Author(s)

Nicole Haldeman

Date Approved

5-27-2014

Document Type

Thesis

Degree Name

M.A. School Psychology-Professional School Psychology

Department

Psychology

College

College of Science & Mathematics

First Advisor

Dihoff, Roberta

Subject(s)

Teenagers--Mental health services;Counseling in secondary education

Disciplines

Child Psychology | Student Counseling and Personnel Services

Abstract

The purpose of the present study was to (a) examine the post-secondary transition services that are being utilized by students of differing disability categories, (b) determine if students with emotional and behavioral disabilities receive the same services as their other disabled peers, and (c) investigate if the profession of the participants impacts the services they utilize and the regularity in which they do so. In order to investigate the usage of post-secondary transition services, New Jersey child study team members completed the questionnaire, Post-Secondary Transition and Follow-up Services in Public Education, designed by the principal researcher. A one-way analysis of variance revealed that there was no significant difference between disability groups regarding the amount of services received. Despite this, the data gathered did provide valuable insight into what services students with emotional and behavioral disabilities are receiving most regularly and which services they are not. Additionally, a one-way analysis of variance determined that there was not a significant difference in the amount of services provided by each individual profession. Interpretations of these findings is discussed with regards to the limitations presented by the research design, as well as the information gathered concerning the individual transition services that are utilized by students with emotional and behavioral disabilities.

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