The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress and burnout for teachers (Smith & Smith, 2006) as well as less instructional time, lower grades, and poorer performance on standardized tests for students (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987). When teachers are charged with managing their own classrooms in the field, they are often inadequately prepared (Bergeny & Martens, 2006) and professional development workshops and inservices on classroom management are often ineffective (Allen & Forman, 1984, Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). The focus of the current study was to evaluate the effectiveness of a checklist of evidence-based classroom management strategies both by itself and coupled with feedback and an action plan. Effectiveness was measured by the percentage of strategies from the checklist that were implemented by the teacher as well as the percentage of disruptive behavior by students in the classroom. The checklist consisted of 17 evidence-based classroom management strategies that were divided into three areas: Beginning of Class; During Instruction; and Responding to Student Behavior. The study consisted of four conditions: Baseline; Checklist; Checklist, Feedback, and Action Plan; and Maintenance. During the Checklist condition, the investigator and teacher read through evidence-based classroom management strategies on the checklist and reviewed examples and non-examples of the strategies. During the Checklist, Feedback, and Action Plan condition, the investigator and teacher reviewed the graphed data on the teacher's use of the strategies during Baseline and Checklist conditions. After reviewing the data, the teacher and investigator identified a maximum of three strategies from the checklist to implement and an action plan for how to implement those strategies was created. Then, after each observation, a checklist scored by the investigator was given to the teacher. During Maintenance, the teacher no longer received a scored checklist following the observations. Three elementary, self-contained classroom teachers of students with emotional and behavioral disorders participated in the study. During Baseline, the teachers used an average of 20% to 30% of the evidence-based classroom management strategies and the percentages of disruptive behavior ranged from an average of 60% to 90%. During the Checklist condition, the level of the data immediately increased for percentage of strategies used and the level of the data for disruptive behavior decreased, for two of the teachers. The changes in level for both percentage of strategies used and percentage of disruptive behavior, however, did not remain. One teacher returned to baseline levels for both percentage of strategies used and percentage of disruptive behavior. The other teacher showed a slight increase from baseline levels for percentage of strategies used, but the percentage of disruptive behavior returned to baseline levels. For the third teacher, no significant change in level was observed for percentage of strategies used and percentage of disruptive behavior. All three teachers, however, demonstrated increased use of the strategies and decreased percentages of disruptive behavior, when the checklist was coupled with feedback and an action plan. From Baseline to the Checklist, Feedback, Action Plan condition, the average percentages of strategies used were: Teacher A, 24% to 93%; Teacher B, 23% to 93%; and Teacher C, 33% to 88%. During Maintenance, Teacher A used an average of 92% of evidence-based classroom management strategies and Teachers B and C used 94% of evidence-based classroom management strategies. From Baseline to Maintenance, the average percentages of disruptive behavior were: Teacher A, 76% to 17%; Teacher B, 91% to 13%; and Teacher C, 64% to 12%. All three teachers found the intervention to be acceptable. Specifically, the teachers reported that: this intervention would be beneficial and appropriate for a variety of students; they were likely to use this intervention in the future; they liked the procedures used; and they were more likely to stay in their current teaching position after using this intervention. / Educational Psychology

School-wide positive behavior support (SWPBS), a tiered prevention model targeted at making educational environments safe and effective, is swiftly gaining popularity in the United States (Brandt, Chitiyo, May, 2012). This model aims to teach prosocial behavior through positively stated rules and expectations; however, there is little research examining social skills instruction using a tiered model (Schoenfield, Rutherford, Gable, Rock, 2008). This is of considerable concern for children with autism spectrum (ASD) and related social disorders as educators attempt to address the social needs of these students within a SWPBS framework (Sansoti, 2010). The current study aimed to begin exploration into the topic of a tiered social skills training framework for children with autism spectrum and related social/behavioral disorders and their typically developing peers by initial implementation and testing of a primary tier social skills program through the use of a mixed model research design. The program was implemented in two classrooms (1 preschool and 1 kindergarten) in southwest Virginia. A mixed-method research study was conducted to determine whether the program leads to improved classroom environment, improved social functioning for children with ASD or social difficulties (n=8), what qualities of children, teachers, and classrooms affect implementation and results, and what additional changes or elements need to be provided to implement the program without the aid of a researcher. While quantitative results failed to yield significant findings, qualitative results partially supported the use of the program. While the initial results were small to insignificant, they point to important considerations for further refinement of the program. / Ph. D.

