Model
Digital Document
Publisher
Florida Atlantic University
Description
The purpose of this study was to compare the locus of
control orientation between regular class and selfcontained
emotionally handicapped students within the
elementary, middle and high school settings. Two samples
of students were selected from the third through eleventh
grades of the Seminole County school system using a
randomized block design . One group consisted of sixty
students enrolled within the self- contained program for
the emotionally handicapped from elementary, middle and
high school classes. A second group of sixty regular
class students were selected from the same schools. The
Nowicki- Strickland Locus of Control Scale was administered
to small groups of subjects, out of the classroom, but within the school setting . The mean scores for each
group were analyzed using a 2x3 analysis of variance with
the effects tested at the .05 level of significance across
all levels.
The emotionally handicapped students were found
to be significantly more external than the regular class
students. In addition, both groups exhibited a shift in
locus of control orientation, becoming significantly more
internal as they progressed from elementary to high school.
No significant interaction was found to exist between
regular class and emotionally handicapped students in
elementary, middle and high school. It was concluded
that although the emotionally handicapped students
maintained a more external orientation than the regular
class students, as both groups approached adolescence and
experienced an increased mastery of the environment, there
was a shift towards a more internal locus of control.
However, regardless of the school level involved, the
emotionally handicapped students maintained a more external
orientation.
Since behavior modification procedures have been
shown to foster an internal locus of control orientation,
it was concluded that behavioral techniques would be
effective in the education and treatment of self-contained
emotionally handicapped students. It was further concluded
that the locus of control construct could provide
both teachers and administrators of programs for the emotionally handicapped with valuable information and
insight into the dynamics of the disability. This
knowledge combined with an understanding of behavior
modification principles could prove to be a viable means
of altering unacceptable behavioral patterns, improving
academic performance levels and ultimately result in a
more productive life style for their students.
control orientation between regular class and selfcontained
emotionally handicapped students within the
elementary, middle and high school settings. Two samples
of students were selected from the third through eleventh
grades of the Seminole County school system using a
randomized block design . One group consisted of sixty
students enrolled within the self- contained program for
the emotionally handicapped from elementary, middle and
high school classes. A second group of sixty regular
class students were selected from the same schools. The
Nowicki- Strickland Locus of Control Scale was administered
to small groups of subjects, out of the classroom, but within the school setting . The mean scores for each
group were analyzed using a 2x3 analysis of variance with
the effects tested at the .05 level of significance across
all levels.
The emotionally handicapped students were found
to be significantly more external than the regular class
students. In addition, both groups exhibited a shift in
locus of control orientation, becoming significantly more
internal as they progressed from elementary to high school.
No significant interaction was found to exist between
regular class and emotionally handicapped students in
elementary, middle and high school. It was concluded
that although the emotionally handicapped students
maintained a more external orientation than the regular
class students, as both groups approached adolescence and
experienced an increased mastery of the environment, there
was a shift towards a more internal locus of control.
However, regardless of the school level involved, the
emotionally handicapped students maintained a more external
orientation.
Since behavior modification procedures have been
shown to foster an internal locus of control orientation,
it was concluded that behavioral techniques would be
effective in the education and treatment of self-contained
emotionally handicapped students. It was further concluded
that the locus of control construct could provide
both teachers and administrators of programs for the emotionally handicapped with valuable information and
insight into the dynamics of the disability. This
knowledge combined with an understanding of behavior
modification principles could prove to be a viable means
of altering unacceptable behavioral patterns, improving
academic performance levels and ultimately result in a
more productive life style for their students.
Member of