Critical Examination of Outcomes for Emotionally Disturbed Boys in a Special Classroom

Author

Betty F. Lauritzen, Central Washington University

Document Type

Thesis

Date of Degree Completion

Summer 1973

Degree Name

Master of Education (MEd)

Department

Special Education

Committee Chair

Ted Copper

Second Committee Member

Theodor Naumann

Third Committee Member

Sam Rust Jr.

Abstract

This paper presents a critical examination of outcomes for emotionally disturbed boys in the Special Learning Class. The classroom was designed to modify inappropriate behavior and remediate academic deficiencies.

Behavioral characteristics of thirty-one boys were divided into three categories: the overtly aggressive sub-sample, the passive-resistant subsample, and the infantile subsample. Case studies considered to be modal suggest the success of teacher-authority, token reinforcement, and behavior modification techniques depends on the quality of student-teacher interactions.

Recommended Citation

Lauritzen, Betty F., "Critical Examination of Outcomes for Emotionally Disturbed Boys in a Special Classroom" (1973). All Master's Theses. 2133.
https://digitalcommons.cwu.edu/etd/2133