Behavior during transitions in classrooms is an area in need of additional supports in order for teachers to effectively manage classrooms. Extended transition durations, particularly transition periods between one activity and another are related to problem behavior among children in educational settings. This study evaluated the use of acoustical feedback aimed to improve transition behaviors of elementary school students, using a multiple-baseline design across participants. Teachers were trained to implement the acoustical feedback procedure. Data on teacher treatment fidelity, student transition behavior (transition duration and problem behavior), generalization probes, and social validity were collected to examine the feasibility and potential efficacy of acoustical feedback. The results indicated that the participating teachers successfully implemented the acoustical feedback procedures with high levels or moderately high levels of fidelity and their implementation of the intervention was successful in reducing problem behavior and transition duration for all three participating children. Support for generalization was strong for two teachers and their students and minimal for one teacher and her student.

This study evaluated Social StoriesTM (SS) with three at-risk preschool children in a high- need public elementary school. Specifically, this study examined the use of a multimedia SS designed to decrease problem behavior and increase prosocial behavior. A multiple baseline design across participants with an ABC sequence was used to assess the impact of the standard SS and multimedia SS on the children's target behaviors. The results of the study indicated that the standard SS was successful in reducing problem behavior and increasing prosocial behavior for all three participating children. The results also indicated that the multimedia SS had positive effects on the children, further increasing prosocial behavior during intervention. Although the problem behavior did not further decrease when the multimedia SS was introduced, the low levels of problem behavior were maintained at a 3-week follow-up for all three children. All three children demonstrated maintenance of improved prosocial behavior during follow-up. Overall, the multimedia SS demonstrated high levels of social validity.

Math achievement for U.S. high school students identified with math disabilities continues to fall below expected norms. Longitudinal national and state-level assessment data showed a flat or negative trend in math performance of students with disabilities, which may negatively affect their postsecondary outcomes. The purpose of this embedded mixed-methods study was to determine the impact of an extended time algebra course on increasing the math performance of freshman students with math disabilities. The conceptual framework included Vygotsky's sociocultural theory and zone of proximal development, Bloom's theory of master learning, and Carroll's theory of degree of learning. Data collection included archived test scores from the previous school year of 21 students and a survey administered to 4 current teachers of the Tier 2 course. Statistical analysis of the archived scores using an independent samples t-test measured the differences between the means test scores of students from the Extended Time course and the Special Education Algebra course. Additionally, the study used a paired samples t-test to measure pretest and posttest differences in math scores of students enrolled in the intervention course. Results from the t-tests along with coding of the qualitative data indicated that the Tier 2 intervention did not allow students to make statistically significant gains in math performance. Suggestions for improving the Tier 2 course were created based on study findings. The study is significant to high school educators inclusive of classroom teachers, school and district administrators, and curriculum developers because it examined an intervention used for students with disabilities who received educational support in the mainstream classroom. Results can inform best practices for meeting the needs of high school freshman and assist in the development of programming options that positively affect the academic achievement of students with disabilities. Implications for social change include improving math outcomes of students with disabilities as a means of increasing their success in postsecondary endeavors.

Effective interventions are imperative for students who are at-risk for academic failure. Response to Intervention (RTI), a service delivery framework, is gaining momentum in schools as it aims to provide effective and appropriate interventions of varying degrees. Frequently used in the form of a three-tier process, RTI addresses academic and behavioral deficits for students first at a school-wide level; next, at an individualized level; and finally, at a more intense individualized level. This study examined the effects of video self-modeling (VSM) as a Tier 2 RTI for two students in general education classrooms. Both students exhibited low rates of on-task behavior and were considered at-risk for academic failure. The first participant received intervention prior to his general education first grade math lesson. The second participant received intervention prior to his general education sixth grade writing lesson. The results of the study indicate that this method of intervention has potential. In spite of uncontrollable confounding variables, both participants' average on-task behavior minimally increased (by 6 and 3 percentage points respectively) over the course of intervention. Neither student was referred for Tier 3 interventions nor was classified as having a disability. Video self-modeling as a Tier 2 intervention may provide substantial instruction for students with learning deficits, thus reducing the number of individuals referred for special education services.

