From: L. Clyde Lic2@Lehigh.edu
Date: 3/3/00
Time: 9:03:20 PM
Remote Name: 216.37.135.237
Dear Dr. Epstein: I am currently working on my dissertation at Lehigh University, Bethlehem, PA. and have am interested in the impact climate has on maintaining the EBD student in the regular education classroom. In my investigation, I have found that Dr. Comer's definition of climate in terms of quality of relationships addresses my population and question. My approach follows the line of reasoning that EBD is a relational disorder and therefore the student-teacher relationship is a critical variable in the success of the EBD student. I have had some difficulty in conceptualizing the research question so that the info can be evaluated. INitially I thought I would survey a self-contained class (regular-ed) to identify those student with behavior problems and administer the SChool climate survey to evaluate their perception of the climate and the also evaluate their progress in the regular ed. classroom. Recently, I was visiting with my committee chair, Dr. Michael George who is currently administrator at Centenial School, Lehigh University, which is an alternative school for the EBD student. Since the identification of the EBD student can be subjective, using the population at Centenial that are being transitioned back into the regular education classroom will help to define the population. I plan to evaluate the progress of the student, the student's perception of climate, and the teachers perception of climate and the student. I have been reading information on the Behavioral and emotional rating scale and was wondering in this tool would be useful in my study. If this makes sense, let me know what you think. If it doesn't, which has been my challenge for the last year, perhaps I could clarify and we could discuss different approaches. I would appreciate any help you could give me. Linda Clyde
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