This single case study explored the relationship between non-academic interventions that supported student psychosocial factors and remedial math success. The theoretical framework proposed that remedial math success was linked to psychosocial factors as described by Bandura’s social cognitive theory rather than merely cognitive factors possessed by the student. The literature review revealed that remedial math success in community colleges was chronically problematic, that psychosocial factors were fundamental to human development and learning and well supported by neuroscience, and that above average academic success has long been positively correlated with programs of non-academic interventions. According to the findings of this study, non-academic interventions such as case management, cohorts, accelerated remedial math coursework, childcare, and emergency financial assistance, provided psychosocial support essential to learning and development, which in turn resulted in extraordinary success in remedial math completion. The conclusion drawn from the findings is that effective psychosocial support is essential to achieving exceptional remedial math success rates. / text

Attention deficit hyperactivity disorder (ADHD) is a source of diagnostic and intervention confusion and uncertainty for practitioners and parents. Questions creating some of the confusion were answered in a series of three studies. The sample was parent and teacher behavioral ratings for 389 children and 502 adolescents with ADHD and 3131 children and 3161 adolescents without ADHD in public and private schools and mental health clinics in forty states. In the first study, data was derived from participant T-scores on the Behavior Assessment System for Children (2nd ed.) to evaluate the construct validity using first and second order factor analyses. Sufficient construct validity was established. In the second study, descriptive discriminant analyses (DDA) and item level ANOVAs were used to investigate whether behaviors that discriminate between the target (i.e., ADHD) and comparison groups were associated with the primary symptoms, comorbid conditions, functional impairment, or some combination of the three. Analyses were completed using subscale T-scores and individual item scores from the target and comparison groups. Results were compared to determine if the behaviors that discriminated between the groups were consistent across developmental stages and between parents and teachers as raters. Primary symptoms, comorbid conditions, and functional impairment explained the variance as rated by parents and teachers. Primary symptoms were found to be the strongest discriminators of children and adolescents as rated by parents. Atypicality explained the largest variance (72.25%) between children and learning problems explained the largest variance (64.32%) between adolescents when rated by teachers. The third study was a literature review of intervention studies to increase the academic performance of youth with ADHD in light of the statistical significance controversy. Fifty-one single subject and group design studies of academic, behavioral, multimodal and parent training were found. Both sides of the statistical significance controversy were summarized. The method of result reporting for 23 group design studies was investigated. Seventy-seven percent of the studies reported results as ?significant? with 26% reporting effect sizes. Researchers are encouraged to report effect sizes and explicitly compare results to previous studies in order to establish replicability for ease of educator interpretation.

This thesis consists of a single subject multiple baseline study of a math intervention for students with behavioral challenges. Students with behavioral challenges were given instruction using a concrete, representational, abstract (CRA) sequence in Algebra problems requiring transformations on both sides of the equation. This study examined maintenance of those skills. Results indicate that while accuracy decreased from the post-intervention to maintenance phases, scores remained well-above baseline levels indicating that the students retained understanding of the concepts taught. In a social validity survey, participants indicated that they liked the intervention, found it beneficial, and sometimes use it in their classes. / text

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Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic performance with these students. This systematic review examined the literature to identify research-based effective interventions for students with EBD served in general education settings. Studies included in this review had to meet the following criteria: research sample includes students identified with EBD as their primary disability who are being educated full time in general education settings; description of intervention and implementation are thorough enough to allow replication; documented relationship between intervention and academic performance is clearly established; and data documenting intervention effect is provided. The focus of interventions for students with EBD is too often only on controlling behavior, whereas this review focused on improving academics. Studies not meeting these criteria were excluded from the review. These inclusion and exclusion criteria were necessary to identify studies relevant to current practice of inclusion, as well as to provide information to educators on interventions having an effect on academic performance. Five studies met all inclusion criteria. Effective interventions included: writing instruction, discovery teaching, teacher modeling, cross-age tutoring, and guided notes. Nineteen studies met all inclusion criteria except setting, with intervention and data collection performed in self-contained special education classrooms. These studies suggest that peer-tutoring and self-management interventions may also be effective if introduced into general education classrooms. The study concludes by suggesting specific methodological criteria needed for future research in this area.

No description available.

No description available.

This study examined the effects of peer tutoring and self-monitoring interventions on the oral reading performance of students exhibiting symptoms of AttentionDeficit/Hyperactivity Disorder: Predominantly Inattentive Type. A multiple baseline across participants design was used to evaluate the effectiveness of the peer tutoring and self-monitoring interventions with four second grade students who were tutored by fourth grade students. Results indicated that the median number of words read correct per minute as measured by curriculum-based measurement reading probes increased from baseline to intervention phases for three of the four tutee participants. In addition, the median number of errors from baseline to intervention phases decreased for three of the four participants. However, data were highly variable for three of the four participants. In addition, the percentage of intervention data points that overlapped baseline data was higher than the percentage of non-overlapping data points. Consumer satisfaction was rated positively by tutee and teacher participants. All tutee participants rated peer tutoring as a fair intervention and agreed that this intervention would help them do better in school. In addition, teacher ratings indicated that peer tutoring was an acceptable and beneficial intervention for students. The teachers reported that they liked the procedures used in this intervention. Teacher ratings also indicated that these teachers would recommend this intervention to other teachers and would implement this intervention with other students. These teachers also strongly agreed that this intervention would be appropriate for a variety of students. Implications for future research and practice are discussed.