In an urban Texas school district, teachers and administrators were concerned about students' achievement and the teachers' knowledge and implementation of Response to Intervention (RTI) Tier 2 interventions with fidelity. This study addressed teachers' perceptions of the reliability of the application of Tier 2 interventions at the study site, its influence on student achievement, and the appropriateness of current professional development at the targeted campus. The constructivist concept of how people learn and the implementation theory of scaffolding instruction, meaningful experiences, and active learning provided the framework for this study. The educators provided perspectives of how the quality and frequency of the implementation impact the fidelity of Tier 2 interventions. A total of 15 teachers from Grades 3, 4, and 5, the RTI Coordinator, and administrators at the target campus who each met the criteria of more than 2 years of experience working with the RTI process, RTI training, and progress monitoring were included as participants. Data were gathered from the RTI School Readiness Survey, individual interviews, State of Texas Assessment of Academic Readiness for math and reading, and the state required campus and district improvement plans. The data were examined using comparative analyses, inductive generalizations, and analytical coding. The results indicated a need for sustained training to improve teacher knowledge of RTI implementation strategies and students' academic performance on grade-level content. This study will promote social change by providing teachers and administrators at the study site information on the RTI process and on the intensive professional development training needed to support student academic success.

School-Wide Positive Behavior Interventions and Support (SWPBIS) is an evidence- based application of Applied Behavior Analysis (ABA) to address and prevent problem behaviors from occurring, promote pro-social behaviors, and create a positive learning environment for all students. There are many secondary interventions that have been utilized within the framework of SWPBIS that have high success rates. However, the research conducted on the use of Check-In/Check-Out (CICO), a secondary intervention, has focused its attention more on its effectiveness in public elementary schools. There is a lack of research evaluating the effectiveness of CICO in alternative school settings. This study provides an extension to the literature by examining the effects of the CICO program with school-aged children residing in a mental health treatment facility. Using a concurrent multiple baseline across participants design, students were exposed to a CICO intervention strategy in which problem behaviors were targeted for reduction and academic engagement was targeted for acquisition. All three students showed substantial decreases in problem behavior and increases in academic engagement when the CICO intervention was in place.

