELOW JUDGMENTAL STANDARDS Michigan Department o f Education SPECIAL EDUCATION SERVICES Box 420, Lansing, Michigan 48902 Summary Report 1972 Emotionally Disturbed Program Survey The following Is a report of a survey done with Michigan's public school teachers of emotionally disturbed children. The report c o n s is ts of two parts. 1- A two page summary explaining the general fin d in gs, the procedures used and the content of the fin a l 20 pages. 2. Statewide to ta ls for responses to a l l the questions on the survey. The survey was sent out on March 24, 1972, to a l l 489 Michigan teachers who, according to s t a t e records, were being reimbursed as teachers of emotionally disturbed children. Because of termination of employment, i l l n e s s , e t c . , 15 people were dropped from the population. After a mail and telephone followup of nonrespondents, a t o t a l of 391 (82.37.) of the teachers had responded by May 10, 1972, the f in a l date for inclusion in this report. The survey questions were asked within the following seven areas of programming.* 1. 2. 3. 4. 5. 6. 7. Student Composltion--"Workability" of Group A ttitu d in a l Climate Educational Planning and/or Screening Provisions Supportive Provisions and Personnel A v a ila b il it y of In stru ction al Materials In service and P rofessional Improvement Opportunities Administrative Direction and Leadership Teachers were asked about s p e c i f i c conditions under each area of programming and then at the end of the survey were asked for two general reactions to each area. The f i r s t general question requested the teacher's "perception of the impact of these conditions on (th eir) a b i l i t y to do (th eir) Job ." On a statewide b a sis, Availab i 1i t y of Instruct iona1 Mater ia Is and At111udina1 C1imnte were perceived the most p o s itiv e ly while Inservice and Profess iona1 Improvement and Administrative Direct ion and Leadership were perceived the most negatively (sec page 18 and 19 for actual frequencies of answers). ♦For a more thorough explanation of the seven areas and th eir content, consult the fin a l 20 pages of s p e c if ic r e s u lt s . 130 131 The second o v e r a ll question asked "What do you see as the r e l a t iv e need for change in each of the seven areas?" The following are the o v era ll statewide rankings o f perceived need for change. Number 1 (In ser v lce) is seen by teachers as most in need of change, Number 2 (Supportive P r o v isio n s/ Personnel) next most in n eed o f change, e t c . #1. 02. 03. tf4. 05. 06. 07. In service and Professional Improvement Opportunities Supportive Provisions and Personnel Educational Planning and/or Screening Provisions Adm inistrative Direction and Leadership A ttltu d ln a l Climate Student Composition--"Workability" of Group A v a i l a b i l i t y of In stru ction al Materials The follow ing twenty pages g ive s p e c i f i c information about each o f the survey q u estion s. The part of most in t e r e s t should be the summary appearing in Section V III, pages 18 and 19. The remaining pages of the report contain more s p e c if i c types o f information. The information i s presented in the follow ing form (Question 03 i s used for an example): 3. Is there a minimum IQ requirement for children to q u alify for your s erv ic es? S tate 1. 2. 3. Yes, & is c l o s e l y followed Yes, & i s not c l o s e l y followed No 29.07.(110) 22.4 (85) 4 8 .6 (184) C lassroom Non-class room 38.97.(86) 27.6 (61) 33.5 (74) 15.27.(24) 15.2 (24) 69.6 (110) The previous shows that for the s t a t e (everyone who answered) 29.07. or 110 s itu a t io n s had a minimum IQ requirement and followed i t c l o s e l y , 22.47. or 85 s it u a t io n s did not follow the sta ted minimum and 48.67. or 184 s itu a t io n s did not have a sta ted minimum IQ requirement. The information was broken down for classroom p o s itio n s and nonclassroom p o s it io n s . Classroom teachers were those that indicated that "except for the p o s sib le in tegration into other classrooms and other s p e c ia l s e r v ic e s , (they) work with a cer ta in group of children throughout the day, and. . .are the ones primarily respon sib le for (the c h ild r e n 's ) educational development." Non­ classroom teachers were those that indicated that "most of the ch ildren(they) serve are e n ro lled in other teachers' classrooms. (They) may serve (children)' in d iv id u a lly , in small groups, or through th eir teach ers, but most of (the ch ild ren ) spend most of the day with personnel other than "those in d iv id u a ls." 597.(231) 4l%(160) o f the teachers indicated o f Che teachers indicated they worked they worked in in aclassroom cap acity. anonclassroom cap acity. In many cases classroom and nonclassroom teachers work under rather d if f e r e n t circumstances. The preceding example shows that 38.97. or 86 classroom s it u a t io n s had a minimum IQ requirement and followed it c l o s e l y , as opposed to only 15.27. or 24 for nonclassroom s it u a t io n s . This type of d if f e r e n c e occurs on the other options of t h is q u estion, as w ell as on many questions throughout the survey. This p roject was made p o ssib le by the e f f o r t and cooperation o f Michigan’s teachers o f ED children and adm inistrators. It was conducted under a small p r o j e c t 's grant to the Ingham County Intermediate School D is t r ic t by the Michigan Department of Education--Special Education S ervices. 132 1972 EMOTIONALLY DISTURBED PROGRAM SURVEY INFORMATION I. Student Compos!tlon- - 1'WorkabIItty" of Group 1, 1. 2. 3. 4. 5. 6. How many students do you have in your classroom? C lass*Non-class room State room MOST AGREE +CR= 49.17. 2.27. (5)+ 2.27. (5) 4 or fewer students ?CR» 33.97. 16.5 (37) 16.5 (37)+ 5-6 students -CR= 16.97. 30.4 ( 6 8 ) 30.4 ( 6 8 )+ 7-8 students 33.9 (76) 33.9 (76)? 9-10 students 8.9 ( 2 0 ) 8 .9 (20)1 1 - 1 2 students 8.0 (18) 8 . 0 (18)13 or more students *Note--Non-classroom did not respond to t h is item. 2. What i s the age range of your students? Question 1. was broken down into two types of information. Age Span o f Students. Here we subtracted the age of the youngeet student from the age of the old est student. State Age Span 1 2 3 4 5 6 7 8 9 year years years years years years years years years 2.37. (9) 13.5 (52) 22.6 (87) 19.0 (73) 9.9 (38) 9 .9 (38) 12 0 (46) 7 .0 (27) 3 .9 (15) Class­ Non-class room room AGREE MOST AGREE +CR= 0.07. (0}f. ?CR= 4.07. (9) + 20.8 (47)+ 3 .1 (5)t- -CR= 4 . 4 (7)f 35.4 (80) + 21.7 (4 9)15.1 (24>+NCR= 8.4 (19 )12.0 (19)? ?NCR=* 4 .9 (11)17.0 (27)? -NCR= 23.9 (38)3.5 ( 8 ) .9 (2) 15.7 (25)8 . 8 (14).4 (1) - 60.27. 0.07. 39.87. 22 . 67, 29.07. 48.47. Mlddle Age. (Halfway between age of o ld est ch ild in room and voudROttt ch ild tn the room). C lass­ Non-c lass room State room Less than 7 years 7-8.50 years 8.51-10.00 years 10.01-11.50 years 11.51-13.00 years 13.01-14.50 years 14.51 and older old old old old old old 3.67.(14) 25.0 (96) 30.2 (116) 15.9 (61) 6.5 (25) 14.6 (56) 4.2 (16) 4.97.(11) 20.0 (45) 27.6 (62) 24.4 (55) 4 .0 (9) 15.1 (34) 4 .0 (9) 1. 97.(3) 32.1 (51) 3 4 .0 (54) 3 .8 ( 6 ) 1 0 . 1 (16) 14.8 (22) 4 .4 (7) CR AND NCR SKIPPED STANDARDS’ ^SKIPPED STANDARDS=No p rofession al judgments were sought for the con d ition s 133 3. Is there a minimum IQ requirement for children to q u a lify for your services? C lassNon-class room S tate room DISAGREE DISAGREE 1. Yes, & c lo s e ly followed 29.07.(110) 38.97.(86) 15,27.(24) CR NO STANDARDS 2. Yes, & notc lo s e ly NCR NO STANDARDS followed 22.4 (85) 27.6 (61) 15.2 (24) 3. No 4 8 .6 (184) 33.5 (74) 69.6 (110) 4. 1. 2. 3. 4. 5. According to the o f f i c i a l p o lic y o f your d i s t r i c t , what type of ch ildren are supposed to rec eiv e your serv ic es? ClassNon-class S tate room room Emotionally disturbed 67.67.(263) Learning disabled 5 . 7 (22) Perceptually handicapped 3 . 1 (12) Other 9.5 (37) Combination 1 4 .1 ( 5 5 ) 74.87.(172) 6.5 (15) 3.0 (7) 8.3 (19) 7 .4 (17) 57.27.(91) 4 . 4 (7) 3.1 (5) 11.3 (18) 23.9 (38) CR AND NCR SKIPPED STANDARDS 5. Are there children In your classrobm who are b lin d , d eaf, hard of hearing, p a r t ia lly sigh ted , p h y sic a lly handicapped or retarded? C lassNon-class S tate room room NO JUDG. NO JUDG* CR*=N0 STANDARDS Yes 38.47.(147) 31.67.(71) 48.17.(76) No 61.6 (236) 68.4 (154) 51.9 (82) NCR=N0 STANDARDS What proportion of your students are c e r t i f i e d emotionally disturbed by a p s y c h ia tr is t or p sy ch ia tric c l in ic ? C lassNon-class State room room MOST AGREE DISAGREE 1. A ll 36.57.(138) 52.77.(117)+ 13.5% (21)? +CR= 52.7% 2 . Host 9.6 (15)? ?CR” 19.47. 15.3 (58) 19.4 (43)? 3. Half 4 .2 (16) 7.1 (11)? -CR= 28.0% 2.3 (5) 4. Some 29.4 (111) 16.7 (37)- 47.4 (74)+ 5. None 14.6 (55) 9 .0 (20)- 22.4 (35)? NCR=N0 STANDARDS 7. 1. ** 3. 4. 5. 2 3 4 5 6 Approximately how many years d iffe r e n c e ia there in reading achievement between your highest performing student and lowest performing student ? C lass*Non-class room S ta te room MOST AGREE years or l e s 6 11.37.(25) 11.37.(25)+ +CR= 31.1% years 19.8 (44) 19.8 (44)+ ?CR“ 4 4 . 17. years 25.2 (56) 25.2 (56)? -CR= 24.87. years 18.9 (42) 18.9 (42)? years or more 24.8 (55) 24.8 (55)*Note--Non-classroom did not respond to th is item. 134 7a. 1. 2. 3. Yes Somewhat No 8. 1. 2 2. 3 4 5 3. 4. 5. 6 19.07.(41) 19.07.(41) CR SKIPPED STANDARDS 4 8 .6 (105) 48.6 (105) 32.4 (70) 32.4 (70) *Note--Non-classroom did not respond to t h is item. Approximately how'many years d ifference is there in arithmetic achievement between your highest performing student and lowest performing student? Class*Non-class room room State MOST AGREE years or le s s 23.37.(52) 23.37.(52) + +CR" 52.07. years ?CR“ 23.87. 28.7 (64) + 28.7 (64) years 23.8 (53)? -CR- 24.37. 23.8 (53) years 9 .9 (22) 9.9 (2 2 )years or more 14.4 (3 2 )14.4 (32) *Note--Non-classroom did not respond to t h is item. 8 a. 1. 2. 3. Xa your teaching lim ited by t h is v a r ia b ilit y ? Class*Non-class State room room Is your teaching lim ited by t h is v a r ia b ility ? Class*Non- cla ss S ta te room room Yes Somewhat No 11.47.(25) 41.1 (90) 47 .5 (104) CR 11.47.(25) SKIPPED STANDARDS 41.1 (90) *Note--Non-classroom did not 47.5 (104) respond to t h is item. 9. 1. 2. Do you f e e l that some o f your students' emotional problems are too severe to be handled in your classroom? ClassNon-class room State room DISAGREE CR = NO STANDARDS DISAGREE Yes 50.17.(192) 45.17.(102) 57.37.(90) NCR = NO STANDARDS No 49 .9 (191) 54.9 (124) 42.7 (67) 10. 1. 2. Yes No Do you have to spend so much time on d is c ip l in e or management that your a b i l i t y to meet the emotional, academic and personal needs of your students is limited? ClassNon-class S ta te room room +CR“ 67.07. AGREE AGREE 23.97.(91) 33.07.(74) - 10.87.(17) ?CR= 0.07. 76.1 (290) 67.0 (150)+ 89.2 (140)+ -CR- 33.07. +NCR- 89.27, ? ncr=* o.o1:; -NCR= 10.87. 135 11. 1. 2. Yes No IF YES: 1 1 a. 1. 2. 3. 4. 5. A ll Most Half Some None Are any o f your students spending a part o f the day in a regular classroom? C lass*Non-class S ta te room room AGREE 4CR- 71.97. 71,97.(164) 71,97.(164)+ 7CR- 0.07. 28.1 (64 ) 28.1 (64) _CR- 28.17. *Note--Non-classroom did not respond to th is item. How many are spending a part of the day in a regular classroom? C lass*Non-class room room S tate DISAGREE 14.77.(24)+ 14.77.(24) +CR- 99.47. 20.3 (33) 20.3 (33)+ 7CR- 0.07. 1 1 . 0 (18) 1 1 . 0 (18)+ -CR“ 0.07. 53.4 (87)+ 53.4 (87) 0.0 0.0 • *Note--Non-classroom did nc respond to t h is iter For the children integrated in to the regular classroom, how many minutes on the average does each student spend d a lly in the regular class? C lass*Non-class S tate room room +CR- 4.87. AGREE l e s s than 30 minutes 4.97.(8) 4.97.(8) ?CR“ 0.07. 30-59 minutes 30.9 (50) 30.9 (50)+ -CR= 95.27. 60-89 minutes 22.8 (37) 22.8 (37)+ 90-119 minutes 12.4 (20) 12.4 (20)+ 120-179 minutes 9 .3 (15) 9,3 (15)+ 180 minutes or more 19.8 (32) 19.8 (32)+ *Note--Non-classroom did not respond to t h is item. lib . 1. 2. 3. 4. 5. 6. II. A ttitu d in a l Climate 12. a. What beBt describee the a ttitu d e of the follow ing persons towards your s c h o o l's program for emotionally disturbed children? Moat of your stu d en t's parents are: U to H S tate 1. n 3.* 4. Support ive In differen t Negative tlnsure of a ttitu d e 66.67,(253) 19.7 (75) 1.1 (4) 1 2 . 6 (48) C lassNon-class room room AGREE AGREE 63.17.(140)+ 71.57.(113)+ 23.0 (51) - 15.2 (24) •6 (1) 1.4 (3). 1 2 . 6 (28) - 12.7 (20) - +CR= 63 . 17. ?CR= 0 . 0 % -CR= 37.07. +NCR- 71.57. 7NCR- 0.07. -NCR- 28.57. 136 12b. 1. 2. 3. 4. Most o f the members of your school s t a f f are: ClassNon-class State room room AGREE AGREE Supportive 76.07.(291) 70.97.(161)+ 83.37.(130)+ Indifferen t 11.2 (43) 13.2 (30) - 8.3 (13) Negat ivc 5 .2 (20) 7.9 (18) - 1,3 (2) Unsure of a t t it u d e 7 .6 (29) 7.9 (18) - 7.1 (11) - +CR- 70.97. ?CR- 0.07. -CR- 29.07. +NCR- 33.37. 7NCR- 0.07. -NCR- 16.77. 13. 1. 2. 1. 2. 3. Do most o f the regular classroom teachers in your building attempt to understand the unique needs o f emotionally disturbed children? C lassNon-class +CR° 68.17. S ta te room room ?CR= 0.07. AGREE AGREE -CR> 31.57. Yes 71.37.(236) 68.17.(124)+ 74.77.(112)+ +NCR= 74.77. No 28.7 (95) 31.5 (57) - 25.3 (38) ?NCR’ 0.07. -NCR' 25.37. 14. How much contact do you have with the regular classroom teachers in your school? C lassNon-class +CR- 90.77. S ta te room room ICR" 0.07. AGREE MOST AGREE -CR= 9.37. Very much 68.011(227) 55.211(101) + 83.411(126) + +NCR- 83.47. Some 26.4 ( 8 8 ) 35.5 (65) + 15.2 (23) 7 ?NCR= 15.27. Very l i t t l e 5 .7 (19) 9.3 (17) - 1.3 (2) “ -NCR" 1.37. 15. 1. 2. 3. 1. 2. Do you eat lunch with the regular classroom teachers in your school? ClassNon-class +CR- 66.07. State room room AGREE AGREE ?CR“ 0.07. Yes -CR- 34.17. 53.17.(178) 46.07.(85) + 62.07.(93) + Sometimes +NCR- 92.77. 2 4 .8 (83) 20.0 (37) + 30.7 (46) + No ?NCR- 0.07. 22.1 (74) 34.1 (63)-" 7.3 (11) -NCR 7.37. 16. Is there a regular classroom teacher in the room adjacent t o yours? C lass*Non-class S tate room room AGREE +CR- 65.67. Yes ?CR0,07. 65.67.(120) 65.67.(120>tNo 34.4 ( 64) -CR- 34.47. 34.4 (64) *Note--Non-classroom did not respond to t h is item. 17. 1. 2. Ves No Do the maintenance people consider your classroom an added burden? C lass*Non-class S ta te room room AGREE 4CR- 81.77. 18.37.(34) 18.37.(34) ?CR- 0 . 07. 81,7 (152) 81.7 (152)+ -CR= .18.37. *Note—Non-classroom did not respond to th is item. 137 17a. 1. Yes 2. No III. Has t h i s caused you problems? S tate Class­ room 43.8%(14) 56.3 (18) 43.87.(14) 58.3 (18) *Non-class room CR SKIPPED STANDARDS *Note—Non-classroom did not respond to t h is item. Educational Planning and/or Screening Provisions 18. 1. 2. 3. 4. 5. I£ you had a student in your classroom who you f e l t did not belong there how long would i t take to get him re-evaluated? C lass*Non~class room room S tate MOST AGREE Leeb than 2 weeks +CR- 19.87. 19.87.(45) 19.87.(45)+ ?CR- 33.57. 2 weeks t o 1 month 33.5 (76) 33.5 (76)? -CR« 46.77. 1 month to 2 months 23.4 (53) 23.4 (53)17.6 (40) 17.6 (40)More than 2 months Would be unable to get him re-evaluated 5.7 (13) 5.7 (13)*Note--Nor.