Digital Commons Network^™

Using Ti-Nspire To Engage Preservice Mathematics Teachers In An Exploratory Geometry Module, Alesia D. Mickle, Pier A. Junor Clarke

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

In the mathematics classroom, most preservice mathematics teachers possess basic skills to use technology as an instructional strategy in communicating content standards. However, today’s demands for preservice teachers to engage in a variety of “best teaching practices” in their preservice teaching and edTPA requirements can oftentimes place the acquisition of technical skills and integration of new technology in content curriculum far from the forefront of their minds. Ertmer, Conklin, Lewandowski, Osika, Selo, and Wignall (2003) acknowledged preservice teachers’ desires to gain the adequate technical skills necessary to use technology in teachers’ daily tasks of facilitating and managing their classrooms. They …

2014-2015 Georgia Southern University Basketball Media Guide, Georgia Southern University

Men's Basketball Records

• Men's Basketball 2014-15 Media Guide

2014-15 Georgia Southern University Basketball Roster, Georgia Southern University

Men's Basketball Records

• 2014-15 Men's Basketball Roster

2014-2015 Georgia Southern University Women's Basketball Media Guide, Georgia Southern University

Women's Basketball Records

• Georgia Southern 2014-15 Women's Basketball

Georgia Southern University Fact Book, Georgia Southern University

Georgia Southern Fact Books (1976-2022)

No abstract provided.

Including All Tiers And All Participants In The Rti/Mtss Process, Leonora Clarkson

Georgia Association for Positive Behavior Support Conference

RTI/MTSS interventions for all tiers will be a journey that starts at Tier 1 and moves through tier 3. Tier 1 is the most important to evaluate, and sometimes it is the last to be discussed when looking at RTI/MTSS. This session will start with Tier 1 information focusing on universal screening, classroom management, rigor of academics, PBIS, and motivating students. When tier 1 is implemented with success, implementing tiers 2 through 4 become a natural process. Behavior interventions have common threads that are very individual to students. How can a school manage behavior interventions with all of the academic …

Understanding Each Other - Developing Positive Relationships With Challenging Students, Ann M. Van Buskirk Ph.D., Kimberly Oliver Robinson Ph.D.

Georgia Association for Positive Behavior Support Conference

Everyone has encountered someone who is hard to like and may not "fit" well with our own personality. As parents, we do not choose the temperament of our children, and as educators we often do not choose the students in our classroom. Studies have suggested that for every 10 students, 2-3 will be a "perfect match" for the teacher, 6-7 may be a “good fit” and often at least one student will present significant challenges for her or his teacher. Many of the challenges faced by parents and educators in working with students are exacerbated by lack of understanding and …

The A-B-Cs Of Behavior: May The Environment Be With You, Denise C. Duke

Georgia Association for Positive Behavior Support Conference

This presentation will provide participants with knowledge about behavior (both positive and problem) and how environmental events and people can influence it. This is valuable information that can be used in the home, school and community. It will include a description and discussion of the 3-term contingency (Antecedent-Behavior-Consequence) that can be observed and manipulated in virtually every behavior of interest. Discussions will include setting events (slow triggers) as well as immediate triggers for problem behavior. This conversation will also include insights into factors that increase or decrease the value of a particular result of a behavior. Additionally, operational definitions for …

Building Community Among Staff And Fostering Teacher Buy-In, Melanie D. James, Cheryl S. Sewell

Georgia Association for Positive Behavior Support Conference

Our presentation would focus on building positive relationships among staff members within the school, establishing a positive school culture, improving teacher morale, and fostering teacher-buy in. We believe that the success of the PBIS program at our school hinges upon the fact that our teachers bought into the program and model respect for each other. We have a family-like culture within our building which has developed over time due to creative initiatives that we put into place. Although our presentation would not specifically address strategies that parents could use in the home, it would show how a positive culture at …

Class Dojo: An Awesome Progress Monitoring Tool!, Patricia J. Wolf

Georgia Association for Positive Behavior Support Conference

ClassDojo is a FREE classroom management platform for teachers, parents and students. Class Dojo helps teachers to encourage specific student behaviors through real-time teacher-to-student feedback through the web and mobile devices. The software automatically generates behavior reports that can be shared with parents and students. Behaviors tracked by the app can be customized. Participants in this session will learn basic skills in usage of ClassDojo and the advantages to using this effective progress monitoring tool. Class DOJO can also be customized for IEP progress monitoring or Multi-tiered PBIS Support. Learn how to use class dojo as a school wide management …

