Master of Arts, Wittenberg University, 2023, Education

I conducted this study due to an increase in perceived problematic behaviors at Big River Intermediate School. I utilized an explanatory sequential research method to complete this study. I began my research by administering a survey to both students and staff from the school that returned permission slips to participate in my study. After analyzing the data from this collection method, I then invited certain students and staff to participate in interviews with me based on their responses. Overall, I found that the majority of students and staff members that participated in the study did not find the 7 Mindsets social-emotional learning curriculum to be effective, specifically in improving student behavior at Big River Intermediate School at this point in time. Due to this perceived ineffectiveness, my school and district could take these findings into consideration for the future of their social-emotional learning endeavors.

Committee: Layla Besson (Advisor); Alice Valley (Committee Member); Brian Yontz (Committee Member) Subjects: Education; Educational Psychology; Educational Theory; Elementary Education

Master of Science, The Ohio State University, 2023, Animal Sciences

Animals are often used as educational resources in post-secondary educational settings across the United States, especially in animal science curricula. Yet, little is known about the effect of student-animal interactions (SAI) on students' attitudes, curiosity, and empathy (ACE) towards animals or how their demographic backgrounds, past animal experience, and previous animal science coursework affect these areas. Moreover, while these SAI impact the animals used as educational resources, there is minimal understanding regarding their effect on the animals' welfare. Thus, this study aimed to (1) determine if animal sciences students' ACE responses toward animals changed over the course of the semester while identifying any demographic factors contributing to this change and (2) evaluate the emotional states of the animals used as educational resources through measurements of behavioral responses observed during SAI. This study was conducted at The Ohio State University during Autumn semester of 2022. A pre-course (n = 215) and post-course (n = 96) survey was administered to animal sciences students to collect self-reported demographic information, prior animal experience, prior animal science coursework, and ACE responses toward animals by species to determine if there was a change over the semester. Curiosity increased between the pre-course and post-course survey (p < 0.001), with students' attitude, experience, and perceived knowledge of animals (p < 0.001) providing plausible explanations. There was a strong positive correlation between the students' perceived knowledge of species and experience with species, indicating potential for further studies to assess changes in knowledge before and after working with animals (R = 0.793, p < 0.001). The emotional state of animals used as educational resources varied depending on the level of invasiveness of the activity as well as the length of SAI. Animals exhibited a higher frequency of negative emotional states during (open full item for complete abstract)

Committee: Kimberly Cole (Advisor) Subjects: Animal Sciences

Doctor of Education (Ed.D.), Bowling Green State University, 2019, Leadership Studies

Teacher emotional-social competencies may bare some connection to student perceptions of the quality of relationships with their teachers. Student perceptions of these relationships with teachers may in turn influence student affective and cognitive outcomes in meaningful ways. Teachers with emotional-social deficiencies face challenges in establishing a desirable and productive learning environment for their students. The strength of the relationships between a teacher and the students within their classroom has been identified as being one of the single most influential contributors towards student cognitive and affective outcomes. The purpose of this study was to investigate the correlations that exist amongst teacher emotional-social competencies using the EQi 2.0 and student perceptions of teacher behavior along two dimensions of the Model for Interpersonal Teacher Behavior (MITB). These dimensions (Influence and Proximity) map student perceptions of their relationships with teachers. This study sought to identify a set of teacher EQi scales that best predict student perceptions of teacher Influence and Proximity. The results of the study indicated that all five EQi composite (Self-Perception, Self-Expression, Interpersonal, Decision Making, and Stress Management) and nine subscales (Self-Regard, Emotional Self-Expression, Assertiveness, Interpersonal Relationships, Social Responsibility, Problem Solving, Flexibility, Stress Tolerance, and Optimism) revealed statistically significant positive relationships with teacher Influence. The EQi composite scale of Interpersonal significantly predicts teacher Influence as did the subscale of Social Responsibility.

Committee: Rachel Vannatta Ph.D. (Advisor); Nora Engebretsen Ph.D. (Other); Carole Burnworth Ph.D. (Committee Member); Judith Jackson May Ph.D. (Committee Member); Paul Johnson Ph.D. (Committee Member) Subjects: Behavioral Psychology; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Sociology

Doctor of Philosophy, Case Western Reserve University, 2012, Social Welfare

Impact of Prenatal Alcohol Exposure and Pre-adoption Placement on School-age Functioning of Intercountry-Adopted Children Abstract by FELICIA J. FAGO The current study assessed the relationship between prenatal alcohol exposure risk and pre-adoption placement risk on the social-emotional behavior, academic functioning, and adaptive functioning of school-age intercountry-adopted children. Participants included 60 children from six to 13 years of age who were adopted into the United States from foreign countries. This group was divided into high risk of prenatal alcohol exposure (HPAE = 28) and low risk of prenatal alcohol exposure (LPAE = 32) by using the 4-Digit Diagnostic Code. Linear regression, logistic regression models, and analysis of variance (ANOVA) were used to investigate the separate and cumulative effects of prenatal alcohol exposure risk and pre-adoption placement risk on school-age outcomes. After controlling for potential confounding variables, high risk of prenatal alcohol exposure was found to be the only variable that had a significant effect on overall social-emotional behavior (β = .366, p = .004), academic functioning (β = -.528, p = .000), and adaptive functioning (β = -.385, p = .002). There was no differential effect of HPAE versus LPAE on internalizing social-emotional behavior but participants with HPAE were more likely to exhibit externalizing social-emotional behaviors. Additional research is needed for both the identification of prenatal alcohol exposure in this population, as well as interventions that effectively mitigate the impact of prenatal alcohol exposure on social-emotional, academic, and adaptive behavior functioning.