-elassroom did not respond to t h is item. 19 . 1. 2. Yes No Do you have a student or students you strongly f e e l should not be in your classroom? C lass*Non-class S ta te room room 39.67.(91) 60.4 (139) 39.67,(91) 60.4 (139) + +CR- 60.47. ?CR- 0.07. -CR" 39.6% IF YES: a. b. c. d. Have you tr ie d to have them screened our? 1. Yes 80.2%(73) 2. No 19.8 (18) Was there a fe a s ib le a lter n a te placement? 1. Yes 49.5 (45) 2. No 50.6 (46) Was a d d itio n a l con­ s u lt a t io n serv ic e provided for these students? 1. Yes 51.1 (46) 2. No 4 8 .9 (44) Were you s a t i s f i e d with the way th is was d ealt with? 1. Yes 34.9 (30) 2. No 65.1 (56) NO JUDG. 80.2%( 73) 19.8 (18) CR-NO STANDARDS NO JUDG. 49 .5 (45) 50.6 (46) Ctt-NO STANDARDS AGREE 51.1 (46) 48 .9 (44)' AGREE 34.9 (30) 65.1 (56) +CK= 51.17. ?CR= 0.07. -CR= 48.97. -K1R=- 34.97. ?CP.= 0.07. -CR= 65.17. *Note—Non-classroom did not respond to t h is item. 138 20. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. How much d i f f i c u l t y have you experienced in tryin g to move children out of your classroom when you f e l t they were ready to begin functioning in the regular school settin g? C lassNon-class S ta te room room AGREE AGREE +CR° 55.37. None 25.17.(94) 23.77.(54) + 27.47.(40) + Very l i t t l e ?CR" 0 . 0 % 34.2 (128) 31.6 (72) + 38.4 (56) + Moderate amount -CR" 34.2% 25.4 (5 8 )- 2 0 . 6 (3 0 )23.5 ( 8 8 ) Very much 6.2 (23) 6 . 8 (20) 2 . 1 (3) +NCR* 65.8% t have not as y e t d ealt with t h is ?NCR* 0 . 0 % -NCR=» 34.2% s it u a t io n 11.0 (41) 10.5 (2 4 )- 1 1 . 6 (1 7)20a. I f you have had d i f f i c u l t y , which of the follow ing in d ividu als caused the major d i f f ic u l t y ? (NOTE: Teachers could answer more than one option here, so the percentages w i l l not t o t a l 1007.. Further q u estion s o f . t h i s nature w i l l be marked MULTIPLE ANSWERS). C lass­ Non-clasa room room S tate NO JUDG. NO JUDG. CR-NO STANDARDS Your own adm inistrators 13.47.(25) 13.37.(16) 13.67.(9) Parents of students NCR-NO STANDARDS in question 7.5 (14) 7 .6 (5) 7 .5 (9) Teachers of the r e c eiv in g classroom 58.6 (109) 4 9 .2 (59) 75.8 (50) Administrators o f the 25.3 (47) r e c eiv in g classroom 31.7 (38) 13.6 (9) Other 21.0 (39) 26.7 (32) 10.6 ( 7 ) How often do the follow ing people attend meetings of the educational planning committee or screening committee that evaluate children fo r entrance in to ;your classroom? Non-class C lass­ S tate room room +CR* 7 0 .6% 7CR- 0 . 0 % Yourself AGREE -CR* 29.571 AGREE 1. Always 70.87.(277) 70.67.(163)+ 71.37.(114) + +NCR* 71.37. 2. Often 4 .1 (16) 5 .2 (1 2 )2 .5 (4) ?NCR* 0 . 0 % 3. Sometimes 2 . 8 ( 11) 2 . 6 (6) 3.1 (5) -NCR* 28.87. 2 . 1 (8 ) 4 . Seldom 2 .6 (6) 1.3 (2) 20.2 (79) 5. Never 19.1 (4 4 )- 21.9 (3 5 )21. a. b. c. Sending S o cial Worker 1. Always 2. Often 3. Sometimes 4 . Seldom 5. Never 50.47.(197) 14.6 (57) 9.0 (35) 4 .4 (17) 21.7 (85) AGREE 5 4 .1%(125)+ 16.0 (3 7 )7 .8 (1 8 )4 .8 (1 1 )17.3 (4 0 )- M0ST AGREE 45.07.(72) + 12.5 (20)? 10.6 (1 7 )3 .S (6) 28.1 (4 5 )- +CR* ?CR= -CR* +NCR* ?NCR-NCR* 54.1% 0 . 0% 43.97. 45.0% 12.57. 42.57. Sending Teacher 1 . Always 2. Often 3. Sometimes 4 . Seldom 5. Never 31.57.(123) 15.1 (59) 15.4 (60) 9.2 (36) 28.9 (113) AGREE 22.97.(53) + 16.9 (3 9 )18.2 ( 4 2 ) 1 2 . 1 (2 8 )29.9 ( 6 9 ) - AGREE 4 3 . 87.(70) + 12.5 (2 0 )11.3 (1 8 )5 . 0 (8 ) 27.5 (4 4 )- +CR* ?CR= -CR* +NCR* ?NCR= -NCR- 22.97. 0 . 0% 7 7 . 1% 43.8% 0 . 0% 56.3% 139 State d. e. f. g. 1. 33.17.(129) 19.5 (76) 12.3 (48) 8 .2 (32) 26.9 (105) MOST AGREE 28.77.(66) + 21.7 (50) ? 12.6 (29) 7 .8 (18) 29.1 (67) - MOST AGREE 39.47.(63) + 16.3 (26) 7 11.9 (19) 8 . 8 (14) 23.8 (38) — +CR** ?CR** -CR** +NCR** ?NCR=* -NCR** 28.77. 21.77. 49.57. 39.47. 16.37. 49.57. Your Supervisor 1. Always 2. Often 3. Sometimes 4. Seldom 5. Never 52.47.(205) 7.4 (291 6.9 (27) 6 . 6 (26) 26.6 (104 AGREE 65.47.(151)+ 9.5 (22) 4 .3 (10) 1.7 (4) 19.1 (44) - AGREE 33.87.(54) 4 .4 (7) 10.6 (17) 13.8 (22) 37.5 (60) + — +CR?CR“ -CR** +NCR** ?NCR“ -NCR= 65.47. 0.07. 34.67. 33.87. 0.07. 66.32 Psychologist 1. Always 2. Often 3. Sometimes 4. Seldom 5. Never 47.211(184) 10.8 (42) 12.1 (47) 7.2 (28) 22.8 (89) AGREE MOST AGREE 52.27.(120)+ 40.07.(64) + 11.7 (27) 1 9.4 (15) — 9.1 (21) “ 16.3 (26) 7.0 (16) " 7.5 (12) 20.0 (46) ” 26.9 (43) — +CR** 7CR=* -CR+NCR** ?NCR= -NCR** 52.27. 11.27. 36.17. 40.07, 0.07. 60.17. Parents 1. Always 2. Often 3. Sometimes 4 . Seldom 5. Never 8 .72(34) 2 .3 (91 6.1 (24) 11.0 (43) 71.8 (280) Yes No 23. 1. 2. Yes No 24. 1. 2. Non-class room Sending Principal 1. Always 2. Often 3. Sometimes 4. Seldom 5. Never 22. 2. C lassroom Yes No AGREE AGREE 8.37.(19) + 9.42(15) + 1.3 (3) - 3 .8 ( 6 ) 1.7 (4) - 12.5 (20) 10.9 (25) ” 11.3 (18) 77.8 (179)" 63.1 (101)1- +CR- 8.37. ?CR*> 0 . 0 2 -CR** 91.77. +NCR** 9.47. ?NCR** 0 . 0 2 -NCR3 Does your educational planning committee meet p e r i o d i c a ll y to discuss the needs of a l l the children you a re- serving? +CR*= 48.77. C lassNon-class ?CR** 0.07. room State room -CR** 51.37, AGREE AGREE +NCR= 46.57. 47.87.(181) 48.77.(1091 + 4 6.52(72) + ?NCR“ 0.07, 52.2 (198) 51.3 (1 1 5 ) - 53.5 (83) “ -NCR= 53.57. Do you f e e l you have had an adequate v o ic e in the placement of students in your classroom? +CR* 72.07. Non-class Class?CR- 0.07. room room State AGREE AGREE -CR= 28.07, +NCR' 94.2V, 81.17.(309) 72.07.(162) +94.27.(147) + 7NCR1 0.07. 18.5 (72) 28.0 (63) - 5.8 (9) -NCR' 5.87, Do you f e e l you have had an adequate vo ic e In the removal o f students from your classroom? +CR- 80.27. Class-" Non-class ? CR= 0.07, room room S tate -CR3 28.07. AGREE AGREE +NCR= 94.07. 85.77.(318) 80.27.(178)+ 94.02(140)+ ?NCR= 0.07 14.3 (53) 19.8 (44) “ 6.0 (9) -NCR= 6.07. 140 IV. Supportive Provisions and Personnel Do you have any consultants who are regularly a v a ila b le to old you in meeting the personal and emotional needs of your students? ClassNon-class State room room +CR*>87.87i ?CR>=0.07. 88.87.(347) 87.87.(203)+ 90.07.(144)+ . -CR-12.17. Yes 11.3 (44) 12.1 (28) - 10.0 (16) - -rtlCR«90.07. No 7NCR-0.07. -NCR=10. OIL YES: a. Who are these consultants? (Check one p rofession a l d escrip tio n for each co n su lta n t.) MULTIPLE ANSWERS. Non-class Class­ room room State AGREE AGREE CR AND NCR Psychologist 67.97.(235) 62.871(128) 75.47.(107) SKIPPED STANDARDS P s y c h ia tr is t 33.1 (47) 25.5 (52) 28.6 (99) S o cia l Worker 84.1 (291) 85.8 (175) 81.7 (116) One c e r t i f i e d in S p ecial Education 53.5 (76) 4 8 .6 (168) 45.1 (92) Other 2.7.5 (56) 30.3 (43) 28.6 (99) 25. 1. 2. IF 1. 2. 3. 4. 5. b. 1. 2. 3. 4. 5. What best describes the extent to which each of the coi in (a) haB helped in the functioning of your classroom' Non-class C lass­ room room State Psychologist . a. Great b . Moderate c . Limited d. Not at a l l 30.97.(73) 33.9 (80) 28.8 (681 5 .5 (13) 31.5 28.5 30.8 8.5 (41) (37) (40) (11) 30.27.(32) 4 0 .6 (43) 26.4 (28) 1.9 (2) CR AND NCR SKIPPED STANDARDS P sy c h ia tr ist a. Great b. Moderate c . Limited d. Not at a l l 19.07.(20) 25.7 (27) 4 0 .0 (42) 13.3 (14) 13.07.(7) 31.5 (17) 37.0 (20) 16.8 (9) 25.57.(13) 19.6 (10) 43.1 (22) 19.8 (5) CR AND NCR SKIPPED STANDARDS S o c ia l Worker a. Great b. Moderate c . Limited d. Not at a l l 36.67.(106) 32.8 (95) 26.9 (78) 3.5 (10) 33.97.(59) 32.2 (56) 29.3 (51) 4 .6 ( 8 ) 40.57.(47) 33.6 (39) 23.3 (27) 1.7 (2) CR AND NCR SKIPPED STANDARDS "Special Educator" a. Great b. Moderate c. Limited d. Not at a l l 45.371(73) 31.7 (51) 19.3 (31) 2 .5 (4) 50.07.(45) 30.0 (27). 14.4 (13) 4 .4 (7) 39.4*4(23) 33.8 (24) 25.4 (18) CR AND NCR SKIPPED STANDARDS Other a. Great b. Moderate c . ' Limited d. Not at a l l 48.47.(45) 29.0 (27) 20.4 (19) 1 . 0 ( 1) 52.8*4(28) 24.5 (13) 2 0 .8 (11) 42.57.(17) 35.0 (14) 2 0 . 0 (8 ) 2.5 (1) CR AND NCR SKIPPED STANDARDS 141 26. Are your students' parents reedtvlog the additional s erv ic es you f e e l they need? C lassNon-class State room room +CR*»12.5% MOST AGREE MOST AGREE ?CR=44.67. 1 .- Yea 13.17.(50) 12.57(28) + 14. 07.(22)h -CR=42.97. 2 . Somewhat 46 .5 (177) 44.6 (100)? 49 .0 (77)? -WCR=14.07 3. No 40.4 (154) 4 2 .9 (96) - 3 4 . 9 (5 8 ) 7NCR=49.0% 26a. 1. 2. 3. 4. I f your students* parents are not receiving the s e r v ic e s you f e e l they need, what do you think Is the major reason they do not receive these services? ClassNon-class State ■room room Parents do not want the s erv ic es. 53.57(137) Parents do not c le a r ly understand how to obtain the s e r v ic e s . 1 6 .B (43) Parents cannot afford the s e r v ic e s . 5 .0 (13) The services are not a v a ila b le. 24.6 (63) 27. 1. YeB 1. 2. 3. 4. 5. 6. 17.1 (27) 16.3 (16) 3 .2 (5) 26.6 (42) CR AND NCR SKIPPED STANDARDS 8 : 2 (8) 21.4 (21) Non-class Class­ room room AGREE DISAGREE 53.77.(124) 8.97.(14) 46.3 (107) 91.1 (144) +CR-53.77. 7CR=0.0% -CR=46.37. NCR=N0 STANDARDS Which o f the following persons are av ailable on a regular b asis to the students who require th eir services? (Check a l l who are a va ila b le) MULTIPLE ANSWERS. ClassNon-class S ta te room room Music teacher Art teacher Speech therapist Phys. Ed. teacher Reading teacher Counselor 29. 1. 2. 3. 35.57.(138) 64.5 (251) No 28. 54.17.(53) Do you have a teach er's aide? State 2. 53.27.(84) 59.57.(217) 57.9 (212) B0.3 (294) 71.3 (261) 39.3 (144) 38.0 (139) 51.47.(109) 54.0 (115) 75.1 (160) 67.0 (149) 22.5 (48) 30.5 (65) 70 . 67.(108) 63.4 (97) 87.6 (134) 73.2 (112) 62.8 (96) 48.4 (74) CR AND NCR SKIPPED STANDARDS Do you have any regu larly scheduled periods away from your students? (Percentage having t h is a v a ila b le ) MULTIPLE ANSWERS. ClassNon-class room State room Lunch period Planning period "Coffee break" 88.27.(299) 47.8 (162) 35.4 (120) 85.67.(167) 50.3 (98) 28.7 (56) 91.77.(132) 44.4 (64) 44.4 (64) CR AND NCR SKIPPED STANDARDS 142 What you do in the case of a student c r i s i s or "blow-up" 30. 1. 2. 3. Can you regularly c a l l upon someone to work with t h is stud en t, so that you can remain with your class? Class*Non-class State room room MOST AGREE +CR- 2 7 . OX Yes 27.0%(61) 27.07.(61)+ ?CR-27.4% Sometimes 27.4 (62) 27.4 (62) 7 _CR« 4 5 . 6 % No 45.6 (103) 45 .6 (103*. *Note—Non-classroom did not respond to t h is item. 31. 1. 2. 3. Can you depend upon someone taking your classroom while you work with the Gtudeiv *Non-class Class­ room room State +CR- 34.8% MOST AGREE 34.87.(79) + Yes 34.87.(79) ICR- 27 . 87. Sometimes 27.8 (63) 27.8 (63) ? -CR= 37.4% No 37.4 (85) 37.4 (85) ♦Note—Non-classroom did not respond t o t h is item . 32. 1. 2 . 3. V. Do you have a s u ita b le room or loca tion to which you can bring t h i s student? Class *Non-class room room State +CR- 35.07. MOST AGREE Yes 7CR- 18.17. 35.0%(79) 35.07.(79) + Sometimes 18.1 (41) 18.1 (41) ? -CR** 46.97. No 46.9 (106) 46.9 (106) *Note—Non-classroom did not respond t o t h is item. A v a ila b il it y of In stru ctio n a l Materials 33. 1. 2. 3. 4. 5. What i s the y ea rly m aterials budget for your classroom? Non-class Class­ room room State MOST AGREE DISAGREE Leas than $70 10.07.(21) - 13.07.(20) 11.37.(41) 15.2 (32) - 16.3 (25) $71-120 15.7 (57) $121-170 14.2 (30) ? 7.2 (11) 11.3 (41) $171-220 14.7 (31) ? 11.8 (18) 13.5 (49) $221 or more 20.9 (76) 22.8 (4 8 ) + 18.3 (28) No s p e c if ie d lim it 27.5 (100) 23.2 (4 9 )+ 33.3 (51) 34. What proportion of the m aterials you request do you a c t u a lly recel ve? Class­ Non-class room room State +CR" 81.17. AGREE AGREE ?CR= 0.07. 31.07.(49) + 29.17.(112) 2 7 .8%(63) -CR= 30. 77. 53.0 (204) 53.3 (121)+ 52.5 (83) + +NCR=* 8 3 . 6 % 7.1 (16) - 5.1 (8) 6.2 (24) 1 KCR- 0.07. 1 0 . 6 (24) - 10.8 (17) 10.7 (41) -NCR** 16.5% ■6 ( 1 ) 1.0 (4) 1.3 (3) /* 1 n n n 1. A ll 2. 3. 4. 5. Most Half Some None +CR- 46.0% ?CR*> 28.9% -CR= 25.2% NCR=N0 STANDARDS tl a h a 1 .%n A 143 35. 1. 2. 3. 4. 5. How long does I t u su a lly take t o get m aterials a fte r you have f i r s t requested them? C lassNon-class S ta te room room +CR- 43 . 17. HOST ACREE MOST AGREE l e s s than 1 month 17.97.(39) + 21.67.(33) + 19.4%(72) ?CR= 23.47. 1 month 25.6 (95) 25.2 (55) + 26.1 (40)? -CR" 33.47, 2 months 25 .6 (95) 23.4 (51)? 28.8 (4 4 ) -rWCR” 21.67, 3-4 months 12.9 (48) 1 2 . 8 (28) - 13.1 ( 2 0 ) ?NCR= 26.17, Longer than 4 months 16.4 (61) 20.6 ( 4 5 ) - 10.5 ( 1 6 )-NCR" 52.47, 36. Do you have adequate a u d io -v isu a l supplies? C lassNon-class State room room AGREE AGREE 1. Yea 8 3 . 3Z (323) 85.27.(195) 80.57.(128) 2 . No 16.8 (65) 14.9 (34) 19.5 (31) • VI. InBervice and P ro fe ssio n a l Improvement Opportunities 37. 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. Yes No IF YES: 38a. 1. 2. 3. 4. 85.27. 0.07. 14.97. 80.57, 0.07, 19.57. Which o f the follow ing sources o f p rofession al Improvement are g e n era lly the most useful? Average ranks are reported below, the lower the average rank the more p o s it iv e l y the source was viewed. Non-class C lass­ room S ta te room 4 .2 5 .2 3.7 4 .3 5 .5 4 .1 4 .7 4 .4 Continued c o lle g e work Journals In service meetings Other teachers Administrators Consultants Conventions V is it s to other programs 38. +CR“ ?CR= -CR" +NCR" 7NCR-NCR- (377) (377) (377) (377) (377) (377) (377) (377) 4 .1 5.2 4 .1 3.9 5 .4 4 .0 4 .9 4 .3 (223) (223) (223) (223) (223) (223) (223) (223) 4 .3 5.1 3.2 4 .7 5 .6 4 .2 4 .3 4 .5 (154) (154) (154) (154) (154) (154) (154) (154) m iwn SKIPPED STANDARD la there a person in your school d i s t r i c t who i s resp on sib le for coordinating in serv ice meetings 7 Non-class C lass­ +CR" S tate room room ?CR= -CR” AGREE AGREE 74.07.(282) 72.77.(165) 76.07.(117) +NCR” 26.0 (99) 7NCR" 27.3 (62) 24.0 (37) -NCR” 72.77. 0.07, 27.37, 76.07. 0.07. 24.07, Who i s t h i s person? Administrator Teacher Consultant Inservice coordinator 62.17.(172) 6.1 (17) 23.5 (65) 8 .3 (23) DISAGREE 65.67.(107) 8 .0 (13) 17.2 (28) 9.2 (15) DISAGREE 57.07.(65) 3.5 (4) 32.5 (37) 7.0 (0) CR=NO STANDARDS NCR-N0 STANDARDS 144 How would you describe t h is person's knowledge of the unique necda o f emotionally disturbed children? C lass­ Non-class room S tate room +CR- 47.6% MOST AGREE MOST AGREE Excellent 29.4%(81) 24.17.(39)+ 36.87.(42)+ 7CR™ 24.17. Very good 25.4 (70) 23.5 (38)+ 28.1 (32)+ -CR™ 28.4% Good 4«CR™ 64.87. 21.0 (58) 24.1 (39)? 16.7 (19)? Fair ?NCP.» 16.77. 17.4 (48) 21.0 (34)- 12.3 (14)-NCR™ 18.4% Poor 6.1 (7) 6.9 (19) 7.4 ( 1 2 ) 38b. 1. 2. 3. 4. 5. How often are in serv ice meetings or workshops u su a lly heId in your d is t r ic t ? Non-class C lassroom State room +CR™ 19.87. ' MOST AGREE MOST AGREE 7CR- 13,4% Once a week 4.57.(17) 3.97.(6) ? 4.97.(11)? -CR" 66.87. Twice a month 10.0 (38) 6,3 (14)+ 15.4 (24) + +NCR™ 37 . 87. Once a month 17.2 (65) 13.5 (30) + 22.4 (35) + Every 2 months ?NCR™ 1 1 . 6 % 8.2 (31) 7.7 (12)? 8.5 (19)? -NCR™ 50.6% Less o ften than every 2 months 45.4 (172) 48.4 (1 08)- 4 1 .0 (6 4 )Never 14.8 (56) 18.4 (41) - 9 .6 (1 5 )39. 1. 2. 3. 4. 5. 6. With whom are in servtce meetings and workshops u s u a lly held? MULTIPLE ANSWERS. C lassNon-class State room room DISAGREE DISAGREE Teachers--E.D. 52.67.(170) 45.67.(53)+ 61.77.(87)+ CR=NO STANDARDS Teachers--Spec. Ed. 41.5 (134) 42.6 ( 7 8 ) + 39.7 (56)+ Regular teachers 35.9 (116) 36.8 ( 6 7 ) + 34.8 (49)+ NCR=NO STANDARDS 39a. 1. 2. 