The purpose of the study was to examine the role of leadership and school culture on the integration of technology to support instruction for students with emotional and behavioral disorders (EBD). A multiple embedded case study design was used to describe how a school leadership team supports a school culture for technology integration within classrooms where special education teachers integrate technology to engage students with EBD. The primary case of school culture includes a comprehensive description of how the school leadership team supports a culture for technology integration within classrooms. Embedded cases within the primary case describe how special education teachers integrate technology to engage students with EBD in classroom instruction. Technological Pedagogical Content Knowledge (TPACK) (Koehler & Mishra, 2005) is part of the conceptual framework to theoretically undergird the study. The findings of this study describe a school that serves students with EBD where there is a strong school culture and leaders support teachers who integrate technology to engage students. Patterns from the analysis indicate school leaders plan for staff development, participate in staff development sessions with teachers, observe teachers, provide feedback about teacher performance, and praise and encourage teachers to integrate technology. Teachers and leaders engage in formal and informal staff development opportunities to learn how to integrate technology into classroom lessons. As a result of these trainings and school leader support, teachers provide clear expectations for students while integrating technology to engage students, provide direct instruction, choices, and visual representation of content.

Mathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional and behavioral disorders (EBD) receive sufficient instruction that leads to proficiency in the subject. Performing poorly in mathematics can result in dire future outcomes. This is particularly true for students with EBD, who already experience significant difficulties throughout and after their educational career. While studies have documented the academic and behavioral problems of students with EBD, not until recently have studies begun to concentrate on academic interventions that may aid in preventing some of the academic challenges these students face. It is of great importance that researchers continue to identify effective and efficient strategies of providing academic instruction, particularly in mathematics, to students with EBD. The current study examined the extent to which a technology-based intervention was effective in math instruction for students with EBD. In addition, to address the social/behavioral issues typically prevalent in students with EBD, students’ task engagement was also examined and a social validity survey was used to examine their attitudes toward mathematics and technology-based instruction. A single-subject multiple-probe design across six participants was selected for this study. The computer-assisted instruction (CAI) intervention, I CAN Learn computer software program, was implemented in a high school mathematics classroom. The overall results of the study indicated that the intervention improved the adolescents’ mathematics achievement, but findings revealed that the intervention was more effective with some participants than others. In addition, results indicated that the intervention may not be associated with the participants’ task engagement. The study’s social validity survey showed that the participants had varying attitudes toward mathematics and CAI at the end of the study.

Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2018-07-19T13:23:08Z No. of bitstreams: 1 Camilla Oleiro da Costa.pdf: 1634217 bytes, checksum: 4f4fa51fa8a0e3057d06d806291d420d (MD5) / Made available in DSpace on 2018-07-19T13:23:08Z (GMT). No. of bitstreams: 1 Camilla Oleiro da Costa.pdf: 1634217 bytes, checksum: 4f4fa51fa8a0e3057d06d806291d420d (MD5) Previous issue date: 2017-01-17 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq# / #-2555911436985713659# / #600 / The health and children development are always relevant issues. In childhood and adolescence, the main problems related to mental health are disorders of conduct, attention, hyperactivity and emotional. Occupational performance is the ability of individuals to perform routine activities and to perform roles and tasks. The children have a smaller repertoire of occupations when compared to adults. However, with them develop, they begin to perform more complex tasks until they reach the total repertoire of activities, within their possibilities. The emotional and behavioral disorders can influence the development of children and, consequently, change their occupational performance. The perception about the occupational performance of children, then, can be related to the presence of emotional and behavioral disorders. Objective: Relate the more frequent mental health problems in the child population with the perception of caregivers of children regarding their occupational performance. Methodology: Cross-sectional study with pairs of schoolchildren of the municipal network with eight years old and their main caregivers. Instruments: A sociodemographic questionnaire was used for the sample of children. For the caregivers were used a sociodemographic questionnaire, the Strengths and Difficulties Questionnaire (SDQ) and the Canadian Occupational Performance Measure (COPM). Data analysis: Qualitative variables were described by frequency and quantitative variables by mean and standard deviation. For the comparison of the dichotomous and numerical variables, the T-test was used and for the analysis of the continuous variables the Spearman correlation coefficient was used. Values of p <0.05 were considered statistically significant. Results: The averages of occupational performance and satisfaction with the performance of the children were 5.96 (+2.2) and 5.99 (+2.93), respectively. It was found that receive social benefit (p = 0.011) and live with the mother (p = 0.048) were associated with occupational performance below average in children. The total mean SDQ was 15.5 (+8). The subscale of emotional symptoms had an average of 3.85 (+2.72) points, the subscale of conduct problems of 2.88 (+2.1) points, the subscale hyperactivity 5.3 (+2.8) points, the subscale of relationship problems with colleagues of 3.4 (+2.7) points and the subscale of pro-social behavior averaged 8.8 (+1.4) points. It was found weak correlation between the average occupational performance and the subscales and total SDQ. However, it was evidenced that the worse occupational performance, more emotional and behavioral problems the child presents. / A saúde e o desenvolvimento infantil são assuntos sempre pertinentes. Na infância e adolescência, os principais problemas relacionados à saúde mental são os transtornos de conduta, de atenção, de hiperatividade e emocionais. O desempenho ocupacional é a capacidade que os indivíduos têm de realizar atividades rotineiras e de desempenhar papeis e tarefas. As crianças têm um repertório menor de ocupações quando comparadas aos adultos. Entretanto, ao se desenvolverem, passam a executar tarefas mais complexas até atingirem o repertório total de atividades, dentro de suas possibilidades. Os transtornos emocionais e comportamentais podem influenciar o desenvolvimento das crianças e, consequentemente, alterar seu desempenho ocupacional. A percepção sobre o desempenho ocupacional de crianças, então, pode estar relacionada a presença de transtornos emocionais e comportamentais. Objetivo: Relacionar problemas de saúde mental mais frequentes na população infantil com a percepção de cuidadores de crianças a respeito do desempenho ocupacional das mesmas. Metodologia: Estudo transversal com pares de crianças escolares da rede municipal de oito anos e seus cuidadores principais. Instrumentos: Para a amostra de crianças foi utilizado um questionário sociodemográfico. Para os cuidadores foram utilizados um questionário sociodemográfico, o Strengths and Difficulties Questionnaire (SDQ) e a Medida Canadense de Desempenho Ocupacional (COPM). Análise dos dados: As variáveis qualitativas foram descritas por frequência e as variáveis quantitativas por média e desvio padrão. Para comparação das variáveis dicotômicas e numéricas foi utilizado o Teste T e para análise das variáveis contínuas foi utilizado o coeficiente de correlação de Spearman. Os valores de p<0,05 foram considerados estatisticamente significativos. Resultados: As médias de desempenho ocupacional e satisfação com o desempenho das crianças foram de 5,96 (+2,2) e 5,99 (+2,93), respectivamente. Verificou-se que receber benefício social 6 (p = 0,011) e morar com a mãe (p = 0,048) foram associados ao desempenho ocupacional abaixo da média nas crianças. A média total do SDQ foi de 15,5 (+8). A subescala de sintomas emocionais teve média de 3,85 (+2,72) pontos, a subescala de problemas de conduta de 2,88 (+2,1) pontos, a subescala de hiperatividade de 5,3 (+2,8) pontos, a subescala de problemas de relacionamento com os colegas de 3,4 (+2,7) pontos e a subescala de comportamento pró-social teve média de 8,8 (+1,4) pontos). Foi encontrada fraca correlação entre a média de desempenho ocupacional e as subescalas e total do SDQ. Todavia, evidenciou-se que quanto pior o desempenho ocupacional, mais problemas emocionais e comportamentais a criança apresenta.

Transitioning into adulthood is an exciting and challenging time for emerging adults, and is even more difficult for young adults with emotional and behavioral difficulties (EBD). Even though the number of transition-aged individuals with EBD is significant, few studies have explored the experiences of this population engaged in educational activities, and there is limited information regarding the personal experiences of emerging adults with EBD. The purpose of the study is to acquire a better understanding of the experiences of young adults diagnosed with an EBD who are working toward their academic goals. Further, this study may give voice to individuals who have not had the opportunity to share their experiences and beliefs. The researcher employed phenomenological research methods for this study. The purpose of phenomenology is to describe, rather than explain phenomena (Ehrich, 2003). Five participants, aged 18 to 25, and diagnosed with an Axis I disorder in the DSM-IV-TR, were selected using purposeful sampling. The researcher conducted one in-depth interview with the participants, and a brief follow up interview. Data were analyzed using the following seven steps: preliminary grouping, reduction and elimination, clustering the invariant constituents, identification and validation of the invariant constituents and themes by application, construction of an analysis and development of impressions of each participant, and construction of a composite description of the meanings and essences of the experience, representing the group as a whole. Although living with an EBD is a "continuous struggle," it also provides opportunities for feelings of success and empowerment. Salient aspects of living with an EBD include its effect on the self, impact on relationships, and managing treatment, such as medication and therapy. Participants also discussed how EBD impacts their transition experiences and their ability to achieve their goals; relevant themes included academic challenges, issues regarding seeking assistance, and their selection of career choices. The participants are able to manage these challenges because of the supports they have received and coping strategies they have developed. Furthermore, their own personality traits, such as determination, belief in themselves, and goal orientation have been integral in their journey towards achieving their academic and career goals.

Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008). Furthermore, students with E/BD are at a greater risk of being served in more exclusionary and restrictive settings compared to their peers as a result of their poor social skills and chronic disruptive behaviors (Gagnon & Leone, 2005; Furney, Hasazi, Clark-Keefe, & Hartnett, 2003; U.S. Department of Education, 2005; Whorton, Siders, Fowler, & Naylor, 2000). This is of great concern as students with E/BD often receive lower grades, fail more classes, have higher drop-out rates, have fewer employment opportunities, and have increased involvement in the legal system (Bullock & Gable, 2006; Cullinan & Sabornie, 2004; Jolivette, Stichter, Nelson, Scott, & Liaupsin, 2000; Kauffman, 2001). The purpose of this study was to analyze the effect of the equal additions algorithm on subtraction with regrouping on the subtraction performance of fourth-grade students with E/BD and mathematics difficulties. The equal additions algorithm was taught using a direct instruction technique. This study investigated 3 participants at the fourth grade level in a residential treatment facility which serves students with E/BD. A multiprobe multiple baseline across participants design was used for this study. Assessments used for this study included (a) Woodcock Johnson III (WJIII), (b) the ENRIGHT, (c) a student questionnaire, (d) baseline probes, and (e) an error analysis student profile. Data was analyzed by visual analysis. The results suggest that when the equal additions algorithm was systematically implemented students were able to successfully complete subtraction with regrouping problems and errors dramatically decreased. Limitations and future for research directions are discussed.

The purpose of this study was to contribute to the literature by examining a systematic set of methods to assess and treat the problem behavior of young at-risk children. This study examined the use of the Decision Model (Umbreit, Ferro, Liaupsin, & Lane, 2007) with two kindergarten students and one first grade student who were exhibiting chronic behavior problems despite implementation of interventions through their school's existing support system. The study was conducted across three phases including: Phase I (Descriptive Functional Assessment), Phase II (Intervention Development/Testing) and Phase III (Intervention Implementation). Interventions in Phase III, were systematically introduced to each student using a Multiple Baseline Design. The Decision Model was used to develop interventions that resulted in reductions in each child's disruptive behavior and increases in on-task academic behavior. Social validity was examined using the TARF-R and resulted in high acceptability ratings from each teacher responsible for implementing the intervention for each student. Limitations and directions for future research are discussed.

The Check in/Check out (CICO) strategy is a secondary tier intervention designed to address those students who are not responsive to universal tier, school-wide positive behavioral interventions and supports (SW-PBIS), and require more targeted support. The present study extended the implementation of the CICO strategy to a residential facility. In addition, the study sought to determine the relationship between the maintaining function of behavior and responsiveness to CICO when a functional behavior assessment was conducted prior to the implementation of CICO. Six students with emotional and behavioral disorders (E/BD) in a residential setting participated in the study; three with attention-maintained behavior and three with escape-maintained behavior. Results of a nonconcurrent multiple baseline across participants design indicate that the mean total composite percentage of problem behavior improved for all three students with attention-maintained behavior, and the effect of the intervention generalized to the second most problematic classroom for two out of three. Further support of effectiveness of the intervention for attention maintained behavior is percentage of all non-overlapping data (PAND) of 90% or higher for two of three students. The mean total composite percentage of problem behavior for students with escape-maintained behavior improved for all three students, with a moderate change noted for Kevin. Only one student demonstrated generalization of effect in the second most problematic classroom and PAND above 90%. Future directions and limitations of the research also are addressed.

Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008). Furthermore, students with E/BD are at a greater risk of being served in more exclusionary and restrictive settings compared to their peers as a result of their poor social skills and chronic disruptive behaviors (Gagnon & Leone, 2005; Furney, Hasazi, Clark-Keefe, & Hartnett, 2003; U.S. Department of Education, 2005; Whorton, Siders, Fowler, & Naylor, 2000). This is of great concern as students with E/BD often receive lower grades, fail more classes, have higher drop-out rates, have fewer employment opportunities, and have increased involvement in the legal system (Bullock & Gable, 2006; Cullinan & Sabornie, 2004; Jolivette, Stichter, Nelson, Scott, & Liaupsin, 2000; Kauffman, 2001). The purpose of this study was to analyze the effect of the equal additions algorithm on subtraction with regrouping on the subtraction performance of fourth-grade students with E/BD and mathematics difficulties. The equal additions algorithm was taught using a direct instruction technique. This study investigated 3 participants at the fourth grade level in a residential treatment facility which serves students with E/BD. A multiprobe multiple baseline across participants design was used for this study. Assessments used for this study included (a) Woodcock Johnson III (WJIII), (b) the ENRIGHT, (c) a student questionnaire, (d) baseline probes, and (e) an error analysis student profile. Data was analyzed by visual analysis. The results suggest that when the equal additions algorithm was systematically implemented students were able to successfully complete subtraction with regrouping problems and errors dramatically decreased. Limitations and future for research directions are discussed.