The purpose of this study was to examine the effect that systematically designed instruction had on behavioral disordered (BD) students' academic achievement and inappropriate behavior. There were two levels of the independent variable: systematically designed instruction and traditional or non-systematically designed instruction. / The academic achievement and inappropriate behavior of sixteen high school students enrolled at a school for the severely emotionally disturbed were monitored over an eighteen-week period. All students received systematically designed instruction for nine of the weeks and non-systematically designed instruction for the remaining nine weeks. / A time-series analysis was run to identify changes in academic achievement and inappropriate behaviors. The correlation between the students' academic achievement and amount of inappropriate behavior was determined, and qualitative methods were also used to help establish the causal path between instruction, achievement, and behavior. / Results indicated that there were no significant differences between groups regarding the amount of objectives mastered or the amount of inappropriate behaviors displayed. Also, the correlations between students' academic achievement and amount of inappropriate behavior were not significant. Finally, students receiving systematically designed instruction and non-systematically designed instruction tended to experience success, and the behaviors that they displayed during and after instruction were on-task and appropriate. / While the study showed no significant differences between treatments, the outcomes were still encouraging in light of the fact that both treatments closely fit the definition of systematically designed instruction. Implications from the findings are discussed. / Source: Dissertation Abstracts International, Volume: 55-11, Section: A, page: 3470. / Major Professor: Walter Dick. / Thesis (Ph.D.)--The Florida State University, 1994.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77291 |
| Contributors | Bigbie, Cindy Landis., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 165 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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