Abstract

The purpose of this study was to examine the relationship between the introduction of education assistance dogs (EAD) on the attendance, verbal communication utterances, and maladaptive behaviors of students on behavior intervention plans who were enrolled in self-contained, special education classrooms. Teachers in two elementary classrooms and one middle school classroom gathered data on the three areas of focus. The researcher then utilized a single subject design and corresponding line graphs to represent the data. The results indicated a positive trend in the scores for verbal communication utterances and maladaptive behaviors among targeted students after end introduction of the EAD. The results were inconclusive for student attendance. These results suggested that the large, urban, Central Florida school district in which the study was conducted may want to consider continuation of the EAD program to gather additional data.

Notes

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Graduation Date

2020

Semester

Summer

Advisor

Vitale, Thomas

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track

Format

application/pdf

Identifier

CFE0008198

Language

English

Release Date

August 2020

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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