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A Quantitative Study of the Effectiveness of Positive Behavior Support in Secondary Schools A Quantitative Study of the Effectiveness of Positive Behavior Support in Secondary Schools

by Raftery, Rebecca Lynn

Abstract (Summary)
This study was conducted to evaluate the long-term effectiveness of a second tier intervention on at risk students’ behaviors and academic success. The study included 113 middle school and junior high students identified as being at risk for emotional and behavioral disorders using the Systematic Screening for Behavior Disorders (SSBD). The participants were assigned to a control group (no treatment), one, two, or three semesters of the intervention. The intervention integrated components of social skills instruction, self-management techniques, and social and emotional awareness. Students’ behaviors and academic success were measured using school data (i.e. GPA, Office Discipline Referrals, attendance, and tardies) and Achenbach Teacher Rating Forms (TRF), in pretest-posttest intervention designs over a five-year period. This research used archival data funded in part by an OSEP Federal Grant (H324c030124). Primary investigator was K. Richard Young and co-primary investigator was Ellie L. Young. Results indicated that students receiving the intervention did not differ significantly from the control group in all areas measured.
Bibliographical Information:

Advisor:

School:Brigham Young University

School Location:USA - Utah

Source Type:Master's Thesis

Keywords:positive behavior support emotional and disorders early intervention

ISBN:

Date of Publication:11/14/2008

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