Effects of a training program on teacher behavior and handicapped children's self-concepts

Area of Science:

• Educational Psychology
• Special Education

Background:

• Teacher behaviors significantly influence pupil self-concept, particularly for students with disabilities in mainstreamed settings.
• Existing interventions may not adequately address the specific needs of teachers working with handicapped pupils.

Purpose of the Study:

• To evaluate the revised Utah State University Self-Concept Protocol Program's impact on teacher behaviors related to pupil self-concept.
• To assess the program's effectiveness in changing specific teacher actions within mainstreamed classrooms.

Main Methods:

• A quasi-experimental design was employed with 10 teachers in an inservice training group and 8 in a control group.
• Teacher behaviors were observed, and pupil self-concept was measured pre- and post-intervention.
• The study focused on teachers of handicapped pupils in grades 4-6.

Main Results:

• Experimental group teachers demonstrated significant increases in six out of 12 targeted self-concept behaviors.
• No significant changes in program-related behaviors were observed in the control group.
• Handicapped students did not show overall gains in self-concept, but differential effects were noted for learning disabled and emotionally handicapped students.

Conclusions:

• The Utah State University Self-Concept Protocol Program shows promise in modifying teacher behaviors beneficial to pupil self-concept.
• Further research is needed to enhance the program's direct impact on student self-concept, especially for diverse handicapped populations.
• The program may be more effective for specific subgroups of students, such as those with learning disabilities or emotional handicaps.