Committee: Victor Groza PhD (Committee Chair); Anna Mandalakas MD (Committee Member); Sonia Minnes PhD (Committee Member); David Miller PhD (Committee Member) Subjects: Behavioral Sciences; Developmental Psychology; Families and Family Life; Individual and Family Studies; Mental Health; Social Psychology; Social Work; Sociology; Special Education; Teaching; Toxicology

Doctor of Education (Educational Leadership), Youngstown State University, 2025, Department of Teacher Education and Leadership Studies

This study investigated the impacts of receiving emotional support on the caregivers of children diagnosed with autism spectrum disorder (ASD). Participants in this study were all parent caregivers of children diagnosed with ASD who were attending applied behavior analysis (ABA) therapy services. A text-message delivery method was utilized on a fixed schedule to examine the outcomes of caregivers receiving daily emotional supports. Data analysis revealed a statistically significant result related to support that caregivers can directly benefit from text message delivery of emotional support. With cautious interpretation related to sample size, an indication of a positive impact from individualized messages was discovered for those providing care specifically to children diagnosed with ASD. These findings can inform practitioners about providing options to aid caregivers in increasing quality of life outcomes through support measures that are cost-effective and treatment enhancing. There is a need for further research on this subject to increase generalizability and reduce discovered limitations. Embracing the challenging journey of providing care to children diagnosed with ASD, this research adds a call to action to provide planned and specified support to caregivers. Supporting caregivers creates better quality of life outcomes for the entire family unit and enhances the opportunities for children on the spectrum to experience a stable and empowered environment while receiving care.

Committee: Karen Larwin PhD (Committee Chair); Kenneth Miller PhD (Committee Member); Gregory Boerio EdD (Committee Member) Subjects: Educational Leadership

Master of Arts, The Ohio State University, 1984, Graduate School

Committee: Not Provided (Other) Subjects:

PHD, Kent State University, 0, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

This study aims to understand special education teachers' lived experience of encountering Disruptive Classroom Behavior (DCB) among middle school students with Emotional and Behavioral Disorders (EBD) in self-contained classrooms. Employing an interpretative phenomenological approach, semi-structured interviews were conducted with eight teachers who self-identified as having lived experience with DCB. Through rich descriptions provided by participants, the study aims to understand the significance they attribute to these encounters and the realization of their roles as educators in such settings. Using a purposive and subsequent snowball recruitment approach, ten participants were identified, of whom eight in-depth interviews were conducted via Zoom, each lasting 45 to 60 minutes. Excluding one interview not classroom-based, the final analytic sample included seven participants' lived experience encountering DCB in self-contained classrooms for students with EBD. Following transcription, participant feedback was sought to ensure accuracy. Data analysis adhered to methodologies outlined by Peoples (2020) and Larsen & Adu (2021). The findings present seven individual narratives alongside a collective narrative, elucidating the delicate balance between professionalism and empathy, the importance of understanding the origins of DCB, and the resilience required for effective management. The study underscores the necessity for tailored professional development, collaborative support, and empathetic teaching approaches for students with EBD. It emphasizes the profound impact of teachers on students' lives and the evolving demands within the teaching profession.

Committee: Brian Barber (Advisor) Subjects: Special Education

Doctor of Education (Ed.D.), Bowling Green State University, 2023, Leadership Studies

A phenomenological study, according to Creswell (2013), is one that “focuses on describing what all participants have in common as they experience a phenomenon” (p. 76). This phenomenological study aimed to (a) explore teacher perceptions who have experienced teacher-directed student aggression by students with emotional behavioral disorder (EBD) and (b) investigate how teacher relationships affect student outcomes, school climate, and the emotional demands of the profession within a career technical school. In addition, the study was designed to (a) explore how principals view their efficacy in supporting teachers who experience aggressive outbursts by students with EBD and (b) help students with EBD develop prosocial and problem-solving skills. There has been little research on teacher-directed student aggression (TDSA) and the leadership imperative to support teachers and students with EBD. This study is designed to illuminate the experiences and perceptions of educators who work as classroom ambassadors and school leaders in the face of student aggression to meet and serve the needs of students with EBD. In attending to the complex problem, solutions will be grounded through the lens of Maslow's hierarchy of needs, Starratt's ethical leadership paradigm, and Vygotsky's social constructivist theory. The study results were analyzed using Creswell's (2014) seven-step examination process for qualitative research. The overall findings suggest that mitigating TDSA can be positively influenced by the teacher-student relationship (TSR). Overarching themes indicated that teacher commitment, community engagement, ongoing professional development, and the emotional charge significantly contribute to nurturing the TSR