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Characteristics of successful classr...

Artiste, Francine.

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Characteristics of successful classroom behavior therapists of individuals with autism: A qualitative case study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Characteristics of successful classroom behavior therapists of individuals with autism: A qualitative case study./
Author:	Artiste, Francine.
Description:	194 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3671049
ISBN:	9781321481273

Characteristics of successful classroom behavior therapists of individuals with autism: A qualitative case study.
Artiste, Francine.

Characteristics of successful classroom behavior therapists of individuals with autism: A qualitative case study. - 194 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ph.D.)--The University of Akron, 2014.

With the increasing rate of individuals diagnosed with developmental disabilities, the educational demands for this population will continue to increase over time (Cox, 2001). The personnel selection process for intervention specialists require specialized attention since it is singularly dependent on certain personal characteristics of the educator (Sapir & Wilson, 2001). The purpose of this qualitative case study was to identify the personal and professional characteristics of successful classroom behavior therapists working in a self-contained setting with individuals who have moderate to severe autism, as they were viewed from the perspectives of effective novice and mentor CBTs.

ISBN: 9781321481273Subjects--Topical Terms:

2122863
Higher education administration.

Characteristics of successful classroom behavior therapists of individuals with autism: A qualitative case study.
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100 1 $a Artiste, Francine. $3 3179398
245 1 0 $a Characteristics of successful classroom behavior therapists of individuals with autism: A qualitative case study.
300 $a 194 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Adviser: Francis Broadway.
502 $a Thesis (Ph.D.)--The University of Akron, 2014.
520 $a With the increasing rate of individuals diagnosed with developmental disabilities, the educational demands for this population will continue to increase over time (Cox, 2001). The personnel selection process for intervention specialists require specialized attention since it is singularly dependent on certain personal characteristics of the educator (Sapir & Wilson, 2001). The purpose of this qualitative case study was to identify the personal and professional characteristics of successful classroom behavior therapists working in a self-contained setting with individuals who have moderate to severe autism, as they were viewed from the perspectives of effective novice and mentor CBTs.
520 $a One broad research question guided this study: 1. What are the personal and professional characteristics of successful classroom behavior therapists working in a self-contained setting with individuals who have moderate to severe autism? 1a. What are the personal and professional characteristics of successful novice classroom behavior therapists working in a self-contained setting with individuals who have moderate to severe autism? 1b. What are the personal and professional characteristics of successful mentor classroom behavior therapists working in a self-contained setting with individuals who have moderate to severe autism?
520 $a Three broad categories of characteristics emerged from the data analysis to include: (a) personal efficacy; (b) interactive skills; and (c) professional knowledge. Mentor and novice CBTs identified 8 significant characteristics of successful CBTs. For personal efficacy, mentor and novice CBTs identified the following: (a) problem solver, (b) passionate, (c) goal oriented and (d) organized. For interactive skills, mentor and novice CBTs identified the following: (a) team player and (b) accepts and provides feedback. For professional knowledge, mentor and novice CBTs identified the following characteristics as significant of successful CBTs: (a) prior experience with children affected with a disability and (b) ability to implement principles of applied behavior analysis.
520 $a The results indicated that both novice and mentor CBTs identified personal characteristics as significantly more important than professional characteristics. Moreover, the overwhelming majority of personal characteristics appeared in the category of personal efficacy. A major conclusion of this study, then, is an increased awareness that a range of personal qualities may ultimately be a better predictor of success as a CBT than the professional knowledge a potential candidate brings to the job. Implications for CBTs, CBT supervisors, school administrators, higher education staff, and future research are presented.
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650 4 $a Higher education administration. $3 2122863
650 4 $a Higher education. $3 641065
650 4 $a School administration. $3 3172164
650 4 $a Teacher education. $3 3172312
650 4 $a Special education. $3 516693
650 4 $a Pedagogy. $3 2122828
650 4 $a Community college education. $3 2122836
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710 2 $a The University of Akron. $b Secondary Education. $3 3174632
773 0 $t Dissertation Abstracts International $g 76-05A(E).
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791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3671049