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dc.contributor.advisorPerfect, Michelleen_US
dc.contributor.authorMercier, Deborah Jean
dc.creatorMercier, Deborah Jeanen_US
dc.date.accessioned2014-06-03T19:58:07Z
dc.date.available2014-06-03T19:58:07Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10150/318804
dc.description.abstractThis study concerns the impact of providing teachers with increasing levels of information about a hypothetical student's PTSD symptoms. Specifically, the amount of information given teachers was examined as it impacted: 1. teachers' causal attributions, 2. their ability to identify specific emotional problems, and 3. their ability to choose accommodations recommended for students with PTSD. An online survey format was used to randomly assign 236 teachers to one of three levels of information about a hypothetical student namely, 1) description of behavioral and academic difficulties in the classroom (Behavioral Descriptors), 2) Behavioral Descriptors plus information about trauma exposure and diagnosis of PTSD (PTSD Diagnosis), and 3) Behavioral Descriptors, PTSD Diagnosis plus outcomes associated with PTSD (PTSD Outcomes). Increased levels of information resulted in a significant increase in accurate identification of the cause of student difficulties overall. Regarding ability to identify specific emotional diagnoses, teachers' ability to identify PTSD as the accurate emotional problem represented was also significantly more likely with increased levels of information. However, the likelihood of teachers to identify accommodations recommended for students with PTSD was not significantly impacted by increased levels of information. Results indicated that teachers make more accurate causal attributions about students with PTSD with increased information, but this does not result in increased ability to identify classroom accommodations that are recommended for students with PTSD.
dc.language.isoen_USen
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectPTSDen_US
dc.subjectTeacher perceptions of PTSDen_US
dc.subjectTeachers' identification of PTSDen_US
dc.subjectSchool Psychologyen_US
dc.subjectClassroom accommodationsen_US
dc.titleImpact of Information Level on Teachers' Ability to Identify and Accommodate for PTSDen_US
dc.typetexten
dc.typeElectronic Dissertationen
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberPerfect, Michelleen_US
dc.contributor.committeememberLevine-Donnerstein, Deborahen_US
dc.contributor.committeememberWodrich, Daviden_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSchool Psychologyen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-05-27T16:43:38Z
html.description.abstractThis study concerns the impact of providing teachers with increasing levels of information about a hypothetical student's PTSD symptoms. Specifically, the amount of information given teachers was examined as it impacted: 1. teachers' causal attributions, 2. their ability to identify specific emotional problems, and 3. their ability to choose accommodations recommended for students with PTSD. An online survey format was used to randomly assign 236 teachers to one of three levels of information about a hypothetical student namely, 1) description of behavioral and academic difficulties in the classroom (Behavioral Descriptors), 2) Behavioral Descriptors plus information about trauma exposure and diagnosis of PTSD (PTSD Diagnosis), and 3) Behavioral Descriptors, PTSD Diagnosis plus outcomes associated with PTSD (PTSD Outcomes). Increased levels of information resulted in a significant increase in accurate identification of the cause of student difficulties overall. Regarding ability to identify specific emotional diagnoses, teachers' ability to identify PTSD as the accurate emotional problem represented was also significantly more likely with increased levels of information. However, the likelihood of teachers to identify accommodations recommended for students with PTSD was not significantly impacted by increased levels of information. Results indicated that teachers make more accurate causal attributions about students with PTSD with increased information, but this does not result in increased ability to identify classroom accommodations that are recommended for students with PTSD.


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