Welter, Michele
(2015)
A CASE STUDY OF STATE TEACHER PREPARATION REQUIREMENTS SUPPORTING WORK WITH CHILDREN WITH CONDUCT DISORDER.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The prevalence of students with behavioral disorders in public schools is increasing. In fact, conduct disorder is the most common psychiatric disorder among young adolescents seen in mental health settings. This is a concern in schools due to teachers reported a lack of training for preventing and supporting student antisocial behaviors. This study examined the prevalence of conduct of disorder, how students with conduct disorder are being served in K-12 public schools, and the behavioral interventions available for teachers to support students. The literature demonstrated a lack of information pertaining to how general education teachers are prepared to support students with behavioral disruptions, in particular conduct disorder.
To respond to the gap in the literature, this single case study concentrated on the extent to which state-approved teacher competencies in the US address CD and related content areas. Electronic data were examined on each of the 50 state departments of education websites. The research questions were a) What do state departments of education require of teacher competencies for working with students with conduct disorder? b) What do state departments of education report in regards to program approval standards with students with conduct disorder? A text analysis was conducted by looking for keywords or phrases connected to the term conduct disorder. Some search terms were located in relation with supporting students with behavioral challenges. However, there was minimal information directly pertaining to conduct disorder. Implications and recommendations are discussed as starting points for future research on the topic, for evaluation of teacher education competencies in higher education, for modifying higher education accreditation processes for teacher education programs, and for collaboration amongst the leading national education organizations in regards to teacher standards.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
30 January 2015 |
| Date Type: |
Publication |
| Defense Date: |
27 October 2014 |
| Approval Date: |
30 January 2015 |
| Submission Date: |
26 January 2015 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
107 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
conduct disorder, behavior disorders, behavior challenges |
| Date Deposited: |
30 Jan 2015 15:02 |
| Last Modified: |
15 Nov 2016 14:26 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/23956 |
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