This study was designed to examine the effects on student behaviors, of taking emotionally disturbed students out of the regular high school and placing them in an alternative afternoon (1PM - 5PM) program. The researcher attempted to determine whether removing the students from the regular population and placing them in a self-contained setting would improve their behaviors. The subjects of the study were all high school aged students attending a regional high school in southern New Jersey. Each of the students was classified as either emotionally disturbed or multiply handicapped. Prior to being placed in this program, the students had either attended the regular high school or been in a self-contained program during the regular school day during the previous school year.
During the first month of the school year the classroom teacher rated the students using the Behavior Assessment System for Children (BASC Scale). Students were rated on 138 different items covering three broad categories; they were Externalizing Problems, Internalizing Problems and School Problems.
Results indicate that only one student made significant behavioral progress during the study and that the behaviors of four of the students actually regressed or got worse. The results of this study would seem to indicate that simply placing students that exhibit problematic behaviors in an alternative setting will not improve their behaviors.
","abstract_html":"<p>This study was designed to examine the effects on student behaviors, of taking emotionally disturbed students out of the regular high school and placing them in an alternative afternoon (1PM - 5PM) program. The researcher attempted to determine whether removing the students from the regular population and placing them in a self-contained setting would improve their behaviors. The subjects of the study were all high school aged students attending a regional high school in southern New Jersey. Each of the students was classified as either emotionally disturbed or multiply handicapped. Prior to being placed in this program, the students had either attended the regular high school or been in a self-contained program during the regular school day during the previous school year.</p> <p>During the first month of the school year the classroom teacher rated the students using the Behavior Assessment System for Children (BASC Scale). Students were rated on 138 different items covering three broad categories; they were Externalizing Problems, Internalizing Problems and School Problems.</p> <p>Results indicate that only one student made significant behavioral progress during the study and that the behaviors of four of the students actually regressed or got worse. The results of this study would seem to indicate that simply placing students that exhibit problematic behaviors in an alternative setting will not improve their behaviors.</p>","abstract_has_math":false,"creators":["Smith, Allen Randall"],"institution":null,"degree_name":"M.A. in Educational Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Lysik, Gerald"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-04-25T07:00:00Z","date_published":"2002-04-25T07:00:00Z","updated_at":"2026-07-24T04:14:32Z","subjects":["Behavior disorders in children; Mentally ill children--Education","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1513","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lysik, Gerald"]},{"key":"dc:creator","label":"Author","values":["Smith, Allen Randall"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Educational Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Behavior disorders in children; Mentally ill children--Education","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1513"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was designed to examine the effects on student behaviors, of taking emotionally disturbed students out of the regular high school and placing them in an alternative afternoon (1PM - 5PM) program. The researcher attempted to determine whether removing the students from the regular population and placing them in a self-contained setting would improve their behaviors. The subjects of the study were all high school aged students attending a regional high school in southern New Jersey. Each of the students was classified as either emotionally disturbed or multiply handicapped. Prior to being placed in this program, the students had either attended the regular high school or been in a self-contained program during the regular school day during the previous school year.
During the first month of the school year the classroom teacher rated the students using the Behavior Assessment System for Children (BASC Scale). Students were rated on 138 different items covering three broad categories; they were Externalizing Problems, Internalizing Problems and School Problems.
Results indicate that only one student made significant behavioral progress during the study and that the behaviors of four of the students actually regressed or got worse. The results of this study would seem to indicate that simply placing students that exhibit problematic behaviors in an alternative setting will not improve their behaviors.
"]},{"key":"dc:title","label":"Title","values":["The behavioral effects of placing emotionally disturbed students in an alternative school day setting"]}]}],"canonical_facts":{"dc:contributor":["Lysik, Gerald"],"dc:creator":["Smith, Allen Randall"],"dc:date.available":["2016-05-19T07:00:00Z"],"dc:description.abstract":["This study was designed to examine the effects on student behaviors, of taking emotionally disturbed students out of the regular high school and placing them in an alternative afternoon (1PM - 5PM) program. The researcher attempted to determine whether removing the students from the regular population and placing them in a self-contained setting would improve their behaviors. The subjects of the study were all high school aged students attending a regional high school in southern New Jersey. Each of the students was classified as either emotionally disturbed or multiply handicapped. Prior to being placed in this program, the students had either attended the regular high school or been in a self-contained program during the regular school day during the previous school year.
During the first month of the school year the classroom teacher rated the students using the Behavior Assessment System for Children (BASC Scale). Students were rated on 138 different items covering three broad categories; they were Externalizing Problems, Internalizing Problems and School Problems.
Results indicate that only one student made significant behavioral progress during the study and that the behaviors of four of the students actually regressed or got worse. The results of this study would seem to indicate that simply placing students that exhibit problematic behaviors in an alternative setting will not improve their behaviors.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1513"],"dc:subject":["Behavior disorders in children; Mentally ill children--Education","Elementary and Middle and Secondary Education Administration"],"dc:title":["The behavioral effects of placing emotionally disturbed students in an alternative school day setting"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Educational Administration"]},"updated_at":"2026-07-24T04:14:32Z"}