Education Commons^™

Administrators’ Perceptions Of The Impact Of Restorative Practices On Discipline Referrals And Suspension Rates In A Rural Elementary School, Gregory W. Brown

Theses and Dissertations

The problem addressed in the study involved excessive out-of-school suspensions, which have been a major concern for public school educators for decades. The purpose of the study explored the perceptions of participants regarding the effects of implementing restorative practices on suspension rates at a rural elementary school.The qualitative phenomenology study used a purposive sample of 10 educators who interacted with students suspended for violating the school's code of conduct. Six kindergarten through Grade 5 teachers, two Grades 3–5 grade-level chairpersons, the Positive Behavioral Interventions and Support coordinator, and one administrator participated in the study. Utilizing case study approaches, this qualitative …

Social Emotional Learning Curriculum And Implementation At Saint Cecilia School, Rachel Eash

Master's Theses & Capstone Projects

The following school improvement plan is about implementing a Social Emotional Learning curriculum at Saint Cecilia School in Ames Iowa. Saint Cecilia is a private preschool through sixth grade elementary school. At the time of this school improvement plan Saint Cecilia did not have a Social Emotional Learning curriculum that was used universally. Students exhibiting behavior problems was increasing at the school each year. The school improvement plan was developed using research from the DeWitt Library at Northwestern College in Orange City Iowa. The researcher discovered that the best Social Emotional Learning program for Saint Cecilia is PATHS. PATHS is …

Teachers’ Experience With Problematic Behavior And Educational Support: A Phenomenological Inquiry, Kristen Michelle Brashear

Antioch University Dissertations & Theses

This dissertation was conducted to discover how teachers of elementary and middle school-aged children experience the phenomenon of problematic behavior in their classrooms and the support they receive from the educational system in this regard. The literature review revealed that there is a dearth of research using a purely qualitative approach to exploring the experience of teachers in this area. The idea that teachers are rarely asked how they experience problematic behavior and support was evident in the findings of this study. I conducted this study using a phenomenological approach to interview six teachers from three states. The interviews were …

Effects Of Conjoint Behavioral Consultation On Student-Teacher Interactions, Sonya A. Bhatia

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Young children with disruptive classroom behaviors are at-risk for negative interactions with their teachers (Nelson & Roberts, 2000), which put children at increased risk for long-term negative social, academic, and behavioral outcomes (Sutherland & Oswald, 2005). Conjoint Behavioral Consultation (CBC) is an evidence-based family-school partnership intervention focused on strengthening relationships and promoting continuity and consistency between children’s key environments (Sheridan & Kratochwill, 2008). The efficacy of CBC on child outcomes and parent-teacher relationships has been demonstrated (Sheridan et al., 2017); however, no research has determined whether CBC improves student-teacher interactions.

This study examined CBC’s effect on student-teacher interactions using a …

Teacher Perceptions Of Students With Conduct Problems With And Without Callous Unemotional Traits, Casie L. Peet

USF Tampa Graduate Theses and Dissertations

Conduct problems describe behaviors that violate either age-appropriate societal norms or the rights of others. They include: physical or verbal aggression, theft, lying, arguing with authority, defiance, violation of rules, property destruction, fire setting, and truancy. Among youth with conduct problems, a subset display features known as callous-unemotional (CU) traits. CU traits, or interpersonal callousness, are exemplified in behaviors such as: (a) absence of remorse or guilt, (b) lack of empathy and, (c) callous use of others for personal gain (Frick & White, 2008). This study aims to fill the gap of examining these students in schools and which practices …

Third Grade And Concurrent Predictors Of Engagement And Achievement In Reading, Courtney Karasinski, Kirk Anderson

Funded Articles

Theoretical models of learning highlight the role of engagement. The current investigation assessed the role of self-concept, locus of control, internalizing and externalizing behavior problems, and self-perceived interest and competence in reading in reading achievement. Using data from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K), longitudinal (third grade) predictors of eighth grade reading achievement and motivation, and concurrent predictors of eighth grade reading achievement were analyzed. Regression modeling revealed that self-perceived interest and competence in reading, behavior problems, self-concept, and locus of control were weak predictors of reading achievement, both longitudinally and concurrently. Socioeconomic status and third grade reading achievement …

