Date of Award

1-3-2011

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational and School Psychology

First Advisor

Joseph F. Kovaleski, D.Ed.

Second Advisor

William F. Barker, Ph.D.

Third Advisor

Edward M. Levinson, Ed.D.

Fourth Advisor

Roger L. Briscoe, Ph.D.

Abstract

This study investigated the perceived quality of interpersonal relations (PIR) of students in an alternative center by using archival data from a questionnaire that had already been completed by the sample. Specifically, this researcher intended to determine if there was a difference between the PIR of students in an alternative school setting and that of typical students, as identified in the Clinical Assessment of Interpersonal Relations (CAIR) manual standardization sample. No direct research methods were applied to participants in this study. The primary research method employed was examination of archival data. As a part of the intake process for the students at the proposed alternative school, students were administered the CAIR upon enrollment throughout the 2008-2009 school year. Results of data analyses revealed significant differences between the overall PIR of students in an alternative center when compared to typical students using the .003 Bonferroni corrected level. Specifically, students in an alternative center demonstrated poorer overall PIR than students in a typical setting regardless of IEP status, educational classification, and demographic variables. In general, although students in an alternative center all appear to be the same when consideration is given to PIR in comparison to typical students, they do look different when further analyzing specific subscales. The results of this study suggest the possibility that PIR is dependent upon to whom the students are relating.

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