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Abstract

This study examined the effects of a literary text-based course in emotional and behavioral disorders (EBD) on changing preservice teachers' attitudes toward characteristics of children with EBD. An experimental group (N = 32) was instructed with a literary text-based approach, while a control group (N = 30) was instructed with a professional text-based approach. Both groups completed a semantic differential survey measuring attitudes toward children with EBD during the first and last weeks of the 15-week course. Comparison of the groups' pre- and posttest survey results, utilizing analysis of covariance, showed the experimental group had a significantly more positive change in attitudes toward characteristics of children with EBD. Reasons why group differences in attitude occurred are discussed with emphasis on literary texts' ability to provide a more imaginative, relevant, and humane view of children with EBD.

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Utilizing Literary Texts in Teacher Education to Promote Positive Attitudes toward Children with Emotional and Behavioral Disorders

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