The Behavior Education Program was implemented with four students at a large
sub-urban elementary school in central Texas. The elementary school has a diverse
population of 750 students and was implementing Tier 1 interventions with 81% fidelity
as measured by the School-wide Evaluation Tool. The BEP was implemented in a
multiple-baseline design. All students’ behavioral improvement was measured through
daily behavior rating scales, office discipline referrals and time sampling data. Academic
engagement was measured through direct observation, DIBELS progress-monitoring and
nine-week grades. Progress on BEP goals was then compared to direct observation data
of on-task behavior and DIBELS data. All three students’ improvement on BEP goals
correlated with an improvement in academic engagement and increased scoring on
DIBELS progress monitoring indicating that progress in the area of behavior is linked to
academic achievement.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2009-12-7547 |
| Date | 2009 December 1900 |
| Creators | Morgan, Stacy W. |
| Contributors | Burke, Mack |
| Source Sets | Texas A and M University |
| Language | English |
| Detected Language | English |
| Type | Book, Thesis, Electronic Thesis, text |
| Format | application/pdf |
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