3. The frequency of combinations o f the above are as fo llo w s: 1. 2. 3. 4. 5. 6. 7. Teachers—E.D. only Teachers—Spec. Ed. only Regular teachers only E.D. and Spec. Ed. teachers E.D. and Regular teachers Spec. Ed. and Regular teachers A ll State C lass­ room Non-class rooni 32.27.(104) 20.4 ( 6 6 ) 23.8 (77) 30.4%(55) 24.3 (44) 26.0 (47) 34.57,(49) 15.5 (22) 21.1 (30) 11.5 (37) 8.8 (16) 14.8 (21) 2.8 (9) 1.1 (2 ) 4 .9 (7) 2.8 6.2 (5) (2 0 ) 4 .4 ( 8 ) 5.0 (9) .7 (1) 7.8 (11) CR AND NCR SKIPPED STANDARDS 145 39b. 1. 2. 3. 4. 5. When do most of your in serv ice programs occur? Non-class Class­ room room S ta te MOST AGREE MOST AGREE A fter school 33.37.(108) 37.7%(69)+ 27.77.(39)+ Evenings 1 .9 ( 6 ) 2.7 (5) .7 (1) Weekends 1.2 (4) 1 . 1 (2 ) 1.4 (2) Regular schools hours-children dism issed 5 9 .6 (193) 5 5 . 2 ( 1 0 1 )+ 65.3 (92)+ Regular school hours-chlldren present 4 . 0 (13) 3.3 ( 6 ) ? 5.0 (7) ? +CR- 92 . 97. ?CF." 3.3% -CR“ 3.87. +NCR- 93.07. ? NCR™ 5.07, -NCR" 2.17. 39c. 1. 2. 3. What is the ty p ic a l format for your in serv icc programs? Non-class Class­ -ICR- 55.47* S ta te room room ?CR- 0 . 0 */: AGREE AGREE -CR" 44.67. Lecture 46.57.(145) 44,67.(78)- 48.97.(67)+NCR" 51.17. Demonstration 18.6 (58) 21.7 (38)+ 14.6 (20)+ ?NCR« 0.07. Group a c t i v i t y 35.0 (109) 33.7 (59)+ 36.5 f50)+ -NCR" 48.97. What i s th e ty p ic a l subject of your in serv ice programs? Non-class Class­ room S ta te room +CR— 90.27. ?CR“ 0.07. AGREE AGREE In stru ctio n a l m aterials 25.87.(79) -CR" 9.87. 30.57.(53)+ 19.77.(26) + In stru ctio n a l procedured)9.5 (121) 40.2 (70)+ 38.6 (51)+ +NCR- 90.97. Administrative matters 9 .5 (29) 7NCR- 0.07. 9.8 (17)9.1 (12)Classroom management 25.2 (77) -NCR" 9.17. 19.5 (34)+ 32.6 (43) + 39d. 1. 2. 3. 4. What do you f e e l is your schools d i s t r i c t 's general a ttitu d e toward your attendance at in serv ice meetings and workshops? Non-class Class­ room S tate room +CR- 78.27. MOST AGREE AGREE Strongly encourages 36.67.(119) 39.97.(73) + 32,47(46) + ?CR" 0 . 0 % Encourages 4 2 .2 (137) 38.3 (70) + 47.2 (67)? -CR- 21.97. Is in d iffe r e n t IB . 8 (61) 19.7 (36)- 17.6 (25)+MCR- 32.47. Discourages 2.2 (7) 2.2 (4) 2.1 (3) ?NCR- 47.27. Strongly discourages .3 (1) 0 . 0 (0 ) -7 (1) - . -NCR- 20.4% 39e. 1. 2. 3. 4. 5. VII Adm inistrative D irection and Leadership AO. 1. 2. 3. 4. 5. 6. To which o f the follow ing persons are you responsible iti your work? MULTIPLE ANSWERS. Non-class Class­ room room S tate 6.97.(27) Head teacher A s s is ta n t p rin cip a l 6 .9 (27) Principal 78.5 (306) Local Director of S p ecial Education 74.9 (292) Coordinator of programs 22.3 (87) for Emotionally D is­ turbed 15.4 (60) Other 6.97.(16) 6.1 (14) ' 82.2 (189) 6.9%(11) (13) 73.1 a i7 > 74.8 (172) 75.0 (120) 20.0 (46) 25.6 (41) 15.7 (36) 15.0 (24) 8 .? CR AND NCR SKIPPED STANDARDS Do you f e e l c o n f l i c t s or problems a r ise because of the number o f persona to whom you are responsible? Non-class Class­ State room room +CR“ ?CR= MOST AGREE MOST AGREE Never 48.27.(182) 46.67.(102)*- 50.37.(80)*-CRSometimes 44.2 (167) 46.2 (101)? 4 1 .5 ( 6 6 )? +NCROften 4 .5 (17) 3.2 (7) 6.3 (10)?NCR= Very often 3.2 ( 1 2 ) 4 .1 (9) 1.9 (3) " -NCK= 40a. 1. 2. 3. 4. 46. 6% 46.27. 7.37. 50.37. 41.57. 7.9% 41. To whom are you most Immediately responsible? Class­ Non-class room* room* S tate* MOST AGREE MOST AGREE 1 . Head teacher +CR- 69.3% 2.87.(6) ? 2.07.(3) ? 2.47.(9) 2 . A ssista n t p rin cip al ?CR“ 23.07. .7 (1) .5 (2) .5 (1) 3. Principal -CR.5% 62.5 (232) 66.1 (144)*- 57.5 ( 8 8 )*4 . Local Director +NCR- 90.97. of S p ecial Education 7NCR- 2.07. 18.4 (40) ? 29.4 (4 5 * 22.9 (85) 5. Coordinator of Programs -NCR.77. for Emotionally D is­ turbed 3.2 (12) 3 .2 (7) + 3.3 (5) + 6. Dir. Pupil Personnel 1.3 (5) 1.8 (4) ? .7 (1) + 7 .0 (26) 7.3 (16)6KIP6.5 (10)SKTP 7. Other *Note—Percentages do not add to 1007. because people reporting to m u ltip le adm inistrators were omitted. 42. When do you f e e l at ease to c a l l upon t h is person? Non-class Class­ room S ta te room AGREE AGREE +CR- 78. 77. 1. Never 3.17.(12) 4.47.(10) 1.37.(2) 2. Only in emergencies ?CR- 0.07. 4 .4 (17) 5.7 (13) 2.5 (4) -CR= 21.47. 3. Only with major jobr ela ted concerns +NCR- 8 6 . 97. 10.5 (41) 11.3 (26) 9.4 (15)?NCR- 0 . 0 % 4 . With normal job- NCR- 13.2% rela ted concerns 20.0 (78) 16.5 (38) + 25.0 (40)*5. Anyt ime 62.1 (242) 62.2 (143)*- 61.9 (99)*42a, 1. 2. 3. 4. 5. 6. How often does t h is person consult with you or v i s i t your c la ss ? C lassNon-class State room room DISAGREE DISAGREE 13.87.(53) Zero times per month 15.97,(36) _ 10. S%(17)CF-N0 STANDARDS 1 to 4 times " 44 .8 (172) 48.9 ( 1 1 1 )- 38-9 (61)5 to 9 times " 14.1 (54) 1 2 . 8 (29) ? 15.9 (25)? NCR-NO STANDARDS 10 to 14 times " 3.3 (32) 7.5 (17) ? 9.6 (15)? 15 to 19 times " 5 .0 (19) 4 .9 ( 1 1 ) + 5.1 rp) ? 2 0 times or more " 14.1 (54) 1 0 . 1 (23) ? 19.8 (31)? 147 42b. 1. 2. 3. 4. 5. These con su ltation s or v i s i t s are: Class­ Non-class State room room AGREE AGREE Far too frequent 3.97.(9) - 1.37. (2) 2,97.(11) Somewhat too frequent • 5 (2) .9 (2) - 0.07.(0) S u f f ic ie n t ly frequent 66.3 (256) 60.7 (139)+ 74.5 (117) + Somewhat l e s s frequent than desireable 16.8 (65) 19.2 (44) - 13.4 (21) Far too infrequent 13.5 (52) 15.3 (35) - 10.8 (17) - +CR- 60.77. 7CR- 0.07. -CR= 39.37. +NCR= 74.571 ?NCR™ 0.07. -NCR- 64.87. How would you describe th is person's knowledge o f the unique needs of emotionally disturbed children? C lass­ Non-class * room State room +CR- 46.37. MOST AGREE MOST AGREE Excellent ?CR- 23.67. 19.57.(76) 17.97.(41)+ 21.97.(35) + -CR- 30.17. Very good 27.0 (105) 28.4 (65)+ 25.0 (40) + +NCR- 46.97. Good 23.9 (93) 23.6 (54)? 24.4 (39) 1 ?NCR—24,47. Fair 18.3 (42)- 21.3 (34) 19.5 (76) -NCR- 28.87. Poor 10.0 (39) 7.5 ( 1 2 ) 11.8 (27)42c. 1. 2. 3. 4. 5. I f you requeBt a s sis ta n c e of t h i s person are you s a t i s f i e d with the speed of h is /h e r response? +CR- 81.77. Class­ Non-class State room room ?CR- 0.07. AGREE -CR= 18.37. AGREE +NCR- 87.37. Yes 84.07.(321) 81.77.(183)+ 87.37.(138) + ?NCR- 0.07. No 16.0 (61) 18.3 (41) - 12.7 (20) -NCR- 12.77. 42e. Does t h is person ever ask your personal opinion on a |p rofessional or tech n ica l matter? Class­ Non-class room State room AGREE AGREE +CR=* 42,97. Very often 17.07.(66) ?CR- 0.07. 11.07.(25) 25 , 87;(41) + Often 32.0 (124) 31.9 (73) + 32.1 (51) + -CR= 57.17. Sometimes 40.0 (155) 44.1 ( 1 0 1 ) - 3 4 . 0 (54) _ +NCR- 57.9% Never 11.0 (43) 13.0 (30) - 8.1 (13) _ ?NCR- 0.07. -NCR- 42.17. 4 2 f. How supportive is thiB person o f your work? Non-class Class­ room State room iCR- 62.4% MOST AGREE MOST AGREE Very supportive ?CR- 20.07, 64.87.(249) 62.47.(141) + 68.4%(108) .L -CK- 17.77. Somewhat supportive 2 1 . 1 (81) 20.0 (45) 1 22.8 (36) 7 +NCK- 68.47. Neither supportive nor 7NCR- 22.87, unsupportive 11.7 (45) 14.6 (33) - 7 . v ( 1 2 ) . 3.8% Unsupportive 2.3 (9) 3.1 ( /) - 1.7 <2 ) 42d. 1. 2. 1. 2. 3. 4. 1. 2. 3. 4. How would you describe the leadership and d ire ctio n you have reeeivfci from t h is person? Non-class Class­ State room room 4CR- 42 . 77. MOST AGREE MOST AGREE Excellent ?CR- 22.97. 25.77.(99) 23.87,(54) + 28.37.(45) + Very good -CR= 34.47. 19.2 (74) 18.9 (43) + 19.5 (31) + Good +NCR- 47.87, 24.9 (96) 22.9 (52) ? 27.8 (44) ? Fair ?NCR= 27.87. 2 1 . 0 (81) 23.8 (54) - 17.0 (27) -NCR- 24.67. Poor 9.4 (36) 10.6 (24) - 7.6 (12) 42g. 1. 2. 3. 4. 5. 148 42h. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. In which areas of leadership do you f e e l t h is person prefers to spend h is /h e r Lime? MULTIPLE ANSWERS. C lassNon-class room State room +cr -CR +NCR -NCR Student behavior Ineervice education In stru ctio n a 1 improvement S t a f f improvement Parental matters Community re la tio n s S ta ff re la tio n s Central o f f i c e matter:? Physical plant matters Scheduling Supplies and equipment Personal concerns o f s t a f f members Other ‘ 53.77.(204) 21.3 (83) 60.7-4(136) + 43.67.(68)+ 60.77. 39.37.43.67. 56,47. 17.4 (39) + 28.2 (4 4 )+ 17.4 82.6 28.2 71.8 48.7 48.7 36.1 38.4 38.7 45.3 (185) (185) (137) (146) (147) (172) 1 6 , 6 (63) 25.0 (95) 26.7 ( 1 0 1 ) 50.9 4 6 .4 37.1 33.0 38.4 41.1 17.0 27.2 25.0 34.2 (130) 4 .5 (17) 32.1 (72) + 37.2 (5 8)+ 32.1 6.3 {14£KIP 1.9 (3) SKIP « (114) (104) (83) (74) (8 6 ) (92) (38) (61) (56) + 45.5 + 51.9 + 34 . 6 + 46.2 + 39.1 - 51.3 - 16.0 - 21.8 ? 28.9 (7 1 )+ (8 1 )+ (54) + (7 2)+ (6 1)+ (8 0 ) ( 2 5 )(34) (45)? 50.9 49.1 45.5 54.5 46.4 53.6 51.9 48.1 37.1 62.9 34.6 65.4 33.0 67.0 46.2 53.8 38.4 61.6 39.1 60.9 58.9 41.4 48.7 51.3 83.0 17.0 84.0 16.0 72.8 27.2 78.2 2 1 . 8 CR ,& NCR NO STANDARDS 67.9 37.2 Do you have a Local Director o f S p ecial Education or a Supervisor of Emotionally Disturbed Programs, in ad dition to the person you indicated in questions 41? C lassNon-class +CR- 78. 1.97. room room State ?CR*= 0. >.07. -CR= 2 1 ..27. AGREE AGREE Yes +NCR- 70.1.37. 75.47.(288) 78.97.(179) + 70.371(109) + No ?NCR= 0..071 21.2 (48) - 2 9 . 7 (46) 24.6 (94) -NCR- 29..77. 44. How often does the Local D irector consult with you or v i s i t your c l a s s ' C lass­ Non-class room room State +CR- 15. 671 AGREE AGREE ?CR— 0 . 07. Very often 2 . 8 %(8 ) 2.27.(4) + 3.67.(4) + -CR= 84. 37. Often 12.4 (36) 13.4 (24) + 10.7 (12) + +NCR= 14. 37. Somet ir.ies 66.7 (194) 63.1 (113)_ 72.3 (81) _ ?NCR= 0. 07. Never 18.2 (53) 21.2 (38) _ 13.4 (15) -NCR- 85. 77. 43. 1. 2. 3. 11. 45. 1. 2. 3. 4. 5. How would you d escribe your Local D irec to r's or Supervisor's knowledge of the unique needs of em otionally disturbed children? Non-class C lass­ room State room +CR= 51 . 07 MOST AGREE MOST AGREE Excellent 26.97.(67) 25.87.(39)+ 28.67.(28) ?CR- 23 .57. Very good 25.2 (3 8 )+ 33.7 (33) 28.5 (71) -CR- 25 . 27. Good 23.8 (36)? 20.4 (20) 22.5 (56) +NCR- 62 .37. Fair 17.2 ( 2 b) - 1 2 . 2 ( 1 2 ) 15.3 (36) ? NCR- 20 .4 7 .. Poor 8 .0 (12) - . 5.1 (5) 6 . 8 (17) -NCR- 17 .37. , 62.8 149 How would you describe the leadership and received from t h is person? C lass­ room S tate MOST AGREE Excellent 13.3%(38) 13.37.(20)+ 19.4 (48) 17.3 (26)+ . Very good 25.8 (64) . Good 25.3 (26)? 24.7 (37)22.2 (55) Fair 17.3 (43) 19.3 (29). Poor 46. 1. 2. 3. 4. 5. d ire ctio n you have Non-class room MOST AGREE 18.47.(18)+ 22.5 (22)+ 26.5 (26)? 18.4 (18)14.3 (14)- +CR?CR« -CR+NCR?NCR-NCR- 30.67. 25.37. 44.07. 40.97. 26.57. 32.77. What e f f e c t has the Local Director or Supervisor had upor. your working relation ship with your Immediate adm inistrative superior? Non-class ClasBroom room State +CRMOST AGREE MOST AGREE ?CR19.17.(28)+ 30.07.(30)+ Very p o s it iv e e f f e c t 23.57.(58) Somewhat p o s itiv e effect24.7 (61) -CR26.5 (39)? 2 2 . 0 ( 2 2 )? Neutral e f f e c t 44.9 (111) 45.6 (67)- 4 4 .0 (44)+NCR3.0 (3) ?NCR= Somewhat negative e f f e c t 5. 7 (14) 7.5 (11)-NCR1.4 ( 2 ) Very negative e f f e c t 1.2 (3) 1.0 (1) - 45.57. 30.77. 23.87. 48.47. 29.9% 48.07. 47. 1. 2. 3. 4. 5. V III. Personal Perception of the Program for Emotionally Disturbed Children 48. 1. 2. 3. 4. 5. How would you describe the a v a i l a b i l i t y of in s tr u c tio n a l m aterials to run your program? Non-class C lass­ room State room +CR- 4 5 . 57. MOST AGREE MOST AGREE ?CR- 30.77. 17.87.(69) 17.87.(41) + 17.87.(28) + E xcellent -CR- 23.87. 28.9 (112) 27.7 (64)+ 30.6 (48)+ Very good +NCR- 48.47. 30.4 (118) 30.7 (71)? 29.9 (47)? Good ?NCR- 29.97. 18.2 (42)- 15.9 (25)17.3 (67) Fair -NCR= 48.0% 5.7 (9) 5.7 (22) 5 .6 (1 3)Poor How would you describe the iu serv lce and p rofessio n a l Improvement opportunitlee av aila b le to you ? Non-class C lass­ room State room +CR- 19.2% MOST AGREE MOST AGREE Excellent 6.2%(24) 3.57. ( 8 ) + 10.17(16) + ? CR- 19.7% 16.0 (62) Very good 15.7 (36)+ 16.5 (26)? -CR= 61.17. Good 22.5 (87) 19.7 (45)? 26.5 (42)7 +NCR- 1 0 . 1% 28.2 (109) 30.1 (69)_ 25.3 (4 0 ). Fair ?NCR- 43.07. 27.1 (105) 31.0 (71)- 21.5 (34) _ Poor -NCR- 46.8% 49. 1. 2. 3. 4. 5. How would you describe the adm inistrative d ire ctio n end leadership you have recieved in the operation o f your program for emotions 1 1 y disturbed children? C lass- ' Non-clans room S tate room AGREE AGREE +CR- 30.9% 10.97.(42) Excellent 9. 3%(21) + 13.27.(21) + ?CR= 0 . 0 % Very good 24.4 (94) 21.6 (49) + 28.3 (45) + -CR=* 69.27. Good 22.3 ( 8 6 ) 22.0 (5 0 )- 22.6 (3 6 )+NCR- 41.57. Fa Ir 25.1 (97) 26.0 ( 5 9 ) - 23.9 (38) ? NCR- 0.07. 21.2 (4 8 )- 12.0 (19) Poor 17.4 (67) - NCR- 58.57. 50. 1. 2. 3. 4. 5. 150 51. 1. 2. 3. 4. 5. How would you describe Che acticud lnal climate regarding your program? Non-class Class­ room room State +CR- 67.07. MOST AGREE MOST AGREE Excellent 11.37.(26)+ 14.67.(23)+ 1 2. 6%(49) ?CR- 33 . 07. Very good 34.3 (133) 30.9 (71)+ 39.2 (62)+ -CR- 0.07. Cood 32.5 (126) 33.0 (76)? 31.7 (50)? +NCR- 68.37. 18.7 (43)+ 12.0 (19)+ Fair 16.0 (62) ?NCR- 31.77. 2.5 (4) + 4 .6 (16) 6.1 (14)+ Poor -NCR- 0.07. 52. 1. 2. 3. 4. 5. How would you describe the supportive provisions and personnel av ailable to you In meeting the personal and emotional needs of your students? Class­ Noti-class room room State 4CR- 1 0 .47. MOST AGREE MOST AGREE Excellent 10.8%(42) 10.4%(24)+ 11.37.(18)+ ?CR- 54 . 07. 22.8 (51)? 28.3 (45)+ Very good 24.6 (96) -CR- 36.47. +NCR- 39 . 67. Good 33.9 (132) 31.2 (72)? 37.7 (60)? ?NCR“ 37.77. Fair 23.4 (54)- 17.8 (29)2 1 . 0 (82) 5 .0 ( 8 ) -NCR- 22.87. Poor 13.0 (30)9.7 (38) How would you describe the "workability" of the group of children you serve? Non-class Classroom room State +CR- 71.07. AGREE AGREE 9.47.(36) 6.57.(14)+ 13.7 (21)+ ?CR- 0.07. Excellent 33.1 (127) 23.4 (54)+ 47.7 (73)+ Very good -CR- 29,07. Good 34.6 (133) 41.1 (95)+ 24.8 (38)+ +NCR= 86.27. 24.7 (57)- 12.4 (19)19.0 (76) Fair ?NCR= 0.07. 4 .3 (10)1-3 (2) Poor 3.1 ( 1 2 ) -NCR3 13.77. 53. 1. 2. 3. 4. 5. How would you describe the educational planning and/or screening provisions you function under? Non-class Claseroom room State +CR- 29.97, MOST AGREE MOST AGREE ?CR- 31.77. Excellent 9.67.(22)+ 6.37.(10)+ 8.27.(32) -CR= 37.47, Very good 21.3 (49)+ 28.8 (46)+ 24.5 (95) +NCR- 35.17. Good 31.8 (124) 31.7 (73)? 31.9 (51)? ?NCR- 31.97, Fair 25.9 (101) 30.0 (69)- 20.0 (32)- NCR- 33.17. 7 .4 (17)- 13.1 (21)Poor 9.7 (38) 54. 1. 2. 3. 4. 5. 55. What do you see an the r e l a t iv e need for change In each of the seven areas? The average ranks are reported below, the lever the average rank the greater the* perceived need for change. ClassNon-class State room room 1. A v a ila b ility of instructional materials 46. 0(375) 2. Inservlce & professional improvement c.pportunit ie s 32 . 0(375) 3. Administrative d irection 38, 2(375) 4. Attltudinal climate 41, 4(375) 5. Supportive provisions 37. 1(375) 6 . "Workability" 4 5 . 6(375) 7. Screening provisions 3 7 , 9(375) 47.0(225) 44.6(150) 31.8(225) 39.3(225) 43.0(225) 37.3(225) 41.3(225) 38.5(225) 32.4(150) 36.5(150) 39.1(150) 36.8(150) 52.1(150) 36.9(150) CR AMD NCR SKIPPED STANDARDS 151 IX. General 56. 1. 2. 3. 4. 5. 6. 7. 8. 9. At what co lle g e or u n iv ersity did you receive your c e r t if ic a t i o n for teaching emotionally disturbed children? Non-class ClaBoState room room Central Michigan Univ. Eastern Michigan Univ. Michigan State Univ. Oakland University U n iv ersity 'of Michigan Wayne State U niversity Western Michigan Univ. Other U.S. u niversity Foreign c o lleg e or univ. 8.27.