The research investigation reported herein examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targets students in kindergarten through grade five who are identified by the school system for being at-risk for being labeled with emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavioral supports (i.e., social skills training, functional behavioral assessment, and team collaboration). Teachers completed a teacher form of the Social Skills Rating System before and after the student received program services to determine differences in social skills and problematic behavior pre- and post- program early intervention services. An analysis was also made of the differences among gender, ethnicity, and grade according to the teachers' perspectives. Data indicated statistically significant results in the area of social skills and problem behavior. The results indicate early intervention services that teach social skills and use functional behavioral assessments to deal with problem behavior are beneficial to children displaying behavior challenges.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc68039 |
| Date | 05 1900 |
| Creators | Riney, Summer Sides |
| Contributors | Bullock, Lyndal M., Camp, William E., Combes, Bertina H., Huey, Erron, Kinnison, Lloyd |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Riney, Summer Sides, Copyright is held by the author, unless otherwise noted. All rights reserved. |
Page generated in 0.0017 seconds