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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
21

An investigation of the effectiveness of TWA on reading comprehension of students with and at-risk for emotional and behavioral disorders

Sanders, Sara January 1900 (has links)
Doctor of Education / Department of Special Education, Counseling and Student Affairs / Mickey L. Losinski / Students with emotional and behavioral disorders frequently display deficits in reading. One emerging method for addressing these deficits is known as self-regulated strategy development (SRSD). One specific SRSD reading strategy is TWA (Think before reading, think While reading, and think After reading), which teaches students to self-monitor and self-evaluate while reading. The purpose of this study was to determine if TWA is effective in increasing reading comprehension of fourth, fifth, and sixth grade students with or at-risk for emotional and behavioral disorders, using a randomized control trial pretest-posttest design. Results suggested no statistical significance between the reading comprehension of the treatment and control group following the intervention. Limitations are discussed and suggestions for future research are presented.
22

Examining the effects of reinforcement within the context of a technology-based self-monitoring intervention

Fernando, Josephine Fatima Ajanta 01 August 2018 (has links)
Students with challenging behavior, including those with or at risk for emotional and behavioral disorders, demonstrate emotional, social, academic and behavioral problems that need support within and outside of school. To this end, self-monitoring has been identified through the literature as a promising approach for remediating challenging behaviors like off-task behaviors, disruptive behavior, and non-academic engagement. Although reinforcement is often included as a component of self-monitoring interventions, the literature is unclear whether reinforcement is necessary. Thus, in this study, a single subject research design ABCBC multi-treatment design was used to investigate the effects of a technology-based self-monitoring intervention with and without reinforcement for two elementary students with behavioral problems. Overall, students benefitted from the intervention, but reinforcement did not result in differential effects. Limitations and implications for further research is streamlined.
23

Using Curriculum-Based Assessment to Address the Academic and Behavioral Deficits of Students With Emotional and Behavioral Disorders

Payne, Linda Donica, Marks, Lori J., Bogan, Barry L. 01 January 2007 (has links)
No description available.
24

Assessing Validity of a Screener for Social, Emotional, and Behavioral Concerns: Analyzing Gender Differences in a Middle School Population

Lowe, Kimberly 01 June 2015 (has links) (PDF)
Systematic screening for social, emotional, and behavioral concerns (SEBC) identifies at-risk students and provides information to guide interventions that may prevent negative outcomes (Glover & Albers, 2006; Kauffman, 1999; Severson, Walker, Hope-Dolittle, Katochwill, & Gresham, 2007). However, the screening process may be influenced by the gender of the student (Young, Sabbah, Young, Reiser, & Richardson, 2010). This study further examined the influence of student gender on screening by assessing the congruency of gates one and two of a screening process based on student gender. Participants included 59 middle school teachers who nominated at-risk students on the Teacher Nomination Form (TNF; Davis, 2012) and then completed the Behavior Assessment System for Children, Behavioral and Emotional Screening System (BASC-2 BESS; Kamphaus & Reynolds, 2007) on each nominated student. A two-tailed z-score was calculated to see if the TNF predicted BASC-2 BESS T-scores better for one gender over the other. A z score of -0.63 (p > .05) was obtained in the internalizing category and a z score of 0.39 (p > .05) was obtained in the externalizing category; the difference between correlation coefficients for males and females was not statistically significant. While more males were nominated than females in both the internalizing and externalizing categories, the screening instrument does not measure differently for males and females according to the data analysis provided here. Disproportionate identification of males and females in the screening process may be explained by other factors that could be the focus of additional research.
25

Latino Students Identified as at Risk for Emotional or Behavioral Disorders: Descriptions of Their School Experience

Balagna, Ryan M. 15 July 2008 (has links) (PDF)
Latinos are the largest and fastest growing ethnic minority in the U.S. (NCES, 2004). Despite dramatic increases in Latino enrollment, a dearth of information exists regarding culturally responsive services. Latino students face poor education outcomes, including the highest dropout rate of any race (President's Advisory Commission on Educational Excellence for Hispanic Americans [PACEEHA], 2003), and disproportionate over-representation in special education programs (Aaroe, 2004; Artiles & Trent, 1994; U.S. Department of Education, 1992, 1995, 2000). The present study explored issues relevant to serving Latino students who may be at risk for emotional or behavioral disorders. This study used qualitative interviews to better understand the school experiences of Latino students identified as at risk for emotional or behavioral problems using the Systematic Screening for Behavior Disorders (SSBD). Themes from the interviews were organized into four general areas; the results provided in-depth information regarding positive and negative school interactions with peers, characteristics of positive and negative teacher-student interactions, school adjustment issues, and home issues which were relevant to students' education.
26

Development of the Test Item Pool for a Screening Instrument of Emotional and Behavioral Disorder of Elementary School Students.

Conley, Laura Eileen 11 August 2009 (has links) (PDF)
The functioning of children with emotional and behavioral disorders (EBD) is a concern for parents and educators. Screening focuses efforts to identify and prevent/remediate EBD for students most at risk. Current screening instruments fail to meet three factors that may be related to successful early identification. The three factors are universality (rates all students), brevity, and identification of internalizing and externalizing symptoms. This thesis began the construction of a screener with all three factors. The thesis determined a conceptual basis for the instrument and created an item pool. The conceptualization was based on a literature review. The item pool was obtained by looking at current assessments and screeners, research studies, and teacher focus groups and email surveys. The item pool should be test piloted and compared against reliable and valid assessments to further reduce the number of items.
27

Evaluating the Effects of a Randomized Dependent Group Contingency Plus Positive Peer Reporting on Disruptive Behavior in a Specialized School Setting

Murphy, Jayne Meredith 22 October 2020 (has links)
No description available.
28

Emotional and Behavioral Disorders Screening in Utah Schools

Banks, Oakley Dean 01 June 2019 (has links)
This descriptive study provides insight on the prevalence of Emotional and Behavioral Disorders (EBD) screening and school psychologists' roles in that screening process in Utah schools. EBD screening plays an important role in implementing Multi-Tiered System of Supports (MTSS). An electronic questionnaire was sent to 260 practicing Utah school psychologists. A total of 89 of those school psychologists completed the survey resulting in a 34% participation rate. Twelve percent (n=11) of participants reported that EBD screening was happening in their schools. Participants reported that the lack of resources to address student needs, the lack of administrative support, and the school having too many other concerns were barriers to EBD screening implementation. Survey results also reported that successful EBD screening consisted of a combined effort consisting of teams, administration, and school districts. Additionally, school psychologists reported that their role in EBD screening should mainly be focused on data interpretation and intervention implementation. The goal of this thesis project was to increase awareness of how universal EBD screening was occurring in Utah schools.
29

Examining the Effects of Combining Interdependent Group Contingency and Self-monitoring Procedures on the Classroom Behavior of Students with Emotional and Behavioral Disorders

Denune, Hilary B. 15 October 2015 (has links)
No description available.
30

The Effects of Culturally Responsive Computer-Based Social Skills Instruction on the Social Skill Acquisition and Generalization of Urban 6th- Grade Students with Emotional and Behavioral Disorders

Robinson-Ervin, Porsha Donette 24 August 2012 (has links)
No description available.

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