(32) 23.1 (90) 19.0 (74) .5 (2) 15.9 (62) 12.6 (49) 17.4 ( 6 8 ) 3.3 (13) 10.97.(25) 22.2 (51) 19.6 (45) .9 (2) 9 .6 (22) 11.7 (27) 21.7 (50) 3.5 ( 8 ) 4.47.(7) 24.4 (39) 18.1 (29) 25.0 13.8 11.3 3.1 CR AND NCR SKIPPED STANDARDS (40) (22) (18) (5) 57. 1. 2. 3. 4. 5. 6. What particular theory or method do you follow In your work with emotionally disturbed children? C lassNon-class State room room MOST AGREE HOST AGREE 18.8)1(73) 24.97.(57) + 10.07.(16) Behavior modification 1.8 (4) ? . 6 ( 1 ) ? 1.3 (5) Psychoanalytic 9.3 (36) 8 .7 (20)+ 10.0 (16) + Psychoeducational 4 .4 (1 0 )+ 2.5 (4) *+ 3 .6 (14) Other theory A combination o f 2 or 60.8 (236) 55.9 (128)+67.9 (108)+ more of the above No particular theory 6.2 (24) 4 .4 (10) - 8 . 8 (14) or method followed 58. 1. 2. 3. 4. Very certain I w i l l 55.37,(215) Somewhat certain Iw i l l 20.3 (79) Uncertain 12.3 (48) Somewhat certain I w i l l not 4 .4 (17) Very certain Iw i l l not 7.7 (30) 59. 1. 2. How certain are you that you w i l l be working with emotionally disturbed children In your present school system next year? C lassNon-class State room room Yes No 52.87.(121) 58.87.(94) 21.4 (49) 18.8 (30) 13.1 (30) 11.3 (18) 3 .9 (9) 8.7 (20) CR AND NCR SKIPPED STANDARDS 5 .0 ( 8 ) 6.3 (10) Would you be w illin g to complete a co n fid en tia l survey of comparable length In May o f t h is year? ClassNon-class room State room 9 2 . 7%(329) 7.3 (26) 94.8)1(199.) 89.77.(130) 5.2 (11) 10.3 (15) CR AND NCR SKIPPED STANDARDS APPENDIX C LETTER TO SUPERINTENDENT INFORMING THEM THAT THE SURVEY WILL BE CONDUCTED APPENDIX C LETTER TO SUPERINTENDENT INFORMING THEM THAT THE SURVEY WILL BE CONDUCTED STATE OF MICHIGAN DEPARTMENT O F EDUCATION Lam ing, Michigan 48902 ITATt lO A tD o r EDUCATION E D W IN L . N O V A K , O .D . P tri tdent M IC H A E L 1. D EED View P r tild tn t JO H N w , r o R T r .R SupcjiitlCAJtnt of Puhlic !r.itru (d o n DR. GORTON R1E1 11STILLER S tttttA r y T H O M A S J . &RGNNAN Trt& surtr M A R IL Y N I HAN K E L L Y A N N E T T A M IL L E R D R . C H A R L E S 1!. M O R TO N JA M E S F . O N E tL G OV . W IL L IA M G . M tL I.IK L N E * ‘OftUio March 18, 1972 Dear Superintendent: The State Department i s again conducting a survey of Michigan programs for emotionally disturbed children. Last years information has proved very valuable to the State Department, u n iv e r s it ie s , and many lo c a l d i s t r i c t s and has helped us to gain additional Insight in to e f f e c t i v e programming for emotionally disturbed children. The strong response by d i s t r i c t s for feedback o f la s t years information was most heartening, although we must confess th is caught us unprepared. We were able to give some very general feedback la s t year, but i t was fru stra tin g to d i s t r i c t s , as w ell as to us, to not be able to provide more complete information. This y e n r wc have gathered together additional personnel, finances and resources to enable us to give you more d etailed Information. Please be thinking about the type of information that would be most valuable to you. You w i l l be receiving a copy of the Questionnaire around the f i r s t of A p r il, along with more s p e c if ic d e t a il s o f the type of feedback that we could provide to you. I t w i l l be to our mutual advantage i f your teachers f i l l out the instrument con scien tiou sly and as soon as p o ssib le. This w i l l enable us to provide move complete information in a much shorter period of time. Bert L. Donaldson Consultant Special Education Services 152 APPENDIX D LETTER TO SUPERINTENDENTS INFORMING THEM OF THE INFORMATION AVAILABLE FOR THEIR DISTRICT AND REQUESTING THAT THEY DISTRIBUTE THE SURVEYS TO THEIR TEACHERS APPENDIX D LETTER TO SUPERINTENDENTS INFORMING THEM OF THE INFORMATION AVAILABLE FOR THEIR DISTRICT AND REQUESTING THAT THEY DISTRIBUTE THE SURVEYS TO THEIR TEACHERS STATE OP MICHIGAN DEPARTMENT O F EDUCATION Lantlng, Michigan 46902 IT A T t tO A K D OF EDUCATION E D W IN L. N O V A K . O .D. JO H N w . ftr tid tm po u ter m ic k a e l Suporinfcnilcr.t children through working with teachers, principals, agencies, etc. b. If nonclassroom teacher how many schools (buildings) do you serve? m i 7or more If you have indicated you are a classroom teacher, you should answer all the following questions. If you have indicated a nonclassroom capacity you should answer all questions except those preceded by an asterisk ( • ) . STUDENT COMPOSITION - "WORKABILITY" OF GROUP I. NCR NO J CR * 1. _ „ . _ C D 7—8 s t u d e n t s D G E U T or fewer student* J?l 5 —6 students U M Hew many students do you have in your classroom? __________0 ? a_ ii ■■ ■» • • « 2. ^£0 9 —1 0 students fs l 11 —1 2 students (51 1 3 or more students >1— What is the age range of your students? NCR CR NCR | CR year years 3 years 1 2 NCR CR 3. 4. || 1 4 years 5 years 6 years or more Is there a minimum IO requirement tor children to qualify for your services? m Yes, and th :. requsren'r-nt is followed closely. * pTI Yes, but this requirement is NOT followed closely. © No, there Is nr? I'l rcq>>:f t r . <-nt. According to the official policy of your district, what type of children are supposed to receive your services? (Check the one fc-rct answer) 162 In tom* of the following quMtloni the word d m room it used. NONCLASSROOM TEACHERS should rood classroom to mean your individual program, tha itudant* you tarva, ate. NCR CR 5. Are there children in your classroom who are blind, deaf, hard of hearing, partially sighted, phytic-diy handi­ capped or retarded? fjl Yes * 'g ] No ■ i• • 6- What proportion of your students are certified emotionally disturbed by a psychiatrist or psychic trie clinic? CD a " r?i Most ~ P Half [j] Some -• > ** *a *• *a *• a[D Nona NCR CR Approximately how many years difference is there in reading achievement between your highest performing student and lowest performing student? m 2 Years or less ^ 3Ycar3 .. . . NO T •• U D 4 Years "GD 5 Years {b) 6 Years or more G :T S :u is vour teaohiiifi limited by this vtriabliity? CR *8. Approximately how many years difference is there in arithmetic achievement between your highest performing student and lowest performing student? . . . 0 2 Years or less , , , 0 3 Years . . 0 4 Years . . 0 5 Years , . 0 8 Years or more a. H yourtjjjjching limited by this variability? 0 [2] huBga/at [3] |jO NCR CR 9. I NCR NO J U D G „ E N T S CR Do you feel that some of your students' emotional problems are too severe to behandledi:> your classroom? 0 Yes vju n° 10 . Do you have to spend so much time on discipline or management that your ability to meet the emotional, academic and personal needs of your students is limited? 0 Yes J2] No. *11. Are any of your students spending a part of the day in a regular classroom? Yes [2) No ' IF YES: a. How many are spending a part of the day in a regular classroom? 0 All . * * ....................0 Most . . . . HJ Half 0 Some ______ . . . . . . . . . . . 0 None 163 b. For the children integrated ir»o the regular classroom, how many minute* on the average does each student spend daily In the regular class? . . . . . . . . . . J3 Loss than 3 0 minutes _ _ .........................(2] 3 0 —59 minutes _ _ _ ................(3) ......................... ([T] _____ __ fal .........................Je] II. 6 0 —8 9 minutes 9 0 —119 minutes 120—179 minutes 180 minutes (3 hou'st or more ATTITUD1NAL CLIMATE 12. What best describes the attitude of the following persons toward your school's program for emotionally disturbed children? SUPPORTIVE NCR t CR INDIFFERENT NCR 2 CR NEGATIVE NCR "i CR ATTITUDE NCR 4 CR a. Most of your students’ parents b. Most of the members of your school staff (IF YOU ARE WORKING IN A BUILDING ENTIRELY FOR SPECIAL EDUCATION PROGRAMS PLEASE GO ON TO QUESTION 18) NCR C r13. Do most of the regular classroom teachers in your building attempt to understand the unique needs of emotion­ ally disturbed children? *‘ 14. — a • • GD Y« ’ *0 No How much contact do you have with tho regular classroom teachers In your school? ITl Very much *f2j Some GU Very little a s“ 15. Do you eat lunch with the regular classroom teachers in your school? ............E) Yes (31 Sometimes (3) No NCR CR * 16. Is there a regular classroom teacher in the room adjacent to yours? E l Yes NO [ ' " ..............g ] No j * 17. Do the maintenance people consider your classroom an added burden? U ............. D ............ if .y e s . G M E N T S 0 Ycs 0 N° A l/.T * III. his caused you problems? No EDUCATIONAL PLANNING AND/OR SCREENING PROVISIONS ’18. If you had a student in your classroom who you felt did not belong there (e.g. was not appropriate for your classroom, was imposs-ule to work with, etc.), how long would it take to get him re-evaluated? _____ E) Less than 2 weeks fTI 2 weeks to 1 month (31 1 month to 2 months more than 2 months [si would not be able to get him re-evaluated -* *r s 164 NCR CR* 19' NO J Do you have a student or ttudent] you strongly feel should not be In your classroom? E) Yes ( 3 No IF YES: a. Have you tried to have them screened out? (D Yes .......................t s No U D b. Was there a feasible alternate placement? . . E l Yes G M fn No E N T c. S ,S • h I • a t e Was additional consultative service provided for these students? E l Yes E l No S I d. Were you satisfied with the way this was dealt with? ; P Yes ...................... * • » « # • • * « ■No m NCR 20 . CR How much difficulty have you experienced in trying to move children out of your classroom when you felt they were ready to begin functioning in the regular school setting? JT) None "* * * J3 Very little ’ * " " p>) Moderate amount . . . 0 Very much _ j s ) I have not as yet dealt with this situation a. If you have had difficulty, which of the following Individuals caused the major difficulty? (Check one or more) £ D Your own administrators CD Parents of the students in question ......................X D Teachers of t h e r e c e i v i n g classroom [71 Administrators of the receiving school E l Other (please specify!______________________________ ____ 21. How often do the following people attend meetings of the educational planning committee or screening committee that evaluates children for ENTRANCE into your classroom? If you do not have an educational planning com* . mittee or screening committee, mark all options “NEVER". PERSONNEL ALWAYS NCR 1 CR OFTEN NCR a CR SOMETIMES NCR 3 CR SELDOM NCR OR NEVER NCR 5 CR a. Yourself b. Sending Social Worker c. Sending Teacher d. Sending Principal e. Your Supervisor f. Psychologist g. Parents NCR CR 2 2 — • s s 23. -m.m■ * • Does your educational planning committee meet PERIODICALLY to discuss the needs or ALL the children you are serving? GD Yes E l No t J ' Do you fed you have had an adequate voice in the PLACEMENT of students in your classroom? GO Yes • • > „ (71 No 165 NCR Do you feel you have had an adequate voice in the REMOVAL of students from your classroom? CD Y« (T) No - fci . — a « | 4 tl— # IV. SUPPORTIVE PROVISIONS AND PERSONNEL 25. Do you have any consultants who are regularly available to aid you In meeting the personal end emotional needs of your students? tD Ves [2] No — .......... IF YES: fesskmal description for each consultant. ultant ? Ch. S.who are these cholo a Worker ified in pecialjc ducat ion (other than yourself I eci b. What best describes the extent to which each of the consultants checked In (a) has helped in the func­ tioning of your classroom? n greatJ NCR PsychologisT®^^^^^ Psychiatrist Social Wodrcr "Special Educator" Other 26. NCR CR M0^1 RATE NCB^ a CR 1 i I LIMITED Ntfe 3 J CR 1 niIj^ NCR lall < %IR i s Are your students' parents receiving the additional services you feel they need? (e.g. personal counseling, indiv­ idual therapy, marital counseling, etc.) ^JT) Yes (U Somewhat *' © No you feel they need, what do you think is the a. If your sudCTT^ parlnts argmlOT rAeivingsyrw MAJORheason theyllo n^freceive Wiese serjices? (T) Pa?WrfftJt»wo r the serv idp f5] Parents do rwi^Aigrlv understlnd howRo obtain the services, f~3l Pfeents coniAyaffort^he services. ffl aie not avatfSWe.j 27 . Do you have a teacher’s aide? CD Yes ” [ 3 No 28. Which of the following persons are available on a regular basis to the students who require their services? (Check 3it who are available],. m/TusIc Tftachcf QVitJJcalhcj/ fT| SpetVi |nerapistj Q] Physi«i;ji\ucaticBi Tjjicher TifjreSchei ijfj^as^sellir ^ 166 . 29. NCR Do you have any regularly scheduled period* away from your ctudents during the school day? (Check ail that apply) CR fe e tire a k QUESTIONS 3 0 -3 2 CONCERN WHAT YOU DO IN THE CASE OF A STUDENT CRISIS OR "BLOW-UP". NCR NO J 30. - a• a • U D Can you regularly call upon someone to work with this student, to that you can remain with your d m ? [31 Yes • Sometimes ‘{5] No *31. Can you depend upon someone taking your classroom while you work with the student? _ _ t QD Yes fFl Sometimes G H E * * * N T 132. ' a no Do you have a suitable room or location to which you can bring this student? J3 . . . . . 0 Sometimes “ HI No V. NCR AVAILABILITY OF INSTRUCTIONAL MATERIALS CR33. What is the yearly materials budget for your classroom? , C D Less t h a n $ 7 0 * (3 $ 7 1 -5 1 2 0 ' * ” .5 1 $ 1 2 1 - 5 1 7 0 _________ $ 1 7 1 —$ 2 2 0 ,& • . • iH $221 or more . , , , JU no specified limit 34. What proportion of the materials you request do you actually receive? {D .. Ail — • . «t •‘zr mm«* • • *[^3 Most ...........(a] Half J S So^o . .ill 35 . — How ITI , # # .CD El ,® GO f S I ■ *~ ~ t None long does it usually take to get materials after you have first requested them? Less than 1 month 1 month 2 months 3—4 months Longer than 4 months 36. Do you have adequate audio-visual supplies and equipment available to you? * • « 07~~~ Yes 0 No m* VI. INSERVICE AND PROFESSIONAL IMPROVEMENT OPPORTUNITIES 37. Which of the following sources of professional improvement are generally the MOST USEFUL to you? Rank your most useful sources, giving rank 1_to the MOST USEFUL, 2 to the nest mcjt useful, and 3 to tho third most useful, leave the rest blank. Souice Con :outfle work Jour and. shops . Conventions, conferences, and/or symposiums . Visits to other programs 167 NCR c38. I* there a person in your school district who Is responsible (or coordinating inservlce meetings and/or workshops? Q] Yes * *(2 ) No ' ’ IF YES: a. Who is this person? fTI Administrator [21 Teacher ...................0 Consultant j a inservice coordinator b. How would you describe this person's knowledge of the unique needs of emotionally disturbed children? HI Excellent * **" "[2 ] Very good [3] Good El Fair fsl Poor t' NCR CR How often are inservice meetings or workshops usually held In your district? UJ Once a week £3 Twice a month 1 3 Once a month 0 Every 2 months £3 Less often than every 2 months ,£H Never IF NEVER, GO TO SECTION VII, QUESTION 40, OTHERWISE CONTINUE WITH QUESTION 38a. 39. a. With whom are your inservice meetings and workshops usually held. (Chock nil th a t apply.) G3 Teachers of emotionally disturbed children. • • » CD Special education teachers for children with other disabilities. , ,£Q Regular classroom teachers. 