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Study Of The Effectiveness Of Response To Intervention Used In Elementary School, Michelle Maskill
Study Of The Effectiveness Of Response To Intervention Used In Elementary School, Michelle Maskill
Master's Theses and Doctoral Dissertations
The purpose of this study was to study the effectiveness of Response to Intervention strategies as they pertain to students’ scores on the Northwestern Evaluation Association (NWEA) test. This study sought to answer the following questions: 1) What are the different tiers of a three-tier RTI model? 2) Is one tier more effective than the others? 3) How does participation in the RTI model affect scores on the NWEA? and 4) What is the long-term effectiveness of participation in RTI, after services have been discontinued? This was a study conducted over four years in a select elementary school; the subjects …
Social Validity Of Teacher-Written Praise Notes In A Title One Elementary School, Angela Howell
Social Validity Of Teacher-Written Praise Notes In A Title One Elementary School, Angela Howell
Theses and Dissertations
Praise notes have the potential to positively influence student behavior and relationships. Few studies have examined the social validity of praise, however, and these studies have focused on students' perceptions. The purpose of this study was to describe student, parent, and teacher perceptions of a school-wide praise note intervention at a Title I elementary school. Twenty-three teachers, 203 parents, and 203 students completed surveys regarding a pre-existing praise note intervention. Surveys consisted of 13 quantitative items and two open-ended questions. Quantitative and qualitative results indicate that participants had positive perceptions of praise notes. Participants also believed that praise notes helped …
Emotional/Behavioral Disorders: A Retrospective Examination Of Social Skills, Linguistics, And Student Outcomes, John W. Hill, Kathy L. Coufal
Emotional/Behavioral Disorders: A Retrospective Examination Of Social Skills, Linguistics, And Student Outcomes, John W. Hill, Kathy L. Coufal
John W. Hill
A language-based social skills instruction intervention used to prepare middle and high school students with emotional/behavioral disorders for return to less restrictive public school placements was evaluated. The daily 50-minute intervention focused on repetitive readings, recitations, and role-playing of skill step procedures until students achieved mastery on each required task in five broad dimensions: peer relations, self-management, academic, compliance, and assertion. The students were divided into three groups according to the length of intervention (under 2 years, 2 to 3 years, and more than 3 years). Dependent t tests were used to test the effects of prolonged intervention on past …