Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Comparing Measure of Academic Progress (MAP) and Piers-Harris 2 Scores of Students with Emotional and Behavioral Disorders

  • Terrence Rainer Chisolm, Ph.D., CBGT (Author) Clinton College image/svg+xml
    Terrence R. Chisolm, Ph.D., CBGT is a middle school special education teacher and is a College Instructor at Clinton College in Rock Hill, SC. Dr. Chisolm has also developed an academic program (Write, Read, & Build) and two theories (Broken Glass & Social, Academic, and Cognitive) for students with Emotional and Behavioral Disorders. Dr. Chisolm is currently in the process of becoming a permanent Deacon in the Roman Catholic Church for the Diocese of Charleston, SC. His scheduled ordination is set for 2016. The Dioceses of Charleston provides pastoral training and Saint Leo University (MTh, 2015) provides Theological studies. Dr. Chisolm obtained his PhD in Education with a specialization in Exceptional Student Education from Northcentral University and is a certified Cognitive Behavioral Group Therapist.
DOI
https://doi.org/10.64546/jaasep.261
Abstract
In this quantitative, archival study, academic achievement and self-concept scores were compared for middle-school students with EBD based on whether the students had been placed into a self-contained learning environment (SCLE) or a mainstreamed least restrictive environment (MLRE). Academic achievement scores and self-concept scores for 2007 were compared between the two groups (n = 70 for each group), with 2005 scores used as a baseline. The findings of the study demonstrated that when students with EBDs are given an opportunity with highly skilled professional staff members trained in both mental health therapy and special education, improvements are possible. In addition, this study enhanced both the broken-glass and Social, Academic, and Cognitive (SAC) theories by demonstrating the potential of integrating academic skills with emotional and behavioral support. Additional research is needed to investigate more intensive and innovative strategies designed to help students with EBDs succeed academically and socially.
Keywords
Academic Achievement, Behavior Disorders, Children, Comparative Analysis, Educational Environment, Emotional Problems
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How to Cite
Chisolm, T. R. (2015). Comparing Measure of Academic Progress (MAP) and Piers-Harris 2 Scores of Students with Emotional and Behavioral Disorders. Journal of the American Academy of Special Education Professionals, 10(1), 21-37. https://doi.org/10.64546/jaasep.261

Winter 2015

Article Information

  • Article Type Articles
  • Submitted December 15, 2014
  • Published February 15, 2015
  • Issue Winter 2015
  • Section Articles
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