1• b. When do most of your inservice programs occur? (Check ONE onlvl Directly after school Evenings 0 Weekends . , . . 0 During regular school hours —children dismissed or attending other classes . .. .13 During regular school hours —children present . .. ,.[3 . . . ..0 What is the typical format for your inservice programs? (Check ONE only) m Lecture , , 0 Demonstration . 0 Group activity d. What is the typical subject of your inservice programs? (Check ONE only) . . . .0 3 Instructional materials 0 Instructional procedures . .. . . 0 Administrative matters . . . . . 0 Classroom management What do you feel is your school district's general attitude toward your attendance at Inservice meetings and workshops? . .0 ("3 ..[5 1 . .0 . .0 Strongly encourages Encourages Is indifferent Discourages Strongly discourages 168 NCR /» . ADMINISTRATIVE DIRECTION AND LEADERSHIP CR 40. . j pD . , . . „0 . ,. . , 0 .....0 ,,.,.0 ............ 0 To whom ora you most Immediately responsible In your work? Supervisory or Head Teacher Assistant Principal Principal Local Director of Special Education Coordinator of Program* for Emotionally Disturbed (other)_____________________________ a. Do you feel conflicts or problems arise because of the number of persons to whom you are responsible? . . , . 0 Never . . . . . © Sometimes . . . . 0 Often . . „ 1 3 Very often 42, When do you feel at ease to call upon this person? (Check ONE only) E Never ' ............[2J Only in extreme emergencies . . . » . 0 Only with major job-related concerns . . . . . 0 With normal job-related concerns . . . . .GO Anytime a. How often does this person consult with you . . . . . . . . . . . 0 Zero times ................ . 0 1 to 4 tim e s »• ( • • • * * orvisit yourclass per month? 0 . 5 t o 9 t i m_ e s , 0 1 0 to 1 4 times a *JU 15 to 19 times (]0 2 0 times or more b. These consultations or visits Bre . . . . . . . • • • • . 0 ^ar to° frequent . . . . . . . . . . . 0 Somewhat too frequent . . . Sufficiently frequent . - - ® Somewhat less frequent than desirable . . . . . . . . . . . 0 ^ar to° infrequent c. How would you describe this person's knowledge of the unique needs of emotionally disturbed children? 0 Excellent l£j Very good #’ **0 Good 3® Fair . . . . .GO Poor d. if you request assistance of this person are you'satisfied with the speed of his/her response? 0 Yes 0 No „ e. Does this person ever ask your personal opinion on a professional or technical matter? 0 Very often . . . . 0 Often . . . . . 0 Sometimes 0 Never 169 NCR CR f. How supportive Is this person of your work? , i <«* • * s • * t **ft! Very' supportive ** [2J Somewhat supportive f3l Neither supportive nor urisupportivo 0 Unsupportive or Negativo g. How would you describe the leadership and direction you have received from this person? ,, . ............ 0 Excellent , , , . .......... 0 Very good . . . . ” . . . . . ® Good 0 Fair t e e . . . . . . . O poor h. In which areas of leadership do you feel this person prefers to spend his/her time7 (Check all that apply) 0 Student behavior Inservice education 0 Instructional improvement 0 Staff improvement 0 Parental matters »" ~ Ml Community relations *.".” ” ." 0 Staff relations 0 Central office matters 0 Physical plant matters ......C D Scheduling 0 Supplies Bnd equipment 0 Personal concerns of staff members __ m —KM • • S #^ — 43. ------------------------------------------------ Do you have a Local Director of Special Education or a Supervisor of Emotionally Disturbed Programs, in addition to the person you indicated in question 41 ? 0 Yes 0 No IF NO, GOTO SECTION VIII. PERSONAL PERCEPTION OF PROGRAM......... IF YES, CONTINUE WITH QUESTION 44. 44. ~ ' How often does the Local Director or Supervisor consult with you or visit your class? 0 Very often 0 Often 0 Sometimes 0 Never IF NEVER, GO TO SECTION VIII, PERSONAL PERCEPTION OF PROGRAM___ OTHERWISE, CONTINUE WITH QUESTION 45. 45. How would you describe your Local Director's or Supervisor's knowledge of the unique needs of emotionally disturbed children? 0 Excellent ........... 0 Very good ........... m Good a ........ 0 Fair Poor 46. How would you < describe the leadership and direction you have received from this person? ............0 Excellent good m Very Good ............0 ............ a ........... 0 Fair Poor 170 NCR 47. CR What effect has the Local Director or Supervisor had upon your working relationship with your iminediato administrative superior? Q] Very positive effect * • • * * 1^| gornewhat positive effect * ** * "*[3] Neutral effect or no effect • * * -gj ggrogyyhat negative effect " .® Very negative effect VIII. PERSONAL PERCEPTION OF THE PROGRAM FOR EMOTIONALLY DISTURBED CHILDREN The previous questions have dealt with the conditions you are working under. The following questions seek your perception of the impact of these conditions on your ability to do your job. Please answer the following questions on the basis of how well die conditions present unable you to meat the needs of the children you serve. 48. Howwould you describe the AVAILABILITY of INSTRUCTIONAL MATERIALS to tun ycur program? Excellent . . . . . ,H3 Very good GD Good ............ EJ Fair . . ...CD Poor ..............CD 49. Howwould you describe the INSERVICE and PROFESSIONAL IMPROVEMENT OPPORTUNITIES available to you? £TJ Excellent . . . . . . . E Very good . . . . . . GD Good ® ^a'r ’ @0 Poor SO. How would you describe the ADMINISTRATIVE DIRECTION and LEADERSHIP you have received In the operation of your program for emotionally disturbed children? (T1 Excellent ~ " O Very good ' ” *"**(!} Good 0 Fair [5] Poor 51. How would you describe the ATTITUDINAL CLIMATE regarding your program? (i.e.. How suitable are the attitudes of the parents, teachers and maintenance staff with whom you work?} . . . . . . 0 Excellent l?l Very good (5J. Good ■—a *1 , .0 Fair ...GD Poor 52. How would you describe the SUPPORTIVE PROVISIONS AND PERSONNEL available to you in meeting the personal and emotional needs of your students? r a Excellent [2] Very good . . . . . . ® Good Fair m. . . . . © Poor 53. How would you describe the "WORKABILITY” of the group of children you servv? (i.e.. To what extent is their variability, compatibility, type and degree of difficulty appropriate for Ihe services you provide?) ......0 Excellent S] Very good EU Good . . . . . . 0 Fair GO Poor 171 54. NCR CR How would you describe th e EDUCATIONAL PLANNING end/or SCREENING PROVISIONS you function under? . . 1 3 Excellent .. Jz1 Very good C51 Good • • ■ [4] Fair ’ *‘[5] Poor 55. What do you see as t*CTblalite nejd for rfiaogc ICtSPIVof the seven areas? Please rank your perceptions of the need for change in EAEN»of p r o v e n arjps, givha (Uyo the area MOST In need of change, a (2) to the area next most in need of ch arje,lhc!^(3), | (4) ctcjj'olcT, until finally giving a (7) to the area least in need of RANK AREA AVAILABILITY jF INSTRUCTIONAL MATERIALS INSERVICE AND| ROFESSIONAL IMPROVEMENT OPPORTUNITIES AOMINISTRATIVjE DIRECTION AND LEADERSHIP ATTITUDINAL CLIMATE SUPPORTIVE PRth\,'ISIONS AND PERSONNEL WORKABILITY Ci? STUDENT GROUP EDUCATIONAL f I IX a NNING and/or SCREENING PROVISIONS GENERAL 56. At what college or university did you receive your certification for teaching emotionally disturbed children? H]^Jntr|1 Mirfiig»n UpLnv^jty Eastern MschigSn Ujiversn Q iJ^M ichim ^tatefonhftrsitvJ NCR . CR 57. (Tj (Xklaj.^XJnivcttity jL^ [&1 UfttveyitVof ivjjrhimn W »n flS ta\ Uigver:4ty [TjWftstpm MiCTiigSn University i _(e] Other U. S. college or university" . J 2 Foreign college or university INCLUDE What particular theory or method do you follow in your work with emotionally disturbed children? (Check ONE onlyl U) Behavior modification ***f2l Psychoanalytic HT| Psychocducational *(4] Other th e o ry __________________________________ Jsl A combination of 2 or more of the above |6l No particular theory or method followed 58. How certain are you that you will be working with emotionally disturbed children in your present school system next year? Upau ccUain k w-Sf II] ^ i r e w lRLtgrtaiH I vjjll 13~1 U n c e V n J I wiijjoi (4] £ o m jM flt crctaiflj I vail y cerrain I wilT not t 1 APPENDIX H FORM USED TO ELLICIT EXPERT'S RANKING OF THE RELATIVE IMPORTANCE OF AREAS OF PROGRAMMING INCLUDED ARE THE RESULTS OF THIS RANKING APPENDIX H FORM USED TO ELLICIT EXPERT'S RANKING OF THE RELATIVE IMPORTANCE OF AREAS OF PROGRAMMING INCLUDED ARE THE RESULTS OF THIS RANKING STOP W ould y o u p l e a s e g i v e u s 2 m in u te s o f y o u r tim e ? P l e a s e r a n k t h e f o l l o w i n g 7 ite m s on t h e b a s i s o f t h e i r im p o r ta n c e t o e d u c a t i o n a l p ro g ra m s f o r e m o t i o n a l l y d i s t u r b e d c h i l d r e n . G ive a 1 t o t h e m o st i m p o r t a n t , 2 t o t h e n e x t m o st i m p o r t a n t , e t c . , e tc . G ive e v e r y ite m a n u m b er. (7)_________A v a i l a b i l i t y o f i n s t r u c t i o n a l m a t e r i a l s ( T ie 4 ) I n s e r v i c e a n d p r o f e s s i o n a l im p ro v e m e n t o p p o r t u n i t i e s (3)_________A d m i n i s t r a t i v e d i r e c t i o n a n d l e a d e r s h i p ( 6 )_________A t t i t u d i n a l c lim a te ( 1 )_________S u p p o r t i v e p r o v i s i o n s and p e r s o n n e l (T ie 4 ) W o r k a b i l i t y o f s t u d e n t g ro u p (2 )_________ E d u c a t i o n a l p la n n in g a n d /o r s c re e n in g p ro v is io n s The ab o v e f i g u r e s i n p a r e n t h e s e s show t h e f i n a l r a n k i n g o f A re a o f P ro g ram m in g . c a lc u la te d A K e n d a l l 's C o e f f i c i e n t o f C o n c o rd a n c e (w) was (H a y s, 1 9 6 3 ) . W = .2 7 4 . am o n g st j u d g e s . 172 T h is show s r a t h e r low a g re e m e n t APPENDIX I PEARSON CORRELATION COEFFICIENTS ( r ) AND RATIOS FOR CROSS VALIDATION PROCEDURE 2 APPENDIX I PEARSON CORRELATION COEFFICIENTS ( r ) AND RATIOS FOR CROSS VALIDATION PROCEDURE 2 CR S u p p o r tiv e P r o v i s i o n s a n d P e r s o n n e l H igh S c o r e r s Low S c o r e r s H igh PA Low PA 13 21 r = .1 8 2 29 n = 71 8 P e r c e n t a g e o f h i g h PA w i t h h i g h s c o r e r s = 61.9% * p ^ . = P e rc e n ta g e 1 P e r c e n ta g e o f h ig h s c o r e r s w ith h i g h PA 38.2% o f low s c o r e r s w i t h h i g h PA ~ 21.6% ~ . „ . . **CR A d m i n i s t r a t i v e D i r e c t i o n and L e a d e r s h ip H igh S c o r e r s Low S c o r e r s H igh PA Low PA 17 13 r = .4 0 8 * 7 33 n = 70 P e r c e n t a g e o f h i g h PA w i t h h ig h s c o r e r s = 70.8% * „ .. P e rc e n ta g e R a ti o = 77—---- — P e rc e n ta g e o f h ig h s c o r e r s v :ith h ig h PA 5 6 .7 , „„ . , * n a— ~ v1?7 .5 "e “ 3 .2 4 : 1 * o■=f low s c o r e r s w ith h ig hr PA * = f i g u r e s p a s s in g c r i t e r i o n ** = a r e a s p a s s in g a l l c r i t e r i a 173 174 **CR S t u d e n t C o m p o s i t io n - - " W o r k a b i li t y o f G roup" H ig h PA Low PA H igh S c o r e r s 10 4 Low S c o r e r s 7 46 r = .5 4 4 * n = 67 P e r c e n t a g e o f h ig h PA w i t h h i g h s c o r e r s = 58.8% * R a ti o - P e r c e n t a g e o f h i g h s c o r e r s w i t h h i g h PA P e r c e n t a g e o f low s c o r e rs ^ w ith ”'h i g h PA _ 7 1 .4 _ 1 3 .2 CR E d u c a t i o n a l P la n n in g a n d S c r e e n in g P r o v i s i o n s H igh PA Low PA H igh S c o r e r s 13 16 r = .2 3 6 Low S c o r e r s 9 31 n = 69 P e r c e n t a g e o f h ig h PA w i t h h i g h s c o r e r s = 59.09% * R a t ' = P e r c e n ta g e o f h i g h s c o r e r s w i t h h i g h PA 10 P e r c e n ta g e o f low s c o r e r s w i t h h i g h PA _ 4 4 .8 _ . g . . 2 2 .5 CR I n s e r v i c e an d P r o f e s s i o n a l Im provem ent O p p o r t u n i t i e s H igh PA Low PA H igh S c o r e r s 5 7 Low S c o r e r s 7 39 r = .2 6 4 n = 58 P e r c e n t a g e o f h i g h PA w i t h h ig h s c o r e r s = 41.7% R . _ a 10 P e r c e n t a g e o f h i g h s c o r e r s w i t h h i g h PA _ 4 1 .7 = 2 .7 : 1 * P e r c e n :ag t a gee o f low low ssccoor reer rss vv;ith ;ith hhi gi ghh PA 1 5 .2 **CR A v a i l a b i l i t y o f I n s t r u c t i o n a l M a t e r i a l s H igh S c o r e r s Low S c o r e r s H igh PA Low PA 27 17 7 2 * = f ig u r e s p a s s in g c r i t e r i o n ** - a re a s p a s s in g a l l c r i t e r i a r = .3 4 4 * n = 71 175 P e r c e n t a g e o f h ig h PA w i t h h i g h s c o r e r s = 79.4% * R a ti o = P e r c e n ta g e o f h ig h s c o r e r s w i t h h i g h PA _ 6 1 .4 _ ~ 3 P e r c e n ta g e o f low s c o r e r s w i t h h i g h PA 2 5 .9 * - 1 * **CR A t t i t u d i n a l C lim a te H igh PA Low PA H igh S c o r e r s 19 20 r = ..313* Low S c o r e r s 4 19 n = 62 P e rc e n ta g e o f R .. 1 h i g h PA w i t h h ig h s c o r e r s = 82.6% * _ P e r c e n ta g e o f h ig h s c o r e r s w i t h h i g h PA _ 4 8 .7 _ - 7 . 1 * ~ P e r c e n ta g e o f low s c o r e r s w i t h h i g h PA 1 7 .4 * NCR S u p p o r t i v e P r o v i s i o n s a n d P e r s o n n e l H igh PA Low PA H igh S c o r e r s 12 16 Low S c o r e r s 4 14 r = .2 1 1 n = 46 P e r c e n t a g e o f h ig h PA w ith h i g h s c o r e r s = 75.0% * R a . 1 0 P e rc e n ta g e P e r c e n ta g e o f h i g h s c o r e r s w ith h i g h PA _ 4 2 .9 _ 1 g o f low s c o r e r s w ith h i g h PA 2 2 .2 **NCR A d m i n i s t r a t i v e D i r e c t i o n and L e a d e r s h ip H ig h PA Low PA H igh S c o r e r s 12 7 Low S c o r e r s 6 22 r = .4 2 1 * n = 47 P e r c e n t a g e o f h i g h PA w ith h i g h s c o r e r s = 66.7% * _ . 1 0 _ P e r c e n t a g e o f h i g h s c o r e r s w i t h h i g h PA 6 3 .2 _ _ 9 . P e r c e n t a g e o f low s c o r e r s w i t h h i g h PA “ 2 1 . 4 * = f i g u r e s p a s s in g c r i t e r i o n ** = a r e a s p a s s in g a l l c r i t e r i a 176 NCR S tu d e n t C o m p o sitio n — " W o r k a b ility o f G roup" H igh PA Low PA H igh S c o r e r s 16 4 Low S c o r e r s 15 12 r = .255 n = 47 P e r c e n ta g e o f h i g h PA w ith h i g h s c o r e r s = 51.6%* R a tio - P e r c e n ta g e o f h ig h s c o r e r s w ith h i g h PA _ 8 0 .0 P e r c e n ta g e o f low s c o T e rs w ith h i g h PA “ 5 5 .0 - . . * * **NCR E d u c a tio n a l P la n n in g and S c r e e n in g P r o v i s i o n s H igh PA Low PA H igh S c o r e r s 11 10 r = .3 5 6 * Low S c o r e r s 5 22 n = 48 P e r c e n ta g e o f R . a h i g h PA w ith h ig h s c o re rs = _ P e r c e n ta g e o f h ig h s c o r e r s w i t h h ig h PA ~ P e r c e n ta g e o f low s c o r e r s w ith h ig h PA 6 8 .8 * _5 2 .4 _ - o . i * ”* 1 8 .5 NCR I n s e r v i c e and P r o f e s s i o n a l Im provem ent O p p o r t u n i t i e s H igh PA Low PA H igh S c o r e r s 5 13 r = .1 5 1 Low S c o r e r s 4 22 n = 44 P e r c e n ta g e o f h i g h PA w ith h ig h s c o r e r s = 55.6% * _ . _ P e r c e n ta g e o f h ig h s c o r e r s w i t h h ig h PA 2 7 .8 10 ~ P e r c e n ta g e o f low s c o r o r s w ith h i g h PA* " 1 5 . 