Pbis And Rti : Best Practices And Practical Applications Using Technology, Maggie Kjer Phd, Pearson

Georgia Association for Positive Behavior Support Conference

This presentation will focus on the practical application of PBIS and RTI for Behavior within a Multi-Tiered System of Supports (MTSS) for K-12. The common challenges expressed by districts in establishing these systems will be reviewed, as will the requisite components and processes for a complete PBIS rollout. The presenters will discuss these challenges, and how districts have utilized available online tools to help overcome them, and have more successful processes and better outcomes for their students. Creating a positive climate more conducive to learning and more preventative of problem behaviors, establishing a systematic approach to discipline, identification of students …

Securing The Education Pipeline: Arrested Learning - When We Suspend And Expel Our Youngest From School, Pamela Perkins Carn, Marlyn Tillman

Georgia Association for Positive Behavior Support Conference

In 2005, Dr. Walter S. Gilliam surveyed a sample of 4,000 state-funded preschools, looking at expulsions.

Dr. Gilliam’s research revealed that four-year-olds were expelled at a rate of about 1.5 times greater than three-year-olds. Boys were expelled at a rate of more than 4.5 times that of girls. African-Americans were about twice as likely to be expelled as Latino and white children, and more than five times as likely to be expelled as Asian-American children. (Dr. Walter S. Gilliam, Edward Zigler Center in Child Development and Social Policy, Yale University, 2005)

During the 2013-2014 school year, more than 14,000 children …

What To Do About Children's Persistent Challenging Behaviors? Teach!, Daniel Crimmins, Stacey Ramirez

Georgia Association for Positive Behavior Support Conference

This will be an extended session to allow parents and teachers to conduct a preliminary assessment of one child's behavior and develop an initial behavior intervention plan. We will use the Brief Behavior Questionnaire and Intervention Plan (BBQuIP) to guide our efforts. The Brief Behavior Questionnaire & Intervention Plan (BBQuIP) is a positive behavior support planning tool. The focus of the session will be to identify the communicative function of one child's persistent behaviors, select ways to prevent the behavior, and select one or more replacement skills to be taught. This is a lot to accomplish in a short …

School-Wide Pbis Start-Up Tools, Matthew Donahue, Emily Smith, Erin Armour

Georgia Association for Positive Behavior Support Conference

River Eves Elementary School has experienced immediate success with our initial PBIS structure this school year. In an effort to embrace the concept of investing in “The Power of Positive Supports: Home, School, and Community,” River Eves has integrated our former Character Education program with our new PBIS framework. The PBIS committee is broken into smaller sub-committees in order to maximize addressing school-wide PBIS needs (ex: data, RTI, curriculum, and funds).

Every month has been assigned a specific character concept; each grade-level team constructed developmentally appropriate monthly units so that behavior could be taught to students and connected to positive …

Excellence For All: A Community Viable Coaching Initiative Throughout Georgia, Jennifer Stapel-Wax, Tabitha Nelson

Georgia Association for Positive Behavior Support Conference

As professionals in the area of child development, we strive to ensure that all children who are in need of early developmental support receive the highest quality evidence-based intervention in their natural environments, regardless of their location. This can be achieved through collaborative coaching partnerships between specialized coaches, early childhood professionals and caregivers, empowering each team member with expert knowledge and practical skills to successfully support all children in obtaining their fullest developmental potential. Though each team member brings a specific level of knowledge and experience to the collaborative partnership, there are important processes that must occur to ensure all …

Building District-Level Capacity For The Sustainability Of Pbis, Michele F. Flowers

Georgia Association for Positive Behavior Support Conference

Are you struggling with how to make PBIS work in your District? Are you frustrated and or concerned about staff buy-in? Are you worried that your staff will not know how to support the framework and deal with student misbehavior? Are you pondering on how you can overcome the barriers? Then this session is for you. There are several key factors that enhance PBIS sustainability in schools. Among the most critical identified include use of data, teaming and staff buy-in, administrator support, and the availability of ongoing resources. Administrator support is perceived as an important key feature because it serves …

