Teachers' Lived Experiences of a Positive Intervention on Emotional Behavior Disorder Students

212 Pages·2017·3.75 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2018
Teachers' Lived Experiences of a Positive
Intervention on Emotional Behavior Disorder
Students
Leslie DeAnn Williams-Brit
Walden University
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Walden University

College of Education

This is to certify that the doctoral study by

Leslie DeAnn Williams

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Antoinette Myers, Committee Chairperson, Education Faculty
Dr. Kimberley Alkins, Committee Member, Education Faculty
Dr. Mary Burke Givens, University Reviewer, Education Faculty

Chief Academic Officer
Eric Riedel, Ph.D.

Walden University
2018
Abstract
Teachers’ Lived Experiences of a Positive Intervention on Emotional Behavior Disorder
Students
by
Leslie DeAnn Williams

MS, Walden University, 2006
BS, Georgia State University, 1999

Project Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
April 2018
Abstract
Champions for Change Mentorship Program (CFCMP) was implemented to address the
academic and social struggles of emotional behavior disorder (EBD) students. The
problem was that although the passing of the California Assembly Bill 1729, called the
Other Means of Correction law, had prompted a greater need for positive behavior
intervention support at Tier 2 and Tier 3 levels, implementation of the CFCMP continued
to generate serious concerns involving students with behavior issues. The conceptual
framework for this study was Bandura’s social learning theory which guided CFCMP to
incorporate cognitive and observational learning to develop academically and socially
sound students with EBD who can function appropriately in the educational setting. The
purpose of this phenomenological study was to explore the essence of the lived
experiences of teachers in regard to the implementation of CFCMP as an effective
behavioral strategy. The guiding research question explored the essence of the lived
experiences of elementary teachers who have implemented CFCMP. Using a qualitative
phenomenological research design, data were gathered from face-to-face interviews and
observations of 6 participants. Data analysis revealed 4 common themes including
training, time management, communication, and lack of administrative support were used
to identify commonalities and differences in the participants’ lived experiences and
perspectives on the needs of EBD students involved in CFCMP. Research findings
showed a lack of organization of CFCMP and the need for intensive training for teachers.
Positive social change will result from a 3-day professional development providing the
study’s findings and procedures teachers can use to assist EBD students in modifying
behaviors to improve their educational achievement and that of their classmates.
Teachers’ Lived Experiences of a Positive Intervention on Emotional Behavior Disorder
Students
by
Leslie DeAnn Williams