3 . R . NCR A v a i l a b i l i t y o f I n s t r u c t i o n a l M a t e r i a l s H igh S c o r e r s Low S c o r e r s H igh PA Low PA 19 18 3 8 * = f i g u r e s p a s s in g c r i t e r i o n ** = a r ea s p a s s in g a l l c r i t e r i a r = .2 0 3 n = 48 177 P e r c e n t a g e o f h i g h PA w i t h h i g h s c o r e r s = 8 6 .4 * R a ti o = P ercen ,t:age h ig h s c o r e r s w i t h h i g h PA _ S I .4 P e r c e n ta g e o f low s c o r e r s w ith h i g h PA 2 7 .3 ” . g.. NCR A t t i t u d i n a l C lim a te H igh PA Low PA H igh S c o r e r s 19 6 Low S c o r e r s 11 12 r = .2 9 0 n = 48 P e r c e n t a g e o f h i g h PA w i t h h i g h s c o r e r s - 6 3 .3 * P e r c e n t a g e o f h i g h s c o r e r s w i t h h i g h PA 7 6 .0 , vrr - ... = 1 .5 :1 R a t i o = t;---------- —a--- ■=—=—“— -------------- 1 P e r c e n t a g e o f low s c o r e r s w ith h i g h PA 4 7 .8 * = f i g u r e s p a s s in g c r i t e r i o n ** = a r e a s p a s s i n g a l l c r i t e r i a APPENDIX J RATIOS FOR CROSS VALIDATION PROCEDURE 3 **CR S u p p o r t i v e P r o v i s i o n s and P e r s o n n e l H igh PA Low PA H igh E x tre m e S c o r e r s 7 4 Low E x tre m e S c o r e r s 2 15 n = 28 P e r c e n t a g e o f h ig h PA w ith h i g h e x tr e m e s c o r e = 77.8% * . a 1 0 _ P e r c e n t a g e o f h i g h e x tr e m e s c o r e r s w i t h h i g h PA P e r c e n t a g e o f low e x tr e m e s c o r e r s w i t h h i g h PA 63.6% _ g 11.8% 3 : 1* **CR A d m i n i s t r a t i v e D i r e c t i o n a n d L e a d e r s h ip H igh E x tre m e S c o r e r s Low E x tre m e S c o r e r s H igh PA Low PA 13 5 2 22 n = 42 P e r c e n t a g e o f h i g h PA w i t h h i g h e x tr e m e s c o r e = 86.7% * . a 1 0 _ P e r c e n t a g e o f h i g h e x tr e m e s c o r e r s w i t h h i g h PA = 72.2% _ P e r c e n t a g e o f low e x tr e m e s c o r e r s w i t h h i g h PA .83% **CR S tu d e n t C o m p o s itio n — " W o r k a b i l i t y o f G roup" H igh E x tre m e S c o r e r s Low E x tre m e S c o r e r s H igh PA Low PA 10 4 2 24 * = f i g u r e s p a s s in g c r i t e r i o n ** = a r e a s p a s s in g a l l c r i t e r i a 178 n = 39 9 :1 * 179 P e r c e n t a g e o f h i g h PA w i t h h i g h e x tre m e s c o r e =* 90.9% * _ P e-x-tre R a tio = _ e■r c e n t a gwe o f- h iguh — ' im—ei s c 'o r e r s . w . .ith h i guh ■ -PA, P e r c e n t a g e o f low e x tre m e s c o r e r s 71.4% i ■ s_ 1, „7 . o„ i l 4.0% **CR E d u c a ti o n a l P la n n in g a n d S c r e e n in g P r o v i s i o n s H igh PA Low PA H igh E x tre m e S c o r e r s 16 23 Low E x tre m e S c o r e r s 0 9 n - 48 P e r c e n t a g e o f h i g h PA w i t h h i g h e x tre m e s c o r e = 100%* _ . a 10 _ P e r c e n t a g e o f h i g h e x tre m e s c o r e r s w ith h i g h PA _ 41.03% _ P e r c e n t a g e o f low e x tre m e s c o r e r s w i t h h ig h PA ” 0 “ **CR I n s e r v i c e an d P r o f e s s i o n a l Im provem ent O p p o r t u n i t i e s H igh PA Low PA H igh E x tre m e S c o r e r s 4 8 Low E x tre m e S c o r e r s 1 19 n = 26 P e r c e n t a g e o f h i g h PA w i t h h i g h e x tr e m e s c o r e = 80.0% * . = P e r c e n t a g e o f h ig h e x tre m e s c o r e r s w ith h i g h PA = 33.3% = a 10 P e r c e n t a g e o f low e x tre m e s c o r e r s w ith h i g h PA .05% .j* * q **CR A v a i l a b i l i t y o f I n s t r u c t i o n a l M a t e r i a l s H igh E x tre m e S c o r e r s Low E x tre m e S c o r e r s H ig h PA Low PA 21 9 3 6 n = 39 P e r c e n t a g e o f h i g h PA w i t h h i g h e x tre m e s c o r e = 87.5% * . a 1 0 _ P e r c e n t a g e o f h i g h e x tr e m e s c o r e r s w ith h ig h PA _ 70.0% _ ~ P e r c e n t a g e o f low e x tre m e s c o r e r s w ith h i g h PA 33.0% * = f ig u r e s p a s s in g c r i t e r i o n ** = a r e a s p a s s i n g a l l c r i t e r i a 2 1 -i* 180 **CR A t t i t u d i n a l C lim a te H igh PA Low PA 10 10 H igh E x tre m e S c o r e r s Low E x tre m e S c o r e r s 1 4 n = 25 P e r c e n t a g e o f h i g h PA w i t h h ig h e x tre m e s c o r e = 90.9% * R a ti o = P e r c e n t a g e 0:F h ig h e x tre m e s c o r e r s w i t h h i g h PA = 50.0% _ 2 5 . i * P e r c e n t a g e o f low e x tre m e s c o r e r s w ith h i g n PA = 20.0% **NCR S u p p o r tiv e P r o v i s i o n s and P e r s o n n e l H igh PA H igh E x tre m e S c o r e r s 10 Low E x tre m e S c o r e r s Low PA 11 0 7 n = 28 P e r c e n t a g e o f h i g h PA w i t h h ig h e x tre m e s c o r e = 100%* _ . a 10 _ P e r c e n ta g e o f h ig h e x tre m e s c o r e r s w i t h h i g h PA _ P e r c e n t a g e o f low e x tre m e s c o r e r s w i t h h i g h PA 47.6% _ o\"6¥ **NCR A d m i n i s t r a t i v e D i r e c t i o n and L e a d e r s h ip H igh PA Low PA H igh E x tre m e S c o r e r s 8 3 Low E x tre m e S c o r e r s 3 16 n = 30 P e r c e n t a g e o f h i g h PA w i t h h i g h e x tr e m e s c o r e *= 72.7% * _ . a 10 _ P e r c e n t a g e o f h i g h e x tre m e s c o r e r s w i t h h ig h PA _ “ P e r c e n t a g e o f low e x tre m e s c o r e r s w ith h i g h PA ~ 72.7% _ . 15.8% **NCR S t u d e n t C o m p o s itio n — " W o r k a b i l i t y o f G roup" H ig h PA H igh E x tre m e S c o r e r s 1 Low E x tre m e S c o r e r s 0 * = f ig u r e s p a s s in g c r i t e r i o n ** = a r e a s p a s s i n g a l l c r i t e r i a Low PA 0 4 n = 5 181 P e r c e n ta g e o f h ig h PA w ith h ig h e x tre m e s c o r e = 100%* R a tio = Pe r c e n t a fie h i g h e x tre m e s c o r e r s w i t h h i g h PA _ 100% _ P e r c e n ta g e o f low e x tre m e s c o r e r s w i t h h ig h PA ” o¥ ~ **NCR E d u c a ti o n a l P la n n in g and S c r e e n in g P r o v i s i o n s H ig h PA Low PA H igh E x trem e S c o r e r s 2 3 Low E x trem e S c o r e r s 2 14 n = 21 P e r c e n ta g e o f h i g h PA w i t h h ig h e x tre m e s c o r e = 50.0% * R a tio - P e r c e n t a £e h i g h e x tre m e s c o r e r s w ith h ig h PA _ 40.0% _ _ 9 * 1 * P e r c e n ta g e o f low e x tre m e s c o r e r s w ith h ig h PA 12.5% * NCR I n s e r v i c e an d P r o f e s s i o n a l Im provem ent O p p o r t u n i t i e s H igh PA Low PA H igh E x tre m e S c o r e r s 3 7 Low E x tre m e S c o r e r s 3 13 n = 26 P e r c e n t a g e o f h i g h PA w ith h i g h e x tre m e s c o r e = 50.0% * n . a 1 0 _ P e r c e n ta g e o f h ig h e x tre m e s c o r e r s w ith h ig h PA _ 50.0% _ 1 r . -i * P e r c e n ta g e o f low e x tre m e s c o r e r s w i t h h ig h PA 18,8% NCR A v a i l a b i l i t y o f I n s t r u c t i o n a l M a t e r i a l s H igh PA H igh E x tre m e S c o r e r s 8 Low E x trem e S c o r e r s 1 Low PA 7 1 n = 17 P e r c e n t a g e o f h i g h PA w i t h h ig h e x tre m e s c o r e = 88.9% * n .. P e r c e n ta g e o f h i g h e x tre m e s c o r e r s w ith h ig h PA _ 53.3% _ . . R a tio - ■=--------- — 2 ---- ■=—q—«--- ------------------------------ . - . ■ . .—P--VT.— = F n 7.7 “ 1 .0 6 : 1 P e r c e n ta g e o f low e x tre m e s c o r e r s w i t h h ig h PA 50.0-6 * = f i g u r e s p a s s in g c r i t e r i o n ** = a rea s p a s s in g a l l c r i t e r i a 182 **NCR A t t i t u d i n a l C lim a te Hi PA Low PA H ig h E x tre m e S c o r e r s 7 1 Low E x tre m e S c o r e r s 3 6 n = 17 P e r c e n t a g e o f h i g h PA w i t h h i g h e x tr e m e s c o r e = 70.0% * R a t i o * P e r c e n t a g e o f h i g h e x tre m e s c o r e r s w i t h h i g h PA _ 87.5% _ - 6*1* P e r c e n ta g e o f low e x tre m e s c o r e r s w ith h i g n PA 33.3% ** * = f ig u r e s p a s s in g c r it e r io n ** = a r e a s p a s s in g a l l c r i t e r i a APPENDIX K AN EXAMPLE OF FEEDBACK SENT TO DISTRICTS APPENDIX K AN EXAMPLE OF FEEDBACK SENT TO DISTRICTS STATE OF MICHIGAN Hr DEPARTMENT O F ED UCATION te n t in g , M ich ig an 4 8 9 0 2 STA1C B O A R D O F E D U C A T IO N JOHNW, PORITR l i l l W I N I.. N O V A K , O O . frrjirftn i RupcfJnMndcnl o f Public In u r u cl i^ n MICHAEL J. Dr.EB V ie t F rrtid m t GORTONNIL H I M I L L C R SfetttMry THOMAS J. BRENNAN DR . Director Mr. S p e c ia l E ducation P u b lic S chools M i c h i g a n 1*9017 T u m tv ttr M A R I L Y N J F A V KHI .L Y A N N F T T A M U LEU OR. Cl f AMLr S I . M O R I O N JA M E S F O NHIL O ttV . W I L L I A M U, M I L L I K E N F tO H k io Dear Enclosed a r e th e D i s t r i c t r e s u l t s o f t h e 1 9 7 2 Em otion­ a l l y D i s t u r b e d Program S u rv e y , t h a t you r e q u e s t e d i n y o u r l e t t e r o f March 2 9 . 1 9 7 2 . The i n f o r m a t i o n comes i n t h r e e £ a r t s t 1 . Summary S h e e t i T h i s s h e e t g i v e s a summary o f r e s p o n s e s by your te a c h e rs . 2. I n t e r p r e t a t i o n G uidei T h is g iv e s an o v erv iew o f th e in f o r m a tio n c o n ta in o d i n th e r e p o r t and a r a t h e r ext e n e i v o e x p l a n a t i o n o f how y o u c a n i n t e r p r e t t h i s in fo rm atio n . 3. S p e c ific I n s u lts t This r e p o rts th e p a tte r n o f responses o f t h e d i s t r i c t t e a c h e r s f o r ea c h q u e s t i o n on t h e s u r v e y . You. h a v e t h e o n l y d i s t r i c t c o p y o f t h i s r e p o r t , i f y o u w ish to have o th e r c o p ie s d i s t r i b u t e d to p eo p le w ith in your d i s t r i c t , o th e r d i s t r i c t s e t c .,y o u can zoproduce t h i s copy. We h o p e t h i s i n f o r m a t i o n p r o v e s t o b e v a l u a b l e t o y o u i n m a k i n g d e c i s i o n s a b o u t y o u r n r o g r a ii i f o r e m o t i o n a l l y d i s t u r b e d c h i l d r e n . We w o u l d l i k e t o h a v e y o u r i d e a s a b o u t t h i s e f f o r t , e g . s h o u l d i t b e continued? i f c o n t i n u e d , how c o u l d i t b e c h a n g e d t o b e m o r e v a l u a b l e t o you? 3hould i t be expanded t o o t h e r a r e a s o f s p e c i a l e d u c a t i o n ? etc. We w i l l b e c o n t a c t i n g y o u a b o u t y o u r viov /3 i n a p p r o x i m a t e l y one month. I f you h a v e any q u e s t i o n s a b o u t t h i s r e p o r t o r w ish t o d i s c u s s i t s i m p l i c a t i o n s w i t h s o m e o n e , c o n t a c t Mr, D o n a l d s o n , a p d h e w i l l ma k e t h e a r r a n g e m e n t s . S in cerely ,, , B e r t D onaldson C onsultant S p e c ia l E ducation S e rv ic e D r . M s . r y e l l o n McSwoeney C odirecto r E m otionally D istu rb ed Program Survey P r o j e c t 183 L arry S ch aften aar C p diroctor E m otionally D istu rb ed P r o g r a m S u r v e y P r o Joe. District return rate: (g CUT of In _DISTRICT RESULTS - * ? ■v % $N *Arecs of Programming <* «? V? > c * / / i 1 / *£ s5 ■\f ^ t» vv., •o'^1? i - J *» "v4? >Ny4V < ■ j ^ > c i* N ° $ $ <4? *?■C i?/ ^ V # •f *' T * S' / * \ > ° ° v<* ii III IV VI VII 1. Excellent Teachers F.cr.kir.g of N‘eed for Chang.:: #i." '^o'^Kabi wN oc S‘Vo4inVs4 « . 2. Very good I n s m j.c e X n ip ro o e m e o t E d a c a V io n a ' P iC in n iO Q a n d /o r ” ■ S c re e n io q '# 5 . AtttMiOOl Cl>ma^e S '-tp p o r+ iv .ig P tO U iS 'O fiS F a ir 06 . Poor AclroinisYrdVwS L(?adsrsb\p #7. A v o d a b i l i t s j i of r n .5 - t r u c + 'o r i C l ' (v \q te n a \5 This chart shows how your teachers described each area of your program in terms of "Iijv well the conditions present enable (them) to r.eet the needs of the children (they) servo." Thu heavy red line shows the average for all your responding teachers. The thin vertical red line Is necessary because all teachers In a district usually do not dcuctlhc each itrva the same. The vortical lino indicates how much variation there was In your teachers’ description of an area. The black line shows the statewide averages for each area. The above shows your teachers ranking of the relative need for change In each area. The first one listed Is seen by your teachers as most in need of change, the second one as second most In need of change, etc. *Scc the attached results, or original survoy Instrument for better understanding of each area of programing. 185 Interpretation Guide This guide gives very detailed explanations or the type of information contained in this report and in some cases* rather involved instructions for interpreting the information. It is not anticipated that everyone's situation would warrant studying the information in great detail, hut vJhero this is desired, the guide should "bo very helpful. Throughout this report there is a notable lack of specifid advice or suggestions for future programing. Specific advice is not possible or advisable without an understanding of the unique program goals and objectives of a school system. If a certain area of programing, is ranked or described very negatively, this does suggest very strongly that the area be examined in some detail; however unique circumstances may bo responsible for apparently negative evaluations. Hopefully the information in this report will be self explana­ tory, however some problems will doubtless occur. If you want someone to interpret this for you in more detail and/or discuss implications for future programing, contact Mr. Donaldson. (517) 37 3 -0 9 2 3 , and time will bo made available. Summary Sheet The survey asked questions within the following seven areas of programing. 1. Availability of Instructional Materials 2. Insorvice Improvement 3. Administrative Leadership 4. Attitudinal Climate 5* Supportive Provisions 6. "Workability of Students" 7. Educational Planning and/or Screening Two types of general questions wore asked about each aros of programing. (Questions 48 to 5 0 , Pages 18 and 19) 1. "Doscrintion" "How well do the conditions present enable you to meet the needs of the children you servo?" 2. "Weed for Change" "What is the noed for change in (this)area?" The chart on the loft of the sheet shows a composite of the "Description" questions for your district. There are a number of 186 ways you can lo o k a t t h i s in f o r m a tio n . 1 . D e t e r m i n e how p o s i t i v e y t e a c h e r s d e s c r i b e d a n a r e a o f p r o g r a m in g , from e x c e l l e n t t o p o o r . 