Stars And Stakeholders: Leaders Linking School Climate To Sustainable Success, Anne-Marie Jones, Nancy Purcell

Georgia Association for Positive Behavior Support Conference

“Perception is reality.” This presentation will individually address each stakeholder group within the school and discuss how their experiences impact both the climate and culture of each school. These experiences and perceptions directly tie to a school’s Climate Star Rating and in turn, the CCRPI Score. As educators and administrators we highlight our strengths and strive to tackle any concerns or issues, but even the smallest problem can escalate quickly and impact student, teacher, parent and community perceptions of your school. This session is designed to showcase effective strategies implemented throughout the Glynn County School System that are targeted at …

Collaborative And Proactive Solutions: Successfully Treating Oppositional Behavior In Children, Moshe R. Manheim

Georgia Association for Positive Behavior Support Conference

Collaborative Proactive Solutions, from Ross Greene's groundbreaking book "The Explosive Child," provides a practical, realistic problem solving methodology for children with oppositional and behavioral disorders. Moshe Manheim, a psychotherapist with over 30 years of experience working with kids and families is certified by Dr. Greene in the CPS methodology. The presentation will discuss the application of CPS for typically developing as well children with special needs.

The CPS methodology relies on careful communication with the child to define the problem; the use of empathy to align with and engage the child; a review of the child’s and parent’s (or teacher’s) …

Early Identification And Screening Of Infants And Toddlers With Autism And Related Disorders, Naima D. Bond, Erica Chapman

Georgia Association for Positive Behavior Support Conference

Early Identification and Screening of Infants and Toddlers with Autism and Related Disorders

Parents and childcare providers are in a unique position to increase early identification and screening of infants and toddlers. Caregivers and early childhood educators are usually the first to observe developmental differences in children. Because early intervention can have dramatic impacts on later outcomes, it is imperative to increase the awareness of early red flags and the ability to identify developmental concerns in infants and toddlers before they reach preschool age. Research in the field of Autism and related disorders recommends that early intervention is key to …

Teaching Social Skills In The Community To Individuals With Autism, Lisa Cymbor, Chiara Cunningham, Dana Zavatkay

Georgia Association for Positive Behavior Support Conference

Often times social skills are missed as a significant clinical need for children with high functioning autism when they are successful academically. Social skill deficits impact an individual’s ability to make meaningful friendships, to participate fully in a fully inclusive setting (e.g., public school), and to participate in community activities with their peers and family (e.g., sports events, restaurants, baseball/soccer games, etc.). This presentation will describe a model for providing social skills instruction to children with autism while fully included in a typical summer day camp program. This program was developed in partnership between the Marcus Autism Center and a …

Conducting Functional Behavior Assessments And Functional Analyses In Schools, Andrea Zawoyski, Dana T. Zavatkay

Georgia Association for Positive Behavior Support Conference

According to IDEIA (2004), students who engage in problem behavior that interferes with their ability to attain a meaningful education must receive a functional behavior assessment (FBA). Although methods used in FBAs were derived from research with individuals who have autism spectrum disorder (ASD) or other developmental disabilities, FBAs yield important information to guide treatment of problem behavior for students regardless of their disability status. The purpose of the FBA is to identify reasons why problem behavior occurs (i.e., the function of problem behavior) so that an effective treatment plan can be developed. The exact methods that should comprise an …

Function Based Interventions, Pbis, And North Metro Gnets Student Successes, Cassandra A. Holifield Dr, Kimberly Thorpe, Jessica Schuster

Georgia Association for Positive Behavior Support Conference

Functional Behavioral Assessments are generally considered to be a problem-solving process for addressing student problem behavior. FBAs rely on a variety of techniques and strategies to identify the purposes of specific behavior that help IEP teams select interventions that directly address the problem behavior. A functional behavioral assessment looks beyond student behavior itself. The focus when conducting a functional behavioral assessment is to identify significant, pupil-specific social/emotional, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviors. The broader perspective of an FBA offers a better understanding of the function or purpose behind student behavior. Behavior …

