Effects of a training program on teacher behavior and handicapped children's self-concepts.
The purpose of this research was to assess the effectiveness of the revised Utah State University Self-Concept Protocol Program in changing teacher behaviors presumed to be related to pupil self-concept. This program was focused on teachers with handicapped pupils in mainstreamed classrooms (grades 4 through 6). Ten volunteer teachers were trained in the self-concept behaviors as part of an inservice course. Eight additional volunteer teachers served as a no-treatment control group. Program-related teacher behaviors were observed and a pupil self-concept measure was administered before and after the inservice course. Results indicated that, although no changes occurred in program-related behaviors for the control group teachers, experimental group teachers showed significant increases on six of the 12 program-related behaviors. No gains in self-concept were made by handicapped children; however, there was some evidence for differential effectiveness of the program for learning disabled and emotionally handicapped children.
D000342:Affective Symptoms / Q000534:rehabilitation; D002648:Child; D006233:Persons with Disabilities / Q000523:psychology*; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation; D011369:Professional-Patient Relations; D012649:Self Concept; D013663:Teaching; D014589:Utah