2 . C o m p a r e how y o u r t e a c h e r s a n s w e r e d i n r e l a t i o n s h i p t o te a c h e r3 statew ide. 3 . T h e ♦ ■ v a r i a b i l i t y " o f r e s p o n s e w o u l d b e a n o t h e r w ay t o l o o k a t th e inform ation. The l o n g e r t h o t h i n v e r t i c a l re d l i n o , t h e m o r e d i f f e r e n c e t h e r e w as i n t h e way y o u r t e a c h e r s answ ered th o q u e s t i o n , i n d i c a t i n g p e rh a p s a w ide d i f f e r e n c e i n c o n d i t i o n s t h e y work u n d e r o r a t l e a s t a w id e d i f f e r e n c e i n t h o w ay t h e y p e r c e i v e t h e s e c o n d i t i o n s . The r e s u l t s o f t h o "need f o r change" q u e s t i o n s a r e on t h e r i g h t sid e of th e sh eet. Each t e a c h e r had t o ra n k t h e a r e a s , from t h o s e p e r c o iv e d as b e in g most in need o f change ( 1 ) , t o th o s e p e r c e iv e d a s b e in g l e a s t in need o f change ( 7 ) . T his g iv e s a d i f f e r e n t ty p a o f i n f o r m a t i o n from t h e d e s c r i p t i v e i n f o r m a t i o n on t h e l e f t . I I t r e p r e s e n t s a r e l a t i v e judgem ent o f t h e "need f o r change" am o n g a r e a s r a t h e r t h a n a n a b s o l u t e j u d g e m e n t o f t h e u r g e n c y w i t h w hich change i s n eeded i n a s p e c i f i c a r e a . Two a r e a s m i g h t b o t h b o p e r c e i v e d a s h a v in g an extrem e "n eed f o r c h a n g e " , y e t t h e i n d i v i d u a l t e a c h e r m ight b o lio v e t h a t t h e r e l a t i v e need f o r change i s g r e a t e r in one a r e a th a n a n o th e r. S p e c ific R esu lts I n i t i a l l y t h e m o s t e f f i c i e n t way t o u s e t h i s s p e c i f i c i n f o r ­ m a t i o n w o u l d b e t o f i n d a n a r e a o f y o u r p r o g r a m o n t h o SUMMARY SHEET t h a t i s o f m o s t i n t e r e s t t o y o u . Turn t o t h a t a r e a in th o s e c tio n c o n ta in in g th o s p e c if i c fre q u e n c ie s in o rd e r to d eterm in e t h o s e f a c t o r s w hich a r e a s s o c i a t e d w ith t h e r e l a t i v e l y h ig h o r low d e s c r i p t i o n o r r a n k i n g o f t h e a r e a . T h e f i r s t t w o p a g e s o f t h e S P EC IF IC RESULTS p r e s e n t a q u i c k su m m a r y o f t h e s t a t e w i d e f i n d i n g s o f t h i s s u r v e y a n d a n e x p l a n a t i o n o f how t o i n t e r p r e t t h o d a t a . I t i s im p o rtan t th a t t h i s s e c tio n be re a d i f f u l l v a l u e i s t o be r e c e iv e d from t h e in f o rm a tio n g iv e n . I n f o r m a t i o n f o r y o u r d i s t r i c t i s g i v e n i n t h e same f a s h i o n as th o statew id e d ata. You c a n d e t e r m i n e d i r e c t l y how y o u r t e a c h e r s a s a g r o u p a n s w e r e d e a c h q u e s t i o n a n d how y o u r c l a s s r o o m a n d n o n ­ c l a s s r o o m t e a c h e r s co m p are w i t h t h e same g r o u p s i n t h e s t a t e on t h e i r resp o n ses to tho q u e s tio n s . H o w e v e r , i f y o u w i s h t o mak e f a i r l y a c c u r a te com parisons o f y o u r d i s t r i c t r e s u l t s t o t h e s t a t e ­ w ide p e r c e n ta g e s , i t ia im p e r a ti v e t o u n d e rs ta n d t h e w e ig h tin g o f c la s s r o o m and n o n - c la s s r o o m i n f o r m a t i o n i n t h e s t a t e w i d e r e s u l t s . T h e s t a t e w i d e r e s u l t s a r e b a s e d o n a p e r c e n t a g e b r e a k d o w n o f 591^ c l a s s r o o m t e a c h e r s a n d Ulfa n o n - c l a s s r o o m t e a c h e r s . If the c la s s r o o m / n o n - c l a s s r o o m b r e a k d o w n g i v e n f o r y o u r d i s t r i c t i 3 v e r y much d i f f e r e n t from t h i s and i f c l a s s r o o m and n o n c l a s s r o o m t e a c h e r s a n a w e r o d t h e sa m e q u e s t i o n s b u t a n s w e r e d th e m d i f f e r e n t l y a c r o s s t h e s t a t e , y o u r d i s t r i c t r e s u l t s s h o u ld be compared w ith a d j u s t e d S tatew ide r e s u l t s . F o r exam ple s u p p o se t h a t f o r a d i s t r i c t w ith 307S ' c l a s s r o o m / 70^ n o n - c l a s s r o o m t e a c h e r s , a c o m p a r i s o n w i t h h 0 . 6?l s a i d ' " N o , " b u t 3 3 . 5‘/ o f t h e c l a s s r o o m t e a c h e r s arid 6 9 . 6 o f t h e n o n - c la s s r o o in t e a c h e r s s a i d "No." F o r an a c c u r a t e c o m p a ris o n , t h i s d i s t r i c t should a d j u s t t h e s t a t e v a lu e s so t h a t th e y a r e a co m p o site 187 o f t h e c la s s r o o m and n o n -c la s s ro o tn v a l u e s , each w e ig h te d by t h e p e rc e n ta g e o f te a c h e r s of t h a t typo in th e d i s t r i c t . Thus, f o r t h i s q u e s t i o n , t h e a d j u s t e d s t a t e v a l u e w o u l d b e g i v e n by 3 0 # ( 3 3 .5 ) + 7 0 % ( 6 9 . 6 ) = 5 8 . 8 i n s t e a d o f t h e u n a d j u s t e d s t a t e v a l u e o f 4 8 , 6 # "No’ s " . Note t h a t t h i s a d j u s t e d v a l u e t o l l s w h at t h o s t a t e w i d e p e r c e n t a g e would be i f th o s t a t e w i d e c la s s ro o m /n o n -c la n s ro o tn t e a c h e r r a t i o w ere t h e same a3 t h a t i n t h e d i s t r i c t o f i n t e r e s t . 188 Michigan Department of Education SPECI AL EDUCATION SERVICES Box 420, Lansing, Michigan 48902 1972 EMOTIONALLY DISTURBED PROCRAH SURVEY INFORMATION Student Compos i t ion- - ltWorkabil i t y " of Group 1. 1. 2. 3. 4. 5. 6. How mnny students do you have in your classroom? Clafle*Non-class room room State 4 or fewer students 5-6 students 7-8 students 9-10 students 11-12 students 13 or more students 2.27. 16.5 30.4 33.9 8 .9 8 .0 (5) (37) (68) (76) (20) (18) < "7 Co) 2.27. (5) 16.5 (37) 30.4 (68) 23.9 (76) 8 .9 (20) 8 .0 (18) /(,. 7 / U. ’7 &C-. -7 C .c 0 O (71 Ct 1 if) t'Cf (oi *Note--Non-classroom did not respond to th is item. 2. What is the age range o f your students? Quest ton 02 was broken down in to two types of information. 1. Ago Span of S tu d en ts. Here we subtracted the age o f the youngest student from the age of the o ld e s t student. Age Span State C lass­ room 1 2 3 4 5 6 7 8 9 2.3% (9) 13.5 (52) 2 2 .6 (87) 19.0 (73) 9 .9 (38) 9 .9 (38) 12 0 (46) 7 .0 (27) 3 .9 (15) 4.07. (9) 20.8 (47) 35.4 (80) 21.7 (49) 8.4 (19) 4 .9 (11) 3 .5 (8) • 9 (2) .4 (1) year years years years years years years years years 2. Non-class room 0.07. (0) 3-1 (5) 4 .4 (7) 15.1 (24) 12.0 (19) 17.0 (27) 23.9 (38) 15.7 (25) 8 .8 (14) & c'L ( c ) JJ.H. 3 jrc. o ;t* 7 C. C> <>■U (# ) (J) C/J CO) fO\ (O ) oo o a c'C) c a Co Middle Age. (Halfway between age of o ld e s t ch ild in room and youngest ch ild in the room). Non-class C lass­ room room State Less than 7 years 7-8.50 years 8.51-10.00 years 10.01-11.50 years 11.51-13.00 years 13.01-14.50 years 14.51 and older old old old old old old 3.67.(14) 25.0 (96) 30.2 (116) 15.9 (61) 6 .5 (25) 14.6 (56) 4 .2 (16) 4.97.(11) 20.0 (45) 27.6 (62) 24.4 (55) 4 .0 (9) 15.1 (34) 4 .0 (9) 1.97. (3) 32.1 (51) 34.0 (54) 3 .8 (6) 10.1 (16) 14.8 (22) 4 .4 (7) 0 . 0 'c Co) ft. 7 (/) ft- I C. ? < « ) 32.4 (70) O C' CCJ *Notc--Non-classruom did not respond to th is item. 23.37.(52) 28.7 (64) 23.8 (53) 9 .9 (22) 14.4 (32) 23.37.(52) 28.7 (64) 23.8 (53) 9.9 ( 2 2 ) 14.4 (32) 33. . 33.3 (*) .5 3 3 C*>) c c (o) C, V ( cO *Note--Non-classroom did not respond Lu t h is item. Is your teaching lim ited by t h is v a r ia b ilit y ? Clbss*Non-class State room room Yea Somewhat No 9. 19.07.(41) 48.6 (105) 32.4 (70) Approximately how many years d iffere n c e Is there in arithmetic, achievement between your highest performing student and lowest performing student? C lass*Non-cl«sB room room State 2 years or leBs 3 years 4 years 5 years 6 years or more 8 a. 2. Is your teaching limited by t h is v a r ia b ilit y ? C lass*Non-class State room room U.4%(25) 41.1 (90) 47.5 (104) 11.47.(25) C. C cU> 41 .1 (90) *Note--Non-clasarojim ^ld n o t , 47.5 (104) respond to tn is'ltem .X * * u C3) Do you fe e l that some o f your stud en ts' emotional problems are too severe to be handled in your classroom? C lassNon-clas 3 S tate room room 50.17.(192) 49 .9 (191) 45.17.(102) 54.9 (124) 57.37;(90) 42.7 (67) *T.0 Do you have to spend so much time on d iscip lin e, or management that your a b i l i t y to meet the emotional, academic and personal needs c f your students i s limited? C lassNon-class State room room 23.97.(91) 33.07.(74) 10.87.(17) 76.1 (290) 67.0 (150) 89.2 (.140) 3 Z '. <2 % C 3 ) rsc?. o t-0 191 11. 1. 2. Are any of your students spending a part of the day In a regular classroom? C lass★Non-class room room State Yes No IF YES: 1 1 a. 71.97.(164) 28.1 (64) 3. 4. 5. 1. 2. 3. 4. 5. 6. 11. 0.0 4.97.(8) 30.9 (50) 22.8 (37) 12.4 (20) 9.3 (15) 19.8 (32) 1. 3. 4. 0.0 0 .0 % /O . 7 /. f C&.7 (.o) O) CO (4) o o ro) ★Note—Non-classroom did not respond to t h is item. 4.97.(8) 30.9 (50) 22.8 (37) 12.4 (20) 9.3 (15) 19.8 (32) O C/J yc. c 0 >J *2 0 . c O ) cP c. o o y a. o cc) ★Note--Non-classroom did not respond to t h is item. A ttitu d in a l Climate What best d escrib es the a tt it u d e of the follow ing persons towards your s c h o o l’s program for emotionally disturbed children? Most of your stu d e n t’s parents are: State 2. 14.77.(24) 20.3 (33) 1 1 . 0 (18) 53.4 (87) For the ch ildren Integrated Into the regular classroom, how many minutes on the average does each student spend d a ily in the regular cla ss? ★Non-class Clasaroom S tate room l e s s than 30 minutes 30-59 minutes 60-89 minutes 90-119 minutes 120-179 minutes 180 minutes or more 12. a. 14.77.(24) 20.3 (33) 1 1 . 0 (18) 53.4 (87) Most Half Some None lib . / C 0 e 9 v (&) S 0 <<2 ) ★Note—Non-classroom did not respond to t h is item. How many are spending a part of the day in a regular classroom? Class★Non-class S tate room room 1. A ll 2. 71.97.(164) 28.1 (64) Supportive In differen t Negative Unsure of a ttitu d e 66.67.(253) 19.7 (75) 1.1 (4) 12.6 (48) Class­ room 63.17.(140) 23.0 (51) 1.4 (3) 1 2 . 6 (28) Non-class room 71.57.(113) 15.2 (24) -6 ( 1) 12.7 (20) JSX3?o(jt) J3.S U fl. o (C) J 192 12b. Moat o f the member* of your school s t a f f are: ClassNon-class State room room 1. Supportive 2. In differen t 3. Negative 4. Unsure of a t t itu d e 13. !• 2. 1. 2. 3. 71.37.(236) 28.7 (95) 1. Yes 2. No 17. 1. 2. Yes No t /7 vfr) O C- < C) 3 . 4 (j) C '(■ Sc) 6 3 60.17.(124) 31.5 (57) 74.77.(112) 25.3 (38) S3 J ( S ’} (/f /£,. 7 68.07.(227) 26.4 ( 8 8 ) 5 .7 ( 19) 55.27.(101) 35.5 (65) 9 . 3 ( 17) 83.47.(126) 15.2 (23) x . 3 (2) 9-j { * / ) (/) /c/7 / £ _7 Do you ea t lunch with the regular classroom teachers in your school? ClassNon-class State room room 1. Yes 2. Sometimes 3 * No 16. 83.37.(130) 8.3 (13) 1.3 (2) 7.1 (11) How much contact do you have with the regular classroom teacherB in your school? ClassNon-class S tate room room Very much Some Very l i t t l e 15. 70.97,(161) 1 3 .2.(30) 7.9 (18) 7.9 (18) Do most of the regular classroom te&chcra in your b u ilding attempt to understand the unique needs of emotionally disturbed children? ClassNon-class S ta te room room Yes No 14. 76.07.(291) n . 2 (43) 5 . 2 (20; 7 . 5 (29) u^ ^ 53.111(178) 24.8 (83) 22.1 (74) 46.07.(85) 20.0 (37) 34.1 (63) 62.07.(93) 30.7 (46) 7.3 (11) Is there a regular classroom teacher in the room adjacent C lass*Non-class S tate room room 65.67.(120) 3 4 . 4 (64) 65.67.(120) 34.4 (64) j, 7 O (,) (3J to yours? (>(, 7 3A3 *Note--Non-classroom did not respond to t h is item. CV) fe) Do the maintenance people consider your classroom an added burden? C lass*Non-class State room room 18.37.(34) 81.7 (152) 18.37.(34 ) 81.7 (152) 33 3 7c C (.• 7 *Note--Non-classroom did n o t ' respond to th is item. 193 17a. 1. 2. Has t h i s caused you problems' Yea No State C lassroom 43.87.(14) 56.3 (18) 43.87.(16) 58.3 (18) *Norv-class room 0.0-7. /CO. O ( t>J *Note--Non-classroorn did not respond to t h is Item. III. Educational Planning and/or Screening Provlalon 3 18. 1. 2. 3. 4. 5. Less than 2 weeks 2 weeks to 1 month 1 month to 2 months More than 2 months Would be unable to get him re-evaluated 19. 1. 2. I f you had a student In your classroom who you f e l t did not belong there how long would It take to get him re-evaluated? Clase*Non-class S tate room room Yes No 19.87.(45) 33.5 (76) 23.4 (53) 17.6 (40) 19.87.(45) 33.5 (76) 23,4 (53) 17.6 (40) 5.7 (13) 5.7 (13) iL. 33 3 33 3 O) /& .? on to o. o Co} *Note--Nor.-clncoroom did not respond to t h is item. Do you have a student or students you stro n g ly f e e l should not be In your classroom? ClasB*Non-claos room room State 39.67.(91) 60.4 (139) 39.67.(91) 60.4 (139) S V <7% ( 3 ) S o . O cs) 8 0 .2 * ( 73) 19.8 (18) L.L. 7 35 3 49 .5 (45) 50.6 (46) 3$ IF YES: a. b. c. d. Have you tr ie d to have them screened our? 1. Yes 80.27.(73) 2. No 19.8 (18) Was there a f e a s ib le a lter n a te placement? 1. Yes 4 9 .5 (45) 2. No 50.6 (46) Was a d d itio n a l con­ s u lt a t io n s erv ic e provided for these students ? 1. Yes 51.1 (46) 2. No 4 8 .9 (44) Were you s a t i s f i e d with the way t h is waa dealt with? 1. Yes 34.9 (30) 2. No 65.1 (56) 51.1 (46) 4 8 .9 (44) i -7 tO O o T i 6. O to CO OJ to & CO) 34. 9 (30) O i . ■?<■?. (J>) 65. 1 s.S (5 6 ) * CO *Note--Non-classroom did not respond to t h is item.' 194 20. How much d i f f i c u l t y have you experienced In trying to move children out of your classroom when you f e l t they were ready to begin functioning in the regular school settin g 7 C lassNon-class 26.9 (43) Parents 1 . Always 2. Often 3. Sometimes 4. Seldom 5. Never 8.77.(34) 2 .3 (9) 6.1 (24) 11.0 (43) 71.8 (280) 8.37.(19) 1.3 (3) 1.7 (4) 10.9 (25) 77.8 (179) 9.4*4(15) 3.8 ( 6 ) 12.5 (20) 11.3 (18) 63.1 (101) 22. 1. 2. Yes No 23. 1. 2. Yea No 24. N on-class room 3 9c M C /) Co) 0 .0 Co Co) 0 .0 Co) / 6 . ~7 /£>0. 0 ‘A C.O O C‘ O. O 0 o Cl ) CO) Co) CO) Co) / c o . o2>f £ ) o o Co) a o CO) o o Co ) C .o C c) c. Vo) 0.0 CO o. o cc) CJ) (3$> •5~C>. o •5 -0 . O Does your educational planning committee meet p e r io d ic a lly d iscuss the needs of a l l th e children you are serving? Class­ Non-class State room room 47.87.(181) 52.2 (198) 48.77.(109) 51.3 (115) 46.57.(72) 53.5 (83) / C O . C*?* C L ) C■O CO) Do you f e e l you have had an adequate v o ic e in the placement of students in your classroom? C lassNon-class S tate room room 81.17.(309) 18.5 (72) 72.07.(162) 94.27.(147) 28.0 (63) 5 .8 (9) Du y o u i t i u l y o u h a v e h a d a n a d e q u a t e v o i c e 23 S‘A- Cs~) /t.'/ (n in th e rem oval o f students from your classroom? S tate 1. 2. Yea No 85.77.(318) 14.3 (53) C lassroom Non-class room 80.27.(178) 94.07.(140) 19.8 (44) 6 .0 (9) # 3 i / L . *7 (V ) (/) 196 IV. Supportive Provisions and Personnel 25. 1. 2. Do you have any consultants who are regu larly a v a ila b le to r.ld you in meeting the personal and emotional needy of your studentsf C lassN'on-class 4, _ S ta te room room Yea No 88.87.(347) 11.3 (44) 87.87.(203) 1 2 . 1 (28) -f sr.,- 90.0%(I 44) 1 0 . 0 (16) U ) rc.) O IF YES: a. Who are these consultants? (Check one p ro fessio n a l d escrip tio n for each co n su lta n t.) MULTIPLE ANSWERS. C la ssNon-class State room room 1. 2. 3. 4. 5. Poychologist P s y c h ia tr is t S o c ia l Worker One c e r t i f i e d in S p ecia l Education Other 67.97.(235) 28.6 (99) 84.1 (291) 62.87.(128) 2 5 .5 (52) 85.8 (175) 7 5.47.(107) 33.1 (47) 81.7 (116) /c c o v r . c: Stio O 4 8 .6 (168) 28.6 (99) 4 5 .1 (92) 27.5 (56) 53.5 (76) 30.3 (43) d 3d J ■<- Co) Co) a ) C>) checked b. in (a) has helped in the fu nctioning of your classroom? ClaasNon-class room room State 1. 4. 5. Psychologist a. Great b. Moderate c. Limited d. Not at a l l 30.97.(73) 33.9 (80) 2 8 .8 ( 6 8 ) 5 .5 (13) 31.5 28.5 30 .8 8 .5 (41) (37) (40) (11) 30.27(32) 40.6 (43) 26.4 (28) 1.9 ( 2 ) P s y c h ia tr is t a. Great b. Moderate c. Limited d. Not at a l l 19.07.(20) 25.7 (27) 4 0 .0 (42) 13.3 (14) 13.07.(7) 31.5 (17) 37.0 (20) 16.8 (9) 25.5*4(13) 19.6 ( 1 0 ) 43.1 ( 2 2 ) 19.8 (S) O o' Z , Co) a .o Co) r. 0 (C) S o c ia l Worker a. Great b. Moderate c. Limited d. Not at a l l 36.67.(106) 32.8 (95) 26.9 (78) 3 .5 (10) 3 3 . 9%(59) 32.2 (56) 2 9.3 (51) 4 .6 (8) 40.57.(47) 33.6 (39) 23.3 (27) 1.7 ( 2 ) *7 £/ . > (**) /(’ 7 Ct ) / 6 •"7 (/) "Special Educator" a . Great b. Moderate c. Limited d. Not at a l l 45.37.(73) 31.7 (51) 19.3 (31) 2 .5 (4) 50.07.(45) 30.0 (27) 14.4 (13) 4 . 4 (7) 39.47(28) 33.8 (24) 25.4 (18) Other a. Great b. Moderate c. Limited d. Not at n i l 48.47.(45) 29.0 (27) 20.4 (19) 1 . 0 ( 1) 52.8*4(23) 24 .5 (13) 2 0 . 8 ( 11) 4 2.5%(17) 35.0 (14) 2 0 . 