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dc.contributor.authorGrimes, Jennifer L
dc.date.accessioned2012-05-09T16:44:03Z
dc.date.accessioned2015-10-01T18:58:48Z
dc.date.available2012-05-09T16:44:03Z
dc.date.available2015-10-01T18:58:48Z
dc.date.issued2012-05-09T16:44:03Z
dc.identifier.urihttp://hdl.handle.net/10484/3906
dc.description.abstractMany states require or recommend school-based,problem solving teams in an effort to develop interventions to address student and teacher needs.Often these teams have not been trained in a structured problem-solving process,which is thought to improve the quality of interventions developed by a team.Creative Problem Solving(CPS)is a problem-solving process developed from creativity and cognitive psychology literature and has been found to increase team effectiveness.CPS has been modified for use with school-based,problem-solving teams,which are called General Education Intervention(GEI)teams in the state of Indiana,to assist in developing quality interventions.This modified process is called CPS for GEI teams.School-based problem-solving teams,CPS and treatment acceptability literature were discussed.The purpose of this study was to examine the impact of training in CPS for GEI teams on team member's ratings of familiarity,acceptability and perceived effectiveness of interventions.A self-report instrument,developed from the literature,assessed team member's ratings of familiarity,acceptability and perceived effectiveness of positive,negative and consultation intervention types by problem severity.There were 89 participants from 23 elementary schools that completed pre and posttest surveys in this treatment(CPS-GEI trained)vs control(untrained)group experimental design.Findings indicated that training in CPS-GEI significantly increases teams member's familiarity ratings for all intervention types measured,acceptabilty ratings for all intervention types measured,acceptability ratings for positive interventions and perceived effectiveness ratings for consultation interventions.These findings suggest that training school-based,problem-solving teams in a specific process will increase team member's familiarity with interventions.Findings in this study do not support current treatment acceptability models suggesting that familiarity,acceptability,use,integrity and effectiveness are interrelated and that by changing one variable,others will change as a function of the interrelationship.
dc.description.statementofresponsibilityJennifer L Grimes
dc.language.isoen_US
dc.subject.lcshGroup problem solving.
dc.subject.lcshCreative thinking.
dc.subject.lcshEducational psychology.
dc.subject.lcshSchool psychology.
dc.subject.otherStructured problem-solving process.
dc.subject.otherCreative Problem Solving.
dc.subject.otherGeneral Education Intervention.
dc.titleThe impact of creative problem solving for general education intervention teams on team member's ratings of treatment acceptability.
dc.typeDissertation
dc.date.graduationmonthAugust
dc.date.published2001
dc.description.committeechairBahr,Michael.W
dc.description.committeemembersBischoff,Lisa
dc.description.committeemembersLittlejohn,William
dc.description.degreeDoctor of Philosophy
dc.description.departmentDepartment Not Listed
dc.description.imprintCunningham Memorial library, Terre Haute,Indiana State University
dc.description.itemidetdILL-ETD-044
dc.description.levelDoctoral
dc.description.noteTitle from document title page. Document formatted into pages: contains 84 p.: ill. Includes abstract and appendix
dc.rights.accessrightsIf you are the author of this work and would like to have online access removed, please use the feedback form http://scholars.indstate.edu/feedback to contact us
refterms.dateFOA2021-06-02T11:36:56Z


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