MS, Walden University, 2006
BS, Georgia State University, 1999

Project Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
April 2018
Dedication
This project study is dedicated to my mom Shelia Farmer. She has been my
defender, my supporter, and my rock throughout my tumultuous educational career. Her
prayers and encouragement have guided me through a multitude of negative educational
experiences from my first school encounter until today. Prior to pursuing a career in
education encouraged by my mom I never realized the deeply negative impact these
experiences had on my self-esteem and life. Due to this fact, I rejected the idea of
becoming a teacher for several years. As my understanding grew, I began to grasp the
meaning of these feelings which surrounded my personal experiences. Through support
and motivation from my mom, I decided to change this negative experience into a
positive one by becoming a teacher to be a part of the solution. My mom’s love and
guidance have been a priceless gem and receiving this doctoral degree is just one small
way I can repay her for all of her continued God-fearing advice and counsel.
Acknowledgments
I would like to take the opportunity to thank my family and close friends for their
constant support, uplifting words, and listening ears during this doctoral journey. Thank
you to my parents Martin and Shelia for providing stability in my life growing up. Thank
you to my mom Shelia and sister Anitra for the constant prayers and help you provided
me on a daily basis that made my life less complicated so that I would have the energy to
get my work done. Thank you to my supportive and helpful husband Richard who never
let me give up when I was tired, frustrated, or felt defeated during this process.
Dr. Myers, thank you for your ongoing patience, guidance, and knowledge.
Without your guidance and expertise, I was lost in this process. Thank you, Dr. Adragna,
for your support and responding to my work promptly, which also kept me on my toes.
Most importantly, thank you to my LORD and SAVIOR, JESUS CHRIST for
providing me the strength, opportunity, and direction to complete this doctoral program.
You have seen me through this long and arduous journey. “BEING CONFIDENT OF
THIS VERY THING THAT HE WHICH HATH BEGUN A GOOD WORK IN YOU
WILL PERFORM IT UNTIL THE DAY OF JESUS CHRIST.” Philippians 1:6
Table of Contents
List of Tables ..................................................................................................................... vi
Section 1: The Problem ....................................................................................................... 1
The Local Problem .......................................................................................................... 1
Evidence of the Problem at Local Level ..................................................................... 3
Evidence of the Problem at Professional Level .......................................................... 4
Rationale ......................................................................................................................... 7
Definition of Terms......................................................................................................... 8
Significance of the Study ................................................................................................ 9
Research Questions ....................................................................................................... 10
Conceptual Framework ............................................................................................. 11
Literature on Emotional Behavior Disorder ............................................................. 13
Literature on Emotional Behavior Disorder and the General Classroom ................. 15
Literature on Teacher Perceptions of Emotional Behavioral Disorder ..................... 17
Literature on Positive Behavior Intervention Support and EBD Students ............... 18
Literature on Mentorship Programs .......................................................................... 20
Implications................................................................................................................... 21
Summary ....................................................................................................................... 22
Section 2: The Methodology ............................................................................................. 24
Qualitative Research Design and Approach ................................................................. 24
Research Questions ................................................................................................... 25
Characteristics of Qualitative Study ......................................................................... 25
i
Qualitative Research Designs ................................................................................... 27
Justification of Research Design ............................................................................... 29
Phenomenological Study .......................................................................................... 30
Participants .................................................................................................................... 31
Criteria for Selecting Participants ............................................................................. 32
Target Population ...................................................................................................... 32
Sampling Method ...................................................................................................... 33
Access to Participants ............................................................................................... 34
Researcher-Participant Relationship ......................................................................... 34
Sample Size ............................................................................................................... 35
Setting ....................................................................................................................... 36
Ethical Issues and Confidentiality ............................................................................ 37
Trustworthiness of Study .......................................................................................... 38
Data Collection ............................................................................................................. 38
Justification of Data Collection ................................................................................ 39
Data Collection Instruments and Sources (Interview and Observation Protocol) .... 39
Sufficiency of Data Collection .................................................................................. 40
Generated, Gathered, and Recorded Data ................................................................. 41
Data Collection Systems ........................................................................................... 41
Access to Participants ............................................................................................... 41
Role of Researcher .................................................................................................... 42
Data Analysis Systems .............................................................................................. 44
ii
Accuracy and Credibility of Findings ....................................................................... 44
Protection of Human Participants ............................................................................. 45
Data Analysis Results ................................................................................................... 45
Data Analysis Process ............................................................................................... 46
Research Findings ..................................................................................................... 47
PBIS Committee Observation ................................................................................... 54
Patterns-Themes in Findings..................................................................................... 56
Salient Data and Discrepant Cases ........................................................................... 59
Accuracy of Data Analysis Procedures..................................................................... 60
Summary of Outcomes ............................................................................................. 61
Project Deliverable and Findings .............................................................................. 64
Section 3: The Project ....................................................................................................... 65
Introduction ................................................................................................................... 65
Selection of Basic Genre Project .............................................................................. 65
Project Goals ............................................................................................................. 66
Rationale ....................................................................................................................... 67
Review of the Literature ............................................................................................... 67
Reflective Practices ................................................................................................... 68
Professional Development ........................................................................................ 70
Mentoring Practices .................................................................................................. 72
Collaboration............................................................................................................. 73
Project Description........................................................................................................ 75
iii