Education Commons^™

Tootling With A Randomized Independent Group Contingency In A High School Setting, John Dylan Ken Lum

Dissertations

Tootling is a procedure where students report their classmates’ positive and prosocial behavior. The present study examined the effects of tootling on students’ disruptive and academically engaged behavior in three general education high school classrooms. An A-B-A-B withdrawal design was used to assess the effects of the intervention. Students wrote tootles anonymously on paper slips and placed them into a marked container. Unlike previous tootling studies, a randomized independent group contingency procedure was used to reward the students to reduce the number of steps required to implement the intervention. At the end of the class period, teachers randomly drew three …

The Bonds That Break: Sibling Abuse Perpetration Behaviors As Correlates Of Peer Bullying Perpetration Behaviors: A Structural Equation Model, Curt Bachman

Dissertations

Problem

The literature suggests that the perpetration of sibling violence and peer bullying behaviors present multifaceted concerns for both families and society. Furthermore, there are differences in how the perpetration of peer bullying and sibling violence behaviors have been emphasized in the United States. However, research examining how these experiences may be related is limited.

Method

A survey was used to collect data on lifetime reports of sibling abuse and peer bullying perpetration behaviors from a sample of 252 adults. A total of six variables were measured using an altered version of the Conflict Tactics Scale.

Results

Using partial least …

Teacher Perceptions Of The Use Of School-Wide Positive Behavior Interventions And Supports At Reducing The Presence Of Bullying In Middle Schools, Kristine Marie Harper

Dissertations

Each day students throughout the world are exposed to bullying in many different ways and on many different occasions. Bullying has received such a great amount of attention through the media, that it leaves parents and community members with the belief that bullying has become a bigger problem today than it ever has before Austin, Reynolds, & Barnes, 2012; Carrera, DePalma, & Lameiras, 2011; Packman et al., 2005; Rigby & Smith, 2011). Nearly every state in the nation has passed laws regarding bullying and increasing the responsibility of schools and districts to implement programs to prevent and/or address bullying on …

Evaluating The Effectiveness Of The Good Behavior Game With General Education High School Students Utilizing A Changing Criterion Component, Rachel Ritter Mitchell

Dissertations

The purpose of this study was to evaluate the effectiveness of the interdependent group contingency procedure known as the Good Behavior Game (GBG) with upper-level (i.e., 10th, 11th, and 12th grade) general education high school students utilizing a changing criterion design. The effectiveness of the GBG has been investigated with a variety of behaviors across many developmental levels; however, limited research has been done at the high school level. To date, only a few studies have examined the effectiveness of the GBG with a general education high school population, one with a single 9th grade classroom (Kleinman & Saigh, 2011) …

Evaluation Of Performance-Based And Pre-Set Conventional Criterion For Reinforcement In Check In-Check Out, Lauren Lestremau Harpole

Dissertations

The purpose of the present study was to compare the effectiveness of two methods of criterion-setting, performance-based or pre-set conventional, as evidenced by improvements in children’s behavior. Participant behavior was evaluated through teacher reports of appropriate behavior and observed academically engaged behavior as well as decreases in problem behavior and disruptive behavior. Eight elementary school students in a Southeastern town referred for exhibiting behavior problems served as participants in addition to their teachers. The effects of the different methods of criterion setting on the dependent variables were evaluated. Teacher ratings of appropriate behavior were assessed through evaluation of Daily Behavior …

The Relationship Between Academic Achievement And School-Based Mental Health Services For Middle School Students, Lisa Ogle Williams

Dissertations

Mental health issues among American adolescents and children can negatively impact their potential for school success. As many as 10% of students among the general education population suffer from psychiatric disorders, yet only between 1% and 5% of those students are being served. The effects of mental health difficulties are problematic for students because they negatively impact academic performance, behavior, attendance, and school violence (Whelley, Cash, & Bryson, 2003). There are often barriers to academic performance relative to psychiatric illness and problems that include inadequate health insurance coverage, lack of transportation, shortages of child mental health professionals, and stigmas associated …

A Case Study Evaluation Of Schoolwide Positive Behavior Support And Its Relationship To Student Well-Being From A Social Justice Perspective, Alissa Briggs

Dissertations

Schoolwide positive behavior support (SWPBS) is proactive, systemic, school-wide intervention aimed at preventing problem behavior and promoting prosocial behavior (Warren et al., 2003). Successful SWPBS implementation relates to reduced office discipline referrals and increased scores on tests of academic achievement (Lassen, Steele, & Sailor, 2006). However, it is not clear how SWPBS relates to other indicators of student well-being (e.g., school climate, safety, relationships, prosocial behavior, and engagement in school). In order to achieve social justice in schools, multiple components of children's well-being must be promoted through proactive interventions (Prilleltensky, 2005), such as SWPBS. Because well-being as a whole encompasses …

Mystery Motivator Calendar: An Interdependent Group Contingency, Variable Ratio, Classroom Intervention, Eva Aleksandra Kowalewicz

Dissertations

Classroom behavior management problems are often seen as one of the primary barriers to achieving an educational environment conducive for academic and social-emotional growth of students. The literature indicates there is a need for evidence-based, easy-to-implement classroom behavioral interventions that align with the positive behavioral support philosophy. This study examined the effectiveness of the Mystery Motivator Calendar, an interdependent group contingency, variable-ratio, classwide intervention as a tool for reducing disruptive classroom behavior in eight diverse, general-education elementary school classrooms across seven different schools. The study employed a single-case, ABAB (baseline, intervention, withdrawal, reinstatement and follow-up), changing criterion design. The effectiveness …