資本適足率（capital adequacy ratio，即實業界所稱之BIS比率）為金融界評估商銀風險之重要指標，在反映資本結構以至於倒閉風險的意義上，相較於財務分析常用的權益值對總資產比率，BIS比率應是一個更精確的指標。本研究先藉資本市場銀行股長天期窗口超額報酬率反映投資人所要求報酬中之風險貼水，探討投資人是否可以引用資本適足率衡量國內商銀的倒閉風險與流動性風險。此外，本研究亦針對壞帳費用與票券買賣損益兩項富裁量空間之科目，分析國內商業銀行策略性操縱帳面盈餘與資本問題。最後，就現行我國資本適足率規定之缺失，作進一步之檢討，並檢測調整部份風險性資產之風險權數後，對資本適足率解釋投資人所要求必要報酬間關係之影響。 實證結果發現，不論是商銀呈報金融主管機關之資本適足率，或是就銀行所發布資料，儘可能比照公訂資本適足率核算辦法所自行設算、不含資產負債表外風險性資產所計算之比值，甚至自行設算、僅考慮自有資本中之第一類資本（Tier 1 Capital）估算值，均與商銀股市超額報酬有顯著之負血關係，顯示資本適足率對投資人而言，屬攸關資訊，能幫助評估銀行倒閉風險，進而決定其所要求之必要報酬率。又國內商銀中，民營銀行股超額報酬對資本適足率之迴歸係數，較公營銀行更具負向關係，而民國八十一年後新成立之銀行對資本適足率之迴歸係數，亦較八十一年前成立之舊銀行更具負向關係，而景氣較蕭條時，資本適足率與報酬間之關係並未較繁榮期敏感。 在盈餘與資本調控部份，或因使用不同調控工具之成本差異，致使商業銀行在帳面資本不足時，傾向于增加提列壞帳費用；另一方面，銀行似乎為了損益平穩化之目的，而以多實現或少實現票券買賣損益作為調控當期盈餘之工具，此兩項潛在之盈餘調控工具，彼此間有著相互替代代，惟因實現票券買賣損益之成本因時而異，國內商業銀行引用此兩項工具相互替補的程度實隨資本市場榮枯而改變。在估算國內商銀壞帳費用不可裁量部份時，本研究發現以上期壞帳、本期逾催收款、應收匯兌承兌款及無擔保放款餘額估計壞帳，比過動國外文獻所採變數組更恰當。 / This thesis empirically examines the explanatory power of capital adequacy ratio (BIS ratio) to Taiwan's commercial bank long-windowed returns minus risk-free rates (hereafter excess return), investigating whether the ratio serves to measure the level of risk of these banks equity securities. Findings indicate the followings: (1) ceteris paribus, long-windowed bank returns negatively correlate with each and every measure of BIS ratio in this study. These results are consistent with the notion that capital adequacy ratio conveys relevant information regarding the bank shareholders risk; (2) required rate of security returns appears to be more (less) sensitive to the BIS ratio for banks founded after (prior to) 1992 and for non-state-owned (state-owned) commercial banks; (3) there is not corroborative evidence that macro-economic variables have incremental explanatory power to the regression coefficient for the BIS ratio. Further, by identifying and examining the potential discretionary components of Taiwan's commercial bank loan loss provisions (LLPs) and securities gains and losses (RSGs), this study aims at exploring these banks' accruals management practices. Robust against various sensitivity tests, empirical findings support the notion that commercial banks strategically increase their LLPs to avoid unfavorable capital adequacy ratios. On the other hand, this study finds these banks smooth reported earnings via RSGs. Moreover, our evidence is consistent with the hypothesis that LLPs and RSGs serve as substitutes for each other in commercial bank accruals management. However, the extent these banks exercise discretion via either measure varies with domestic capital market performance. For tests in this study, the specification of simultaneous equations outperforms the competing ordinary least square regression models. This study also provides an innovative design for estimating bank loan loss provisions. As compared with competing designs, our model, which relates commercial bank LLPs to non-performing assets, unsecured loans, accrued acceptances and prior-period loan loss provisions, produce a more efficient predictor for Taiwan's commercial bank LLPs.

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The majority of Grade 4 students in the United States do not read at the proficient level. In response to this problem, which has persisted for decades, the United States Congress in 2004 mandated response to intervention as a multitiered classroom support system designed to improve reading skills for students in K-12 public schools. However, little research has been conducted about how classroom teachers use diagnostic assessments, provide small group instruction, and monitor progress in reading interventions. The purpose of this qualitative study was to examine how teachers used assessments and instruction in reading interventions for students in Grades 1-3 who were at-risk in reading. The conceptual framework was based on Vygotsky's theory of cognitive development related to the zone of proximal development. A single case study design was used to collect data from multiple sources, including teacher interviews, observations of interventions in reading, and related documents. Participants included 3 teachers in Grades 1-3 from an elementary school located in a western state. Data analysis involved coding and constructing categories for each data source and examining categorized data for themes and discrepancies. Results showed that teachers in Grades 1-3 used various diagnostic assessments and classroom observations to place students at-risk in reading in interventions, and they also used various diagnostic, formative, and summative assessments to inform their instruction. In addition, participants used a scaffolding process that involved contingency, fading, and transfer of responsibility to provide instruction for these students. This research contributes to positive social change by advancing knowledge about how to improve reading intervention instruction so that students at-risk in reading may better contribute to society as literate citizens.