0 (8 ) 2.5 ( 1 ) 0 ( 0) co re) ) ) 0 JC..-7 C L. 7 n .O 0 .0 0 ci f e e l they need? C lassNon-cl as *t f .. S ta te room v;om 13.r*(50> 4 6 .5 (177) 40 .4 (154) 1. 1. 2. 3. 4. 5. 6. 53.27.(84) 54.17.(53? .'Cd- v '(C) 17.1 (27) 16.3 (16) 0 .O CO> O. O (O ) 3 .2 (5) 26.6 (42) 8.2 (8) 21.4 (21) C CO) V O O % (J) 0 C lass­ room 53.77.(124) 4 6 .3 (107) Non-class room 8.97.(14) 91.1 (144) (3 ) -VO O Which of the follow ing persons are a v a ila b le on a regular b asis to the students who require t h e ir services? (Check a l l who are a v a ila b le ) MULTIPLE ANSWERS. C lassNon-cl«sc S ta te room room 59.57.(217) 57.9 (212) 80.3 (294) 71.3 (261) 39.3 (144) 38.0 (139) 51.47.(109) 54.0 (115) 75.1 (160) 67.0 (149) 22.5 (4 8 ) 30.5 (65) 70. 67,(108) 63.4 (97) 87.6 (1341 73.2 f 1 1 2 ) 62.8 (96) (74) 48. 88.27.(299) 47 .8 (162) 35.4 (120) 85.611(167) 50.3 (93) 28.7 (56) 91. 77 (132; 4 4 . “ (64) 44.-; (04) o (a) O ) M c A > L ■? , i- -7 o ) ■VC o C J j Do you have any reg u la rly scheduled periods away from your students? (Percentage having t h is a v a ila b le ) MULTIPLE ANSWERS. C lassNon-class S ta te room t t .-.mi Music teacher Art teacher Speech th erap ist Phys. Ed. teacher Reading teacher Counselor 29. 1. 2. 3. 35.57.(138) 64.5 (251) Yes No 28. C. O 9 o t o ) iCs) O ) f. K. Do you have a tea ch er 's aide? S tate 2. i 4.07, (22) 4 9 .0 (7 7) .9 (58) I f your stud en ts' parents are not rec eiv in g the s e r v ic e s you fe e l they need, what do you think Is the major reason they do not receive these serv ices? C lass­ Non-class State room room Parents do not want the s e r v ic e s . 53.57.(137) Parents do not c l e a r ly understand how to obtain the s e r v ic e s . 16.8 (43) Parents cannot afford the s e r v ic e s . 5 .0 (13) The s e r v ic e s are not a v a ila b le . 24.6 (63) 27. 12.57.(28) 4 4 .6 (100) 4 2 .9 (96) Lunch period Planning period ’Coffee break' 0 O 7 /or? ( C O O a j t. 2 ) 198 30. Can you regularly ca',1 upon sc-r.cone to work with t h is stud en t, so that you eftn rer.ain with your class? C lass*Non-cl«as ^ , f (‘‘to te room room 1- Ves 2. Sometimes 3. No 31. !• 2. 3- 1- 27.07.(61) 27.4 (62) 4 5 .6 (103) 34.87.(79) 27.8 (63) 3 7 . 4 (85) 34.87.(79) 27.8 (63) 37.4 (85) 3. V. A v a ila b ilit y of In stru ctio n a l Materials 33. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. A ll Moat Half Some None *Note--Non-c lassroorr. d id not respond to th is Item. /6-. 7 r.\ C ' J / . -i /'r/J 7 C/‘ . *Note--Non-classroom aid not respond to t h is item. 35.01(79) 35.07.(79)* 18.1 (41) 18.1 (41) 4 6 .9 (106) 46.9 (106) J S . jS jTo.O C?) /'j) *Note--Non-classroom did not respond to t h is item. What la Lhc yearly m aterials budget for your classroom? Non-class C lass­ State room room Less than $70 $71-120 $121-170 $171-220 $221 or morn No s p e c if ie d lim it 34. W ) (s? ) Do you have a s u ita b le room or lo c a tio n to which you can bring t h is student? C lass*Non-class S tate room room Yes Sometimes No 2. S.C'Tc ( o ) £.i.- '7 j s Can you depend upon someone taking your classroom w hile you work with the student? Clans*Non-class Statu room Toom Ves Sometimes No 32. 27.07.(61) 27.4 (62) .45.6 (103) 11.37.(41) 15.7 (57) 11.3 (41) 13.5 (4 9) 2'J.9 (76) 27.5 (100) 10.07.(21) 15.2 (32) 14.2 (30) 14.7 (31) 22.8 (48) 23.2 (49) 13.07.(20) 16.3 (25) 7.2 (11) 11.8 (18) 18.3 (28) 33.3 (51) €■ O A, ( C ) O £• .. n ' K v -_ i r o 0 a o o (/) fo / ^ci) ) (r. i 199 35. 1. 2. 3. 4. 5. Less than 1 month month 2 months 3-4 months L o n g e r t h a r 4 months 14.47, (7 21 25.6 ■eib) 25.6 (95.■ 12.9 (43: 16.4 (bl) 1 36. 1* 2- How long dons i t u su ally take to get m aterials a fte r you have f lr d t recjue.iLed ‘■h.r/i? C lassMon-class T* State room room 17.97.(39) 25.2 (55) 23.4 (51) 1 2 . 8 (28) 20,6 (45) 21.67.(33) 2 b . 1 (40) 2 3 .S (44) 13.1 (20) 10.5 (16) £ jJ a .y c c r.c c.c- Ct ) (o) Do you have adc^u.i! ■? au d io-visu al su p p lies! ClassNon-class State room room Yes No 83.37.(323) 16.8 (65) 85.27.(195) 14.9 (34) 80.57.(128) 19.5 (31) J C O . c ’?* 0 .0 ) (C') VI. Tnaervice and Professional Improvement Opportunities 37. l. 2. 3. 4. 5. 6. 7. 8. C o n t i n u e d c o l l e g e w ork J o u rn a ls I n s e r v ic e m ee tin g s O ther t e a c h e r s A d m in istra to rs C o n su lta n ts C onvent io n s V i s i t s uo o t h e r p ro g r a m s 38. 1. 2. 3. 4. 4.2 5.2 3.7 4 .3 5.5 4.1 4.7 4.4 (377) (377) (377) (377) (377) (377) (377) (377) 4.1 5.2 4 .1 3.9 5.4 4 .0 4 .9 4 .3 (223) (223) (223) (223) (223) (223) (223) (223) 4 .3 5.1 3.2 4 .7 5 .6 4 .2 4 .3 4 .5 (154) (154) (154) (154) (154) (154) (154) (154) S. 2 a i r o fu \ ■*" / 4 ) jj. ? (L ) *f. 7 SC) -v o i o / r (t) y 7 Sc-j Is there a parson in your school d i s t r i c t who Is responsible for coordinating Inservice meetings? C lass­ Non-class room State room 74.07,(282) 26.0 (99) YeB No IF YES: 38a. •*17».« Which o f the following sources o f*p rofessio n al improvement are g en era lly the most useful? Average ranks are reported below, the lower the average rank the morep o s it iv e l y the source was viewed. C lassNon-class State room room 72.77.(165) 27.3 (62) 76.07.(117) 24.0 (37) 65.67.(107) 8.0 (13) 17.2 (28) 9 .2 (15) 57.07.(65) 3.5 (4) 32.5 (37) 7 .0 ( 8 ) C-1 - 7 ?<. C * ) .S3 3 (^ J Who i s t h is per son? Administrat or Teacher Consultant Insevvice coordinator 62.17.(172) 6 . 1 (17) 23.5 (65) 8 .3 (23) 7 S'. 0 7 » C s ) (c) C o <0 o ■r c j (/) V 200 38b. 1. 2. 3. 4. 5. E xcellen t Very good Good Fair Poor 39. 1. 2. 3. 4. 5. 6. 1. . 3. 29.471(81) 25.4 21.0 17.4 6 .9 (70) (58) (48) (19) 24.17.(39) 23.5 (38) 24.1 (39) 21.0 (34) 7.4 (12) r o?„ 3r>, 8?„(£.2) 28.1 16.7 12.3 6.1 (32) (19) (14) (7) o o Co) (o) C O Co) cv) Cf) Vlth whom are in s e r v ic e meetings and workshops u su a lly held? MULTIPLE ANSWERS. C la ssNon-class State room room Teachere--E.D. Teachers--Spec. Ed. Regular teachers 52.67.(170) 41.5 (134) 35.9 (116) 45.6*6(83) 4 2 .6 (78) 36.8 (67) 33 3 ^ o. o t,L. 7 CL/ ) ( C. ) CJi) The frequency of combinations of the above are as fo llo w s: 1. . 3. 4. 2 5. 6. 7. Teachers--E.D. only Teachers--Spec. Ed. only Regular teachers only E.D. and Spec. Ed. teachers E.D. and Regular teachers Spec. Ed. and Regular teachers A ll Non-class room State C lass­ room 32.27.(104) 20.4 ( 6 6 ) 23.8 (77) 30.4 “6(55) 24.3 (44) 26.0 (47) 34. 57 f49) 15-5 (22) 21.1 (30) Oo. a> 6,0 ~7 c (/) Co) C<2.) O O CJ to ) S3 11.5 (37) 8.6 (16) 14.8 ( 2 1 ) 2.8 (9) 1.1 (?) 4 . 9 (7) 0 .0 (0) 2 .8 (9) 6 . 2 (2 0 ) 4 .4 ( 8 ) 5 .0 (9) .7 (1) 7 .3 (11) O <: 0 . u CO) So) 201 39b. When do moot of your Ineorvlce programs occur? ■Jtate 1. 2. 3. 4. 5. A fter school Evenings Weekends Regular schools hours— children dismissed Regular school hours-chlldren present 39c. 1. 2. 3. 1. 2. 3. 4. 1. 2. 3. 4. 5. VII . 5. 6. 37.77.(69) 2.7 (5) 1 - 1 (2 ) 27.77.(39) .7 (1) 1.4 (2) 59.6 (193) 55.2 (101) 65.3 (92) O o 3.3 (6) 5 .0 (7) 6 . 0 4.0 (13) / C O £>7„ / £ O. o O. a ) Co) Cc) (o') Cc ) 46.57.(145) 18.6 (58) 35.0 (109) 44.67.(78) 21.7 (38) 33.7 (59) 48.9%(67) 14.6 (20) 36.5 (50) O 6% 33 C O ) (f) 3 CC,. 7 What Is the ty p ica l subject of your ln serv lce programs? C lassNon-class S tate room room 30.57.(53) 40.2 (70) 9 .8 (17) 19.5 (34) 19.77.(26) 38.6 (51) 9.1 (12) 32.6 (43) 39.97.(73) 38.3 (70) 19.7 (36) 2.2 (4) 32.47.(46) 47.2 (67) 17.6 (25) 2.1 (3) .7 (1) d>.o7o CC.-7 (31) JZ .3 o. O What do you fe**l la your schools d i s t r i c t ' s general a ttit u d e toward your attendance at ln serv lce meetings and workshops? Class­ Non-class room room S tate Ct ) CO) Strongly encourages Encourages Is I n d ifferen t Discourages Strongly discourages 36.67.(119) 42.2 (137) 18.8 (61) 2.2 (7) .3 (1) 33 3 ? 0 O ) 33 3 O, (J O. c /) f^ t§ \I /1 t/ y->/) C o) Administrative D irection and leadership 40. 1. 2. 3. 4. ■/.' 3 22.9 (85) 18.4 (40) 29.4 (45) / 20.0 (78) 62.1 (242) 16.5 (38) 62.2 (143) 25.0 (40) 61.9 (99) 3 C SC C . O C i.' (c) f&) (c) CCj CO ) How o ften does t h i s person con su lt with you or v i s i t your cla ss? Non-class C lass­ room room State Zero times par month 1 to 4 times " 5 to 9 times " 10 t o 14 times " 15 to 19 times " 2 0 times or more " 13.87.(53) 4 4 .8 (172) 14.1 (54) 8.3 (32) 5 .0 (19) 14.1 (54) 15.97.(36) 4 8.9 (111) 12.8 (29) 7.5 (17) 4 .9 (11) 10.1 (23) 10.87.(17) 38.9 (61) 15.9 (25) 9 .6 (15) 5.1 ( 8 ) 19.8 (31) C*. o 3 1. 3 /£• 7 CO. 7 / L. '7 / U -7 CCJ Cj J (t) OJ O) o) 203 42b. 1. 2. 3. 4. 5. Far too frequent Somewhat too frequent S u f f i c ie n t l y frequent Somewhat lte o f re.qu.-nt than desire&ble Far too infrequent 42c, 1. . 3. 4. 5. 2 1. 2. 3. 4. 1. 2. 3: 4. 3. 4. 5. 74.5 (117) 16.6 (65) 13.5 (52) 19.2 (44) 15.3 (35) 13.4 (21) 10.8 (17) 19.57.(76) 27.0 (105) 23.9 (93) 19.5 (76) 10.0 (39) ,.c er 1.37.(2) (c) (c) f*) f. c C, 4 -7 y. O V v ) f t ) 17.97.(41) 28.4 (65) 23.6 (54) 18.3 (42) IK 8 (27) 21.9%(35) 25.0 (40) 24.4 (39) 21.3 (34) 7.5 (12) /6 .7 'A ( / ) &6 . 7 /(,.? c o a o O) Cc) fc) 81.77.(183) 18.3 (41) 87.37.(138) 12.7 (20) / ( ? o t> “7t. a ) . 7 /£. 7 (t) C t) How supportive i s t h is person of your work? Non-clasa C lass­ room room State Very cypportlve 64.67.(24 9) Somewhat supportive 2 1 . 1 (61) Neither supportive nor unsupport iv.' 11.7 .(45) Unsuppor t i v* 2-3 (9) 42g. 1. 2. 3.97. (9) .9 ( 2 ) 60.7 (139) 84.07.(321) 16.0 (61) Very o ften Often Sometimes Never 4 2 f. 2.9*(11) .5 (2) 66.3 (256) X* r Z i I f you request aocistEnce of t h i s person are you s a t i s f i e d with the speed of h is /h e r response? C lassNon-class State room room Yes No 42e. Non-class room How would you describe t h is person's knowledge-of the unique needs o f emotionally distuiLcd children? Non-class C lass­ room State room Excellent Very good Good Fair Poor 42d. 1. 2. These consultation* or v i s i t s are: C lassState room 62.47.(141) 20.0 (45) 68.47.(108) 22.8 (36) 14.6 (33) 3 .1 (7) 7.6 (12) 1 . 2 (2 ) S 3 S ‘h ( S ) / C. 7 C t J c. o £?. O fC) f-o) How would you describe the leadership and d ir e c tio n you have received from thin person? N on-claB S C lass­ room S ta te room Exce1lent Very good Good Fair Poor 25.7/1(99) 19,2 (74) 24.9 (96) 2 1 . 0 (81) 9.4 (36) 23.87.(54) 18.<9 (43) 22.9 (52) 23.8 (54) 10.6 (24) 28.37.(45) 19.5 (31) 27.3 (44) 17.0 (27) 7.6 (12) -< C . O *?.' /£ ■ 0 "7 U t>. o f J) (V J fo ^ CO) 204 42h, 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Student behavior ln serv lce education In stru ction al improvement S t a f f Improvement Parental matters Community r e la tio n s S ta ff r e la tio n s Central o f f i c e matters Physical plant matters Schcduling Supplies and equipment Personal concerns of s t a f f members Other 43. Yes No 44. 1. 2. 3. 4. 1. 3. 4. 5. 53.77.(204) 2 1 . 8 (83) 60.77.(136) 17.4 (39) 43.67.(68) 28.2 (44) 48.7 48.7 36.1 38.4 38.7 45.3 16.6 25.0 26.7 50.9 4 6 .4 37.1 33.0 38.4 41.1 17.0 27.2 25 .0 45.5 51.9 34.6 46.2 39.1 51.3 16.0 (185) (185) (137) (146) (147) (172) (63) (95) (101) (114) (104) (83) (74) (86) (92) (38) (61) (56) (71) (81) (54) (72) (61) (80> (25) 2 1 . 8 (34) 28.9 (45) 34.2 (130) 4 .5 (17) 32.1 (72) 6.3 (14) 75.47.(288) 24.6 (94) 78.97.(179) 70.3%(109> 21.2 (48) 29.7 (46) 2 . 8%(8 ) 12.4 (36) 66.7 (194) 18.2 (53) 2. 2*4(4) 13.4 (24) 63.1 (113) 21.2 (38) 37.2 (58) 1.9 (3) "3 '-"J 7.0 70 J '‘■<1: 7 cO (3) ^■V; o - J l1 f-J O U a ) O ) j • (jr) cA /£,. 7 ' Do you have a Local Director o f S p ecial Education or a Siipnrvtsor of Emotionally Disturbed Programs, in addl tion to the person you indicated in questions 41? C lass­ Non-claos room S tate room / C W r S o ) s. o (O) How o fte n does the Local D irector consult with you or v i s i t your c la ss ? C lassNon-class S tate room room Very often Often Sometimes Never 45. 2. In which areas o f leadership do you f e e l t h is person prefers to spend h is/h er time? MULTIPLE ANSWERS. N t i l l - C l UBS C lass­ A \ ~ 4 C 3 •. <.»•£ room State room 3. 67.(4) & (0 N o n -cla ss room room 17.87.(41) 27.7 (64) 30.7 (71) 18.2 (42) 5.6 (13) 17.87.(28) 30.6 (48) 2 9 .9 (47) 15.9 (25) 5 .7 (9) 3 $ 3'A, /&. 7 JJ J i f ■-? c $ ) ft) fj >) f/) How would you d escribe the ln serv lce and p r o fe s s io n a l improvement opportunities a v a ila b le to you? S ta te 1. 2. ft) How would you d escribe the a v a i l a b i l i t y of I n str u c tio n a l m aterials to run your program? C la ss- 49. 3>c & P e r s o n a l P e r c e p t i o n o f t h e P r o g ram f o r E m o t i o n a l l y D i s t u r b e d C h i l d r e n State 1. 2. 3. 4. 5. J?V.o'?c f /) Ct ) -j?c 1 C/ ) J>0.r. (/) 3>C> . O What e f f e c t has the Local Director or Supervisor had upon your working r e la tio n sh ip with your Insncdiate a d m in istrative superior? S tate 1. 2. 3. 4. 5. 18.47.(18) 22.5 (22) 26.5 (26) 18.4 (18) 14.3 (14) 6.27.(24) 16.0 (62) 22.5 (87) 28.2 (109) 27.1 (105) C la ss­ room 3.57.(8) 15.7 (36) 19.7 (45) 30.1 (69) 31.0 (71) N o n -cla ss room 10.17.(16) 16.5 (26) 26,5 (42) 25.3 (40) 21.5 (34) £>. 0 *%. ( o ) (a) 33 3 O) /C. 7 JTC V f3) foj o How w o u ld y ou d e s c r i b e t h e a d m i n i s t r a t i v e d i r e c t i o n and l e a d e r s h i p you h ave r e c i e v e d in t h e o p e r a t i o n o f your1 program f o r em ot i o n a l l y d istu r b e d c h ild r e n ? C la ss­ N o n -cla ss S tate room room E x c ellen t V ery goad Good F a ir Poor 10.97.(42) 24.4 (94) 22.3 ( 8 6 ) 25.1 (97) 17.4 (67) 9.37.(21) 21.6 (49) 22.0 (50) 26.0 (59) 21.2 (48) 13.27.(21) 28.3 (451 22.6 (36) 23.9 (38) 12.0 (19) O,07o 33 J 33 3 3J 3 a. o Co) fc) CJ) fj) CC) 206 51. 1. 2. 3. 4. 5. Excellent Very good Good Fair Poor 52. 1 . 2. 3. 4. 5. How would you describe the a tt it u d in a l climate regarding your program? C lass­ Nort-class room State room 12.67.(49) 34.3 (133) 32.5 (126) 16.0 (62) 4 .6 (18) 11.37.(26) 30.9 (71) 33.0 (76) 18.7 (43) 6.1 (14) 14.67.(23) 39.2 (62) 31.7 (50) 12.0 (19) 2 .5 (4) 6 t 33. 3 CO) (O Car the average rank the greater the perceived need for chans'*. ^ Cl.*. C S Non-class roorp room State 1. A v a ila b il it y of In stru ctio n a l m aterials 46.0(375) 2. Inservice & p rofessio n al improvement op p ortunities 32.0(375) 3. Administrative d ir e c tio n 38.2(375) 4. A ttitu d in n l climate 41.4(375) 5. Supportive p rovisions 37.1(375) 6 . "Workability" 45.6(375) 7. Screening provisions 3 7 . 9 (3 7 5 ) 47.0(225) 44.6(150) S 'S '6 ((=) 31.3(225) 39.3(225) 43.0(225) 37.3(225) 41.3(225) 38.5(225) 32.4(150) 36.5(150) 3 9 . 1 ( 150 ) 36. 6 i'150) 52.1(150) 36.9(150) -* ( C O v y j aO *7? 'U .?/, */o 3 (6 ) 3 a ) -? ( i , ; a cc) 207 IX. General 56. I. 2. 3. 4. 5. 6. 7. 8. 9. Central Michigan Univ. Kastern Michigan Univ. Michigan S tate Univ. Oakland U niversity U niversity o f Michigan Wayne State U niversity Western Michigan Urilv. Other U.S. u n iv ersity Foreign c o lle g e or univ. 57. 1. 2. 3. 4. 5. 6. At what c o lle g e or u n iv e r s ity did you receiv e your c e r t i f i c a t i o n for teaching em otionally disturbed children? Non-class Class­ S tate room room 1. 59. Yes No 2 5 .0 (40) 13.8 (22) 11.3 (18) 3.1 (5) ■ ------ 1 8 .8%(73) 1.3 (5) 9.3 (36) 3 .6 (14) 24.97.(57) 1.8 (4) 8.7 (20) 4 .4 (10) 60.8 (236) 55.9 (128) 67.9 (108) 6.2 (24) 55.37.(215) 20.3 .79) 12.3 (48) 4 .4 (17) 7.7 (30) / L- . '/ 'SLC/ ) /A. ? Ct ) c .c CO c o re) c c <0)