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Degree

EdD, University of Cincinnati, Education : Special Education, 2010.

Abstract

The purpose of this research study is to increase the knowledge base on adolescent students who are exhibiting behavioral/emotional problems. These students continue to be under-identified, continue to leave school at an alarming rate, spend large amounts of time either in in-school suspension/out of school suspension scenarios take valuable instructional time by causing major interruptions to the classroom as well as to the educational building. A broader understanding of these students and their experiences that may help the school community better utilize their resources to intervene in these students lives. The literature on students at risk for demonstrating emotional/behavioral problems supports our anticipation that at-risk students will be less engaged, exhibit more problematic behavior, have more office discipline referrals, more absences and have a negative self view of their learning community than their peers. (Shores et al., 1993; Wehby et al., 1995). This research expands the knowledge base of at risk students who are currently exhibiting emotional/behavioral difficulties at the secondary level. To address the academic and behavioral needs of students with or at-risk for EBD, this study utilized a naturalistic study design to investigate the historical background, opportunities to respond (OTR) in the classroom, off-task behavior, and praise/reprimand statements in the secondary general education classroom. Results of this study suggest that the historical data, specifically, ODR, GPA and attendance record are good indicators of at-risk behaviors. Results for off-task behavior are less clear showing a slight difference between students considered at-risk and their peers. Results for opportunity to respond and praise/reprimand statements were most startling; showing that while in the same learning environment few opportunities to respond existed for any of the students, including both students at risk as well as their peers while in the same learning environment. Future research should examine these indicators in a larger sample size in a different school setting. Implications for response to intervention Tier I interventions are explored.

Subject Headings

Special education

Keywords

naturalistic study; behavior with secondary students; opportunities to respond

Committee / Advisors

Anne Bauer, EdD (Committee Chair)
Sarah Tomer, MS, MEd, NCSP (Committee Member)
Todd Haydon, PhD (Committee Member)
Stephen Kroeger, EdD (Committee Member)

Pages

107p.

Document number: ucin1277205810
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277205810

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