Ecological Factors Impacting the Efficacy of Interventions Among Students With Emotional Disturbance in Nonpublic Schools

• In Event: AERA Poster Session 2
  In Poster Session: Positioning and Roadblocks in Special Education

Abstract

Research shows that students with emotional disturbance (SED) do not progress sufficiently at non-public schools because interventions fail to take into consideration various ecological factors. The purpose of this qualitative case study was to explore the ecological factors that positively impact the progress of the SEDs in non-public schools. Data were collected through an examination of the perspectives of eight professionals, including teachers, counselors, administration, and paraprofessionals from Northern California. Six ecological factors emerged from the data: (a) home influence, (b) consistency and follow-through, (c) behavioral knowledge, (d) trust, (e) individualization of interventions and (f) collaboration and team work. These factors are interconnected and are significant in the success of a student with ED.

Authors

• Reena Shah, Discovery Education Specialists

• MD Haque, Univeristy of La Verne