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An ecological approach to evaluating a special education program

E R DeSouza1, D Sivewright

  • 1Department of Psychology, Illinois State University, Normal 61761.

Adolescence
|January 1, 1993
PubMed
Summary
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Ecobehavioral measurements in program evaluations reveal a special education program improved adolescent behavior. However, students primarily engaged in solitary busywork, indicating a need to enhance interactive learning and motivation.

Area of Science:

  • Educational Psychology
  • Behavioral Science
  • Special Education

Background:

  • Traditional program evaluations often overlook ecological factors, focusing instead on individual outcomes.
  • Ecobehavioral measurements offer a more comprehensive approach to assessing program impact within naturalistic settings.

Purpose of the Study:

  • To evaluate the effectiveness of a special education program for behaviorally disturbed adolescent males using ecobehavioral measurements.
  • To identify specific environmental factors influencing program outcomes and student engagement.

Main Methods:

  • Assessed static (e.g., materials) and dynamic (e.g., interactions) classroom features.
  • Observed 84 adolescent males in a special education program.
  • Measured changes in appropriate and inappropriate behaviors.

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Main Results:

  • The special education program successfully increased appropriate behaviors and decreased inappropriate behaviors.
  • Ecobehavioral data indicated students were predominantly engaged in solitary 'busywork' rather than interactive learning.
  • A discrepancy exists between behavioral improvements and the quality of student engagement.

Conclusions:

  • Ecobehavioral measurements provide valuable insights into program effectiveness beyond simple behavioral change.
  • While the program achieved its behavioral objectives, the nature of student engagement suggests opportunities for improvement.
  • Addressing ecological factors is crucial for enhancing student motivation and optimizing educational interventions.