{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/23062"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/23062","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A comparison of parents' and teachers' preferences for managing different levels of stereotypic behavior","abstract":"This investigation examined parents' and teachers' evaluative ratings of stereotypic behavior that varied in levels of intensity (mild, moderate, serious). In addition, preferences for intervention strategies were compared through examination of the rank-order differences among eight intervention strategies for the total sample, between respondent groups (parents, teachers) across three case description vignette groups (mild, moderate, serious), and all pair-wise comparisons for intervention strategies. Finally, between- and within-group differences for parents, teachers, and case description vignette groups were examined with respect to the positive or negative aspect of the intervention strategy.","abstract_html":"This investigation examined parents' and teachers' evaluative ratings of stereotypic behavior that varied in levels of intensity (mild, moderate, serious). In addition, preferences for intervention strategies were compared through examination of the rank-order differences among eight intervention strategies for the total sample, between respondent groups (parents, teachers) across three case description vignette groups (mild, moderate, serious), and all pair-wise comparisons for intervention strategies. Finally, between- and within-group differences for parents, teachers, and case description vignette groups were examined with respect to the positive or negative aspect of the intervention strategy.","abstract_has_math":false,"creators":["Watts, Emily Harbin"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Renzaglia, Adelle"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T14:00:48Z","date_published":"2011-05-07T14:00:48Z","updated_at":"2026-07-22T22:25:21Z","subjects":["Education, Sociology of","Education, Educational Psychology","Education, Special"],"languages":["eng"],"rights":["Copyright 1995 Watts, Emily Harbin"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9543765","(UMI)AAI9543765"],"render_values":[{"text":"AAI9543765","href":null,"code":true},{"text":"(UMI)AAI9543765","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/23062","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Renzaglia, Adelle"]},{"key":"dc:creator","label":"Author","values":["Watts, Emily Harbin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T14:00:48Z","10000-01-01","1995"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Sociology of","Education, Educational Psychology","Education, Special"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1995 Watts, Emily Harbin"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9543765","(UMI)AAI9543765","http://hdl.handle.net/2142/23062"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This investigation examined parents' and teachers' evaluative ratings of stereotypic behavior that varied in levels of intensity (mild, moderate, serious). In addition, preferences for intervention strategies were compared through examination of the rank-order differences among eight intervention strategies for the total sample, between respondent groups (parents, teachers) across three case description vignette groups (mild, moderate, serious), and all pair-wise comparisons for intervention strategies. Finally, between- and within-group differences for parents, teachers, and case description vignette groups were examined with respect to the positive or negative aspect of the intervention strategy.","A total of 206 survey participants, 113 parents and 93 teachers, completed a field-tested, mailed survey. Frequency counts, percents, and cross-tabulations were compiled for survey items requiring a categorical response. A General Linear Model (GLM) procedure was conducted to investigate relationships among group differences for the problem severity ratings. As appropriate post-hoc analyses were conducted. For the ranked data, Spearman rank-order correlation coefficients were computed.","Analyses of participants' rating responses yielded statistically significant differences between the mild, moderate, and serious case description vignettes. Results indicated that parents and teachers did not differ in their rating of the severity of the stereotypic behavior. Comparisons of the rank ordering of intervention preferences indicated two distinct clusters in the distribution of participants' responses. Parents, as a group, and teachers, as a group, exhibited strong agreement with respect to ranking the eight intervention strategies, regardless of the severity of the stereotypic behavior. Teachers, however, significantly ranked More Behavior Information and Re-arrange the Environment higher in preference than parents. In all pair-wise comparisons among each of the eight intervention strategies, findings revealed significant differences in seven of the eight pair-wise comparisons. Overall, respondents ranked interventions with a positive attribute higher in preference than interventions with a negative attribute.","Made available in DSpace on 2011-05-07T14:00:48Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9543765.pdf: 5562160 bytes, checksum: 834bdf219cf74f74651ffadfa7440d5d (MD5) Previous issue date: 1995","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T15:01:55Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:29:24-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["A comparison of parents' and teachers' preferences for managing different levels of stereotypic behavior"]}]}],"canonical_facts":{"dc:contributor":["Renzaglia, Adelle"],"dc:creator":["Watts, Emily Harbin"],"dc:date":["2011-05-07T14:00:48Z","10000-01-01","1995"],"dc:description":["This investigation examined parents' and teachers' evaluative ratings of stereotypic behavior that varied in levels of intensity (mild, moderate, serious). In addition, preferences for intervention strategies were compared through examination of the rank-order differences among eight intervention strategies for the total sample, between respondent groups (parents, teachers) across three case description vignette groups (mild, moderate, serious), and all pair-wise comparisons for intervention strategies. Finally, between- and within-group differences for parents, teachers, and case description vignette groups were examined with respect to the positive or negative aspect of the intervention strategy.","A total of 206 survey participants, 113 parents and 93 teachers, completed a field-tested, mailed survey. Frequency counts, percents, and cross-tabulations were compiled for survey items requiring a categorical response. A General Linear Model (GLM) procedure was conducted to investigate relationships among group differences for the problem severity ratings. As appropriate post-hoc analyses were conducted. For the ranked data, Spearman rank-order correlation coefficients were computed.","Analyses of participants' rating responses yielded statistically significant differences between the mild, moderate, and serious case description vignettes. Results indicated that parents and teachers did not differ in their rating of the severity of the stereotypic behavior. Comparisons of the rank ordering of intervention preferences indicated two distinct clusters in the distribution of participants' responses. Parents, as a group, and teachers, as a group, exhibited strong agreement with respect to ranking the eight intervention strategies, regardless of the severity of the stereotypic behavior. Teachers, however, significantly ranked More Behavior Information and Re-arrange the Environment higher in preference than parents. In all pair-wise comparisons among each of the eight intervention strategies, findings revealed significant differences in seven of the eight pair-wise comparisons. Overall, respondents ranked interventions with a positive attribute higher in preference than interventions with a negative attribute.","Made available in DSpace on 2011-05-07T14:00:48Z (GMT). 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