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    Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators

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    Genre
    Thesis/Dissertation
    Date
    2016
    Author
    Donnelly, Michael William
    Advisor
    Ikpa, Vivian W.
    Committee member
    DuCette, Joseph P.
    Gross, Steven Jay
    Sanford-DeShields, Jayminn
    Department
    Educational Leadership
    Subject
    Education, Elementary
    Education
    Behavior Management
    Emotional Disturbance
    Technology
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1115
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1097
    Abstract
    The purpose of this mixed methods study was to identify the perceptions of educators regarding the potential impact of technology as a motivator to elicit desirable behaviors within students that have been identified with an educational diagnosis of emotional disturbance at the elementary school level. A review of the literature focused on key words such as (a) technology, (b) emotional disturbance, and (c) behavior management. The perceptions of educators were collected through the use of an on-line questionnaire, in addition to individual, face-to-face interviews. The study intended to collect the perceptions of classroom teachers to determine whether or not educators who work closely with elementary-aged students with emotional disturbance are more likely to exhibit desirable behaviors at school when the student is aware that access to technology is an option as a reward or even if the technology is available for general use in the classroom. The implications of the study show that the majority of teachers who participated do perceive that technology plays a role in promoting desirable behaviors within their students. Future studies can look at the role specific types of technology play in behavior management. It can be stated that the implications from this study promote the use of technology in emotional support classrooms at the elementary level. Ensuring that teachers have access to technology is an important factor that school districts will want to examine.
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