The purpose of this study was to examine the effects of three academic interventions on behavioral problems in preschool children. The 363 children who participated in this study were randomly assigned to one of four intervention groups or a control group. ANCOVA was used to determine the effectiveness of the academic interventions on both early reading skills and behavior. All three academic interventions were effective in improving their respective emergent literacy skills. Analyses of the interventions' effects on behavioral problems yielded no significant effect on inattention, hyperactivity/impulsivity, or oppositional behavior. The lack of change in behavior indicates that behavioral problems may not be altered by participation in an effective academic intervention. However, these findings are limited to the period immediately following the intervention, which may not allow sufficient time for changes to develop. Implications for future research regarding these findings are discussed. / A Thesis submitted to the Department of Psychology in partial fulfillment of the
requirements for the degree of Master of Science. / Degree Awarded: Summer Semester, 2007. / Date of Defense: June 28, 2007. / Intervention, Emergent Literacy Skills, Reading, Behavior, Inattention / Includes bibliographical references. / Christopher J. Lonigan, Professor Directing Thesis; Bryan Loney, Committee Member; Frank Johnson, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_168629 |
| Contributors | Purpura, David J. (authoraut), Lonigan, Christopher J. (professor directing thesis), Loney, Bryan (committee member), Johnson, Frank (committee member), Department of Psychology (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
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