This study evaluated the effectiveness of a multi-component intervention composed of (a) one-on-one teacher-student interaction, (b) teacher provided process praise, and (c) family-teacher good news phone calls on problem behavior among students in elementary school. A single-subject multiple baseline design was utilized to examine the functional relation between the intervention and student outcomes. Participants were two teachers and three students with high levels of problem behavior as well as low quality relationships with their teachers. Students met individually with teachers one time per week to develop and discuss student centered goals. Teachers provided students with specific process praise and made weekly good news phone calls to the students' families. These components were predicted to improve student levels of academic engagement and reduce disruptive behavior through increasing relationship quality. Results suggested the intervention shows promise in decreasing disruptive behavior. No relationship was found between the intervention and academic engagement. Teacher reports provided descriptions of their perceptions of increased relationship quality and social validity.

Matematik är ett debatterat ämne som diskuteras i såväl skolans och medias värld. Få andra skolämnen skapar så mycket känslor som detta ämne (Olèn, 2016). Detta arbete syftar till att undersöka attityder till matematik hos unga elever samt dess bakomliggande faktorer i den sociala närmiljön. Vidare ämnar även studien att undersöka om det förekommer skillnader i attityder på två grundskolor i Malmö med olika socioekonomiska förutsättningar. För att undersöka detta har en enkät blivit besvarad av elever i en klass från varje skola. Tidigare nationell och internationell forskning visar på elevers negativa attityder gentemot matematik. Trots det visar resultatet i denna studie att en majoritet av eleverna uttrycker positiva attityder oavsett socioekonomiska förutsättningar. Framträdande skillnader mellan skolorna är användandet av matematik utanför skolmiljön. Tendenser påvisar att vårdnadshavare med högre utbildning har en prevalens av att vara mindre involverade i elevers matematik-utveckling i hemmet, enligt elevernas uppfattning. Samma elever uttrycker i högre utsträckning att de sällan får hjälp i eller samtalar om matematik i hemmet. Däremot visar resultatet att de elever som uppgett att deras vårdnadshavare saknar utbildning på högskola eller universitet erbjuds mer stöttning genom hjälp och samtal om matematik i hemmet. Studiens resultat belyser att läroboken, av eleverna, anses utgöra en central roll i matematikundervisningen på båda skolorna. Övriga likheter uppvisas genom att samtliga respondenter anser att ämnet är viktigt och en majoritet uppger även att de vill fortsätta att arbeta i läroboken i matematikundervisningen. Det framgår av resultatet att en merpart av eleverna upplever att undervisningen utgörs av kommunikation i form av diskussion och samtal i tillägg till lärobokens centrala roll. Flera svar tyder också på att mottagarna av undervisningen uppfattar lektionerna som varierade. Studien visar vidare att lärare eller vårdnadshavare är de som, ur elevernas perspektiv, har störst inverkan på attityden till matematik. / Mathematics is a topic which is up for debate and discussion in school as well as the media. Few other educational subjects induces emotions in the same manner as mathematics. The purpose of this paper is to examine the attitude towards mathematics in young students and the underlying influences by the immediate social environment. Further, the papers intends to examine if there are differences in attitudes towards mathematics in two different elementary schools in Malmö, Sweden, with different socio-economic conditions. In order to examine the topic, a questionnaire has been conducted with one class from each school. Pre-existing national as well as international research indicates a negative attitude towards mathematics in students. In contrary to this, the results of this study concludes a majority of the students expresses positive attitudes on the subject regardless of socio-economic basis. Augmented differences between the two schools are found to be in the use of mathematics outside of the educational environment. There are tendencies at display which indicates parental guardians with higher education are prevalent to be less involved in the students development in mathematics at home, according to the students perception. To a higher extent, the same students expresses that they receive less assistance or discussion regarding mathematics at home. On the contrary, the result indicates that students who stated their parental guardians lack higher level education such as a university degree receives more support through assistance and discussion regarding mathematics at home. The result illustrates that the textbook is, by the students, perceived as a central role of the mathematical education on both schools. Other similarities are at display through the fact that all respondents are of the opinion that mathematics is an important subject and a majority of them reports that they would like to continue working in the text book during mathematics education. It also apparent from the result that a majority of the students experience that the learning is conducted through communication in the form of discussion and conversation in addition to the central role of textbooks. Several answers also indicates that the recipients of the education acknowledges the classes or lessons as varied. Further, the study demonstrates that teachers or parental guardians are the ones, out of the students perspective, who implicates the students attitude towards mathematics the most.