Operational, Now What? Sustaining High Quality Methods Of Pbis Implementation., Dr. Oatanisha R. Dawson, April Kilroy, Amy Yacobacci

Georgia Association for Positive Behavior Support Conference

Since 2011 Glynn County Schools’ commitment to SW-PBIS has been a collaborative effort between school leaders, teachers and stakeholders. Within each phase, challenges to PBIS implementation were met that could have potentially compromised its effectiveness. During the readiness stage, teacher buy-in and stakeholder support had to be tackled head-on. Creativity, faculty and staff motivation, and parental involvement were a concern as each school emerged into full implementation. Now, after acquiring and maintaining operational status, Glynn County’s school leaders merge trend data with survey results to prioritize target areas. In this session, school leaders will highlight strategies to reduce office discipline …

Improving Student Outcomes: A Comprehensive Program For At-Risk Students, Heather P. Bradley

Georgia Association for Positive Behavior Support Conference

In 2014 our school system piloted a program to help ninth students who were at-risk for failure to graduate. The results were far better than we ever could have imagined.

The program involves several steps. First, we identified at-risk students based on behavior referrals, attendance, number of nurses visits, and poor grades. Once these students were identified, they were given the opportunity to participate in a program that involved social skills classes (two days a week), Anger Replacement Training (one day per week), and Check-In, Check-Out and study skills/organizational training (two days per week). Students were able to set short-term …

Promoting Social Emotional Engagement Through A Universal Design For Learning, Jennifer M. Ro

Georgia Association for Positive Behavior Support Conference

A positive, caring, and supportive school environment paired with high levels of student engagement and motivation for learning are key factors that significantly influence a student’s success in school and, as a result, for life beyond. With school districts tasked to educate a diverse student population with a range of abilities and learning styles, teachers are challenged to maintain high levels of motivation and engagement to facilitate learning within their individual classrooms.

An innovative program through the Marcus Autism Center specifically addresses these challenges within the context of the classroom through a Universal Design for Learning (UDL) framework relevant for …

Coaching Families: A Focus On Nurturing And Responsive Relationships, Erin Elizabeth Barton

Georgia Association for Positive Behavior Support Conference

The purpose of this session is to demonstrate the use of specific evidence-based family coaching strategies with a focus on supporting nurturing and responsive relationships. The presenter will introduce specific coaching strategies (e.g., performance-based feedback, video modeling, providing opportunities for practice), describe how and when to use the coaching strategy with families, and present several examples for using each coaching strategy with families. Participants will have opportunities to practice and plan for using the family coaching techniques.

Georgia International Conference On Information Literacy Program [2015], Georgia International Conference On Information Lieracy

Georgia International Conference on Information Literacy

N/A

Inter-Rater Reliability And Validity Of The Australian Football League's Kicking And Handball Tests, Ashley Cripps, Luke S. Hopper, Christopher Joyce

Health Sciences Papers and Journal Articles

Talent identification tests used at the Australian Football League’s National Draft Combine assess the capacities of athletes to compete at a professional level. Tests created for the National Draft Combine are also commonly used for talent identification and athlete development in development pathways. The skills tests created by the Australian Football League required players to either handball (striking the ball with the hand) or kick to a series of 6 randomly generated targets. Assessors subjectively rate each skill execution giving a 0-5 score for each disposal. This study aimed to investigate the inter-rater reliability and validity of the skills tests …

Graduate Catalog, Georgia Southern University

Graduate Catalogs

No abstract provided.

The Transition Of An Oral Communication Course From Traditional Face-To-Face To The Online Format: A Faculty Perspective, Cydney A. Lovell

Dissertations and Theses @ UNI

The purpose of this study is to examine instructor experiences regarding their transition from the face-to-face teaching format to the online format of a basic oral communication course. Qualitative interviews were conducted with ten instructors who have transitioned their basic oral communication class to online. Participants were recruited using the Basic Communication Course Directors List Serv and NCA’s CRTNET. Interviews were conducted face-to-face and over the phone using a set of twelve semi-structured interview questions. Participants were instructors from both community colleges and universities. This qualitative study explores all aspects of the transition, including levels of instructor training, the importance …