Development Of A Barriers Scale To Predict Early Treatment Success For Young Children In Poverty With Behavior Problems, Brittany Lynn Gresl, Robert A. Fox, Lauryn A. Besasie

College of Education Faculty Research and Publications

Research has demonstrated that participation in parent and child therapy (PCT) programs significantly reduces problematic behaviors while increasing positive behaviors in the child. However, PCT programs report rates of early termination as high as 60% among families in poverty. Research to reduce these early termination rates has historically focused on barriers to treatment including logistical conflicts, socioeconomic status, child age, and symptom severity. Despite attempts to address these variables and reduce early termination rates, progress has been slow in advancing the research in this area. In addition, few measures have been designed to accurately assess how barriers to treatment impact …

Predicting Treatment Success In Child And Parent Therapy Among Families In Poverty, Ryan Mattek, Robert A. Fox, Sara E. Harris

College of Education Faculty Research and Publications

Behavior problems are prevalent in young children and those living in poverty are at increased risk for stable, high-intensity behavioral problems. Research has demonstrated that participation in child and parent therapy (CPT) programs significantly reduces problematic child behaviors while increasing positive behaviors. However, CPT programs, particularly those implemented with low-income populations, frequently report high rates of attrition (over 50%). Parental attributional style has shown some promise as a contributing factor to treatment attendance and termination in previous research. The authors examined if parental attributional style could predict treatment success in a CPT program, specifically targeting low-income urban children with behavior …

Treatment Outcomes For At-Risk Young Children With Behavior Problems: Toward A New Definition Of Success, Michael P. Fung, Robert A. Fox, Sara E. Harris

Robert Fox

This study examined the outcomes of Early Pathways (EP), an in-home parent–child therapy program with 447 at-risk children younger than 5 years of age who were referred for severe behavior and emotional problems, such as aggression, oppositional behavior, and separation anxiety. EP emphasized parent-directed training of child behavior strategies including psychoeducation regarding child development, child-led play, and cognitive-behavioral techniques. Outcomes were assessed using a unique 2-dimensional definition of treatment completion, which consisted of treatment duration and an assessment of reliable change for the primary outcome measure of child behavior problems. Results showed that the majority of children (63.4%) met or …

Incidence Of Behavior Problems In Toddlers And Preschool Children From Families Living In Poverty, Casey A. Holtz, Robert A. Fox, John R. Meurer

Robert Fox

Few studies have examined the incidence of behavior problems in toddlers and preschool children from families living in poverty. The available research suggests behavior problems occur at higher rates in children living in poverty and may have long-term negative outcomes if not identified and properly treated. This study included an ethnically representative sample of 357 children, five years of age and younger, from a diverse, low-income, urban area. All families’ incomes met the federal threshold for living in poverty. Behavior problems were assessed by parent report through a questionnaire specifically designed for low-income families. Boys and younger children were reported …

Early Pathways Therapy For Young Children In Poverty: A Randomized Controlled Trial, Sara E. Harris, Robert A. Fox, Joanna R. Love

College of Education Faculty Research and Publications

Early Pathways is a home-based, parent and child therapy program for the treatment of disruptive behaviors among young children living in poverty. In this study, 199 clinically referred children were randomly assigned to an immediate treatment (IT) or wait-list control (WL) conditions. Results indicated that parents in the IT condition reported significant improvements in their child’s disruptive and prosocial behaviors and increased nurturing and decreased use of corporal and verbal punishment by their parents compared to the WL families. Gains were maintained for children in both the IT and WL conditions at 3-month follow-up.

Home-Based Parent-Child Therapy In Low-Income African American, Caucasian, And Latino Families: A Comparative Examination Of Treatment Outcomes, Brittany L. Gresl, Robert A. Fox, Alicia Fleischmann

Robert Fox

This study examined parent and child treatment outcomes for a home-based Parent-Child Therapy (PCT) program for 66 children from families living in poverty. African American, Caucasian, and Latino families were examined to determine if an evidence-based program would produce similar results across different ethnic groups. The results showed that caregivers across the three ethnic groups reported improved child challenging behavior, increased positive parent-child interactions, improved parental expectations, higher levels of nurturing, and less reliance on verbal and corporal punishment as a form of discipline. Practical implications for these results are discussed.

The Effects Of Familial Relationships And Sibling Sex Composition On Behavioral Adjustment In Middle Childhood, Elyse I. Pierce

Departmental Honors Projects

Differences in familial relationship qualities have been linked to children's adjustment during middle childhood (Bank, Burraston, & Snyder, 2004). Children with familial relationships characterized by positivity typically have fewer behavior problems than children with more negative familial relationships. However, less is known about how the parent-child and sibling relationships influence children's adjustment concurrently. In the present study, parent-child and sibling interactions were rated on positivity and negativity. Parental ratings of children's adjustment and relationship qualities were also examined. The presence of negativity in the parent-child and sibling relationships predicted poorer adjustment. Sibling negativity predicted additional variance above and beyond parental …

Incidence Of Behavior Problems In Toddlers And Preschool Children From Families Living In Poverty, Casey A. Holtz, Robert A. Fox, John R. Meurer

College of Education Faculty Research and Publications

Few studies have examined the incidence of behavior problems in toddlers and preschool children from families living in poverty. The available research suggests behavior problems occur at higher rates in children living in poverty and may have long-term negative outcomes if not identified and properly treated. This study included an ethnically representative sample of 357 children, five years of age and younger, from a diverse, low-income, urban area. All families’ incomes met the federal threshold for living in poverty. Behavior problems were assessed by parent report through a questionnaire specifically designed for low-income families. Boys and younger children were reported …

Treatment Outcomes For At-Risk Young Children With Behavior Problems: Toward A New Definition Of Success, Michael P. Fung, Robert A. Fox, Sara E. Harris

College of Education Faculty Research and Publications

This study examined the outcomes of Early Pathways (EP), an in-home parent–child therapy program with 447 at-risk children younger than 5 years of age who were referred for severe behavior and emotional problems, such as aggression, oppositional behavior, and separation anxiety. EP emphasized parent-directed training of child behavior strategies including psychoeducation regarding child development, child-led play, and cognitive-behavioral techniques. Outcomes were assessed using a unique 2-dimensional definition of treatment completion, which consisted of treatment duration and an assessment of reliable change for the primary outcome measure of child behavior problems. Results showed that the majority of children (63.4%) met or …

Home-Based Parent-Child Therapy In Low-Income African American, Caucasian, And Latino Families: A Comparative Examination Of Treatment Outcomes, Brittany L. Gresl, Robert A. Fox, Alicia Fleischmann

College of Education Faculty Research and Publications

This study examined parent and child treatment outcomes for a home-based Parent-Child Therapy (PCT) program for 66 children from families living in poverty. African American, Caucasian, and Latino families were examined to determine if an evidence-based program would produce similar results across different ethnic groups. The results showed that caregivers across the three ethnic groups reported improved child challenging behavior, increased positive parent-child interactions, improved parental expectations, higher levels of nurturing, and less reliance on verbal and corporal punishment as a form of discipline. Practical implications for these results are discussed.

Toddlers With Developmental Delays And Challenging Behaviors, Kathryn M. Keller, Robert A. Fox

Robert Fox

Behavior problems and parental expectations and practices were studied in a sample of 58 toddlers with developmental disabilities who were consecutively referred to a mental health clinic. The majority of children (70.7%) exceeded the clinical cut-off score for significant behavior problems including tantrums, aggression, defiance, and hyperactivity, and 77.6% met the DSM-IV criteria for a psychiatric diagnosis with oppositional defiant disorder being the most common. Consistent with previous research, child behavior problems were related to parental use of verbal and corporal punishment and were detrimental to the quality of the parent-child relationship. A new finding was that parental expectations also …

Behavior Problems In Toddlers With And Without Developmental Delays: Comparison Of Treatment Outcomes, Casey A. Holtz, Jennifer M. Carrasco, Ryan Mattek, Robert A. Fox

Robert Fox

The purpose of this study is to examine the effectiveness of an in-home parent management program for toddlers with behavior problems and developmental delays by comparing outcomes for a group of toddlers with developmental delays (n = 27) and a group of toddlers without developmental delays (n = 27). The majority of children lived in single parent, low-income homes. Results suggest that the parent management program is equally effective for children with and without developmental delays. Parents from both groups reported clinically significant improvement in their children's behavior and parenting practices. Clinical implications regarding the importance of these findings for …

Parenting Stress, Behavior, Treatment Satisfaction, And Hope In Caregivers Of Children With Developmental Disabilities, Paige Cristin Schultz

Dissertations

Parenting stress has been shown to be related to both negative parenting behaviors and child behavior problems in the general population as well as with children with developmental disabilities. With the majority of children with developmental disabilities participating in multiple treatments, little is known about the effect of treatment satisfaction on caregivers. Hope has also been shown to reduce stress in caregivers, yet little research has examined this relationship with respect to parenting stress specifically or in parents with children with developmental disabilities. Treatment satisfaction has also been associated with less parenting stress in other populations; however, no study has …

Mother-Child Attachment And Preschool Behavior Problems In Children With Developmental Delays, Mary S. Lamont

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Secure mother-child attachment has been found to be an important factor in the healthy emotional development of children and has been shown to have effects on child, adolescent, and adult behavior. Previous research has primarily focused on attachment in children who are typically developing. However, little research has been conducted in populations of children with developmental delays. The research thus far has suggested that medical situations, child disabilities and maternal emotions may affect interaction patterns between the mother and the child which may in turn influence the security of the mother-child attachment in children with developmental delays. This study contributes …

Whytry? A Program Evaluation, Tammie Knick

All Graduate Theses, Dissertations, and Other Capstone Projects

In Minnesota, one out of every five students fail to graduate from high school (Alliance for Excellent Education, 2009). Long before students decide to drop out of school, a host of risk factors or early predictors undoubtedly emerged in childhood. The purpose of this research pilot project was to determine the efficacy of the WhyTry? program in helping to reduce some of those risk factors such as: Truancy, Behavior problems in school, Low academic achievement, and School disengagement. The WhyTry? Program uses a strengths-based approach to help youth overcome their challenges and improve their outcomes at school. WhyTry? is based …

Behavior Problems In Toddlers With And Without Developmental Delays: Comparison Of Treatment Outcomes, Casey A. Holtz, Jennifer M. Carrasco, Ryan Mattek, Robert A. Fox

College of Education Faculty Research and Publications

The purpose of this study is to examine the effectiveness of an in-home parent management program for toddlers with behavior problems and developmental delays by comparing outcomes for a group of toddlers with developmental delays (n = 27) and a group of toddlers without developmental delays (n = 27). The majority of children lived in single parent, low-income homes. Results suggest that the parent management program is equally effective for children with and without developmental delays. Parents from both groups reported clinically significant improvement in their children's behavior and parenting practices. Clinical implications regarding the importance of these …

Toddlers With Developmental Delays And Challenging Behaviors, Kathryn M. Keller, Robert A. Fox

College of Education Faculty Research and Publications

Behavior problems and parental expectations and practices were studied in a sample of 58 toddlers with developmental disabilities who were consecutively referred to a mental health clinic. The majority of children (70.7%) exceeded the clinical cut-off score for significant behavior problems including tantrums, aggression, defiance, and hyperactivity, and 77.6% met the DSM-IV criteria for a psychiatric diagnosis with oppositional defiant disorder being the most common. Consistent with previous research, child behavior problems were related to parental use of verbal and corporal punishment and were detrimental to the quality of the parent-child relationship. A new finding was that parental expectations also …

Effective Positive Behavior Interventions For Students With Internalizing Behavior Problems, Lynnette Christensen, Michelle Marchant, Paul Caldarella

Faculty Publications

Purpose: To compare the methods and outcomes of three second tier PBS studies designed to address internalizing behavior problems in elementary school students.

Preventing Challenging Behaviour Through The Management Of Instructional Antecedents, John J. Wheeler, Stacy L. Carter, Michael R. Mayton, Morgan Chitiyo

John J. Wheeler

Pica: A Review Of Recent Assessment And Treatment Procedures

John J. Wheeler

Conduct Disorder: Is It Treatable?, Renata Smith

Master of Education Program Theses

Behavior problems are a growing problem in classrooms around the United States. One of the most common types of behavior disorders is Conduct Disorder. Is this a treatable disorder? Many treatment options are available. Only three will be discussed in this paper: Service Learning, Behavior Modification and Cognitive Behavior Therapy. Service Learning, Behavior Modification, and Cognitive Behavior Therapy have been shown to be effective in treating conduct disorders in residential settings but there are no follow-up studies to determine whether these treatments had long-term effects on the behavior once the students left the facility.

An In-School Project Of Alternative Learning For High School Behavior Problems, Diane M. Fornaci

Theses

Unavailable.