| Students with emotional disturbance (ED) in school psychology are considered the most under-identified and under-served population in special education. The general problem is their rate of involvement with the criminal justice system. Students with ED have the poorest educational outcomes, which pose challenges to educational systems, families, and to the individuals themselves. These challenges include truancy, lower graduation rates, increased drug abuse, and emotional strain for their families. Emotional and behavioral difficulties have been linked to Bowlby's attachment theory but a lack of understanding of attachment types of students with ED impedes the development of successful interventions and prevention plans. The purpose of the qualitative multiple-case study was to explore attachment types of children with ED as well as their classroom behaviors to expand attachment theory and to enhance understanding of attachment types by parents and educators. Six parents of children with ED and three educators were recruited. Children were between 6 to 18 years of age and parents included guardians and primary caregivers. Data saturation was achieved and no new themes emerged after interviewing six parents and three teachers. Participants were recruited at the Tuolumne County Superintendent of Schools. Attachment questionnaire completed by the parents was used to explore attachment types and interviews conducted with the teachers were used to describe classroom behaviors of students with ED. Children did not participate in this inquiry and were not observed. Primary caregivers were recruited to explore the following four attachment types: secure, ambivalent, avoidant, and disorganized. Some themes were predetermined by the attachment questionnaire and the five areas of ED and more themes emerges during the inquiry. Overall, the purpose of the dissertation study was to expand attachment theory, and enhances understanding of attachment types and behaviors of children with ED. |
