Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Education
Examining The Relation Between Behavioral Risk And Reading Achievement Within A Multi-Tiered System Of Supports For Middle School Students., Abbigail M. Long
Examining The Relation Between Behavioral Risk And Reading Achievement Within A Multi-Tiered System Of Supports For Middle School Students., Abbigail M. Long
Electronic Theses and Dissertations
Academic and behavioral screeners offer a valuable tool to assist schools in supporting students with effective, evidence-based interventions as a part of a multi-tiered system of supports (MTSS). Data from systematic screenings three times a year allow school personnel to respond at the first sign of concern, quickly meet student needs, and determine if some student groups are at greater risk for below grade level academic achievement or behavioral problems than others. This study used archival data to investigate the relation between risk level on the Student Risk Screening Scale— Internalizing and Externalizing (SRSS-IE) and the reading Measure of Academic …
The Effects Of Great Leaps Reading On The Reading Fluency Of Elementary Students With Reading And Behavioral Deficits., Gwendolyn Shultz Ashley
The Effects Of Great Leaps Reading On The Reading Fluency Of Elementary Students With Reading And Behavioral Deficits., Gwendolyn Shultz Ashley
Electronic Theses and Dissertations
This dissertation is an examination of one reading fluency intervention presented in digital form. It begins as an overview of the academic challenges faced by students classified as emotional behavioral disorder in our P-12 schools, due to challenges accessing the curriculum. Children that also have reading fluency deficits have an even more difficult time accessing grade level curriculum. Several theories of education are presented, with a focus on instructivist theory. Instructivist theory focuses on such methodology as Applied Behavior Analysis, which includes Discreet Trial Training and direct instruction.Repeated reading is included. All of these are components of Great Leaps for …
An Examination Of Pbis Implementation Fidelity And Student Outcomes In An Urban School District., C. Angelique Scherer
An Examination Of Pbis Implementation Fidelity And Student Outcomes In An Urban School District., C. Angelique Scherer
Electronic Theses and Dissertations
The purpose of this study was to examine Positive Behavior Interventions and Supports (PBIS) implementation fidelity and student outcomes for secondary schools in a large, urban school district. The state department of education placed the district under corrective action due to disproportionate suspension practices. In response to the corrective action, district administration required 24 schools to participate in PBIS training. This study is an analysis of PBIS implementation fidelity data, office discipline referrals, suspensions, and standardized test scores to determine if there were significant differences after PBIS implementation. I employed the repeated measures analysis of variance (ANOVA) to examine outcomes …
Evaluating Positive Behavior Interventions And Supports (Pbis) : Examining Teachers' Perceptions Of Managing Student Conduct And Student Achievement In Pbis And Non-Pbis Schools., Carla Marie Soeder-Kolodey
Evaluating Positive Behavior Interventions And Supports (Pbis) : Examining Teachers' Perceptions Of Managing Student Conduct And Student Achievement In Pbis And Non-Pbis Schools., Carla Marie Soeder-Kolodey
Electronic Theses and Dissertations
This capstone investigated the impact of the implementation of positive behavior interventions and supports (PBIS) in schools across Kentucky on teachers’ perceptions of student behavior and on student academic achievement scores, using a causal comparative design. Schools in Kentucky were selected at random according to school type: elementary, middle, and high school. Special schools, or schools serving populations overlapping into multiple categories, were eliminated from the study. Schools were then identified by their level of implementation of PBIS: Control represented the schools that had not received any training in PBIS, PBIS represented schools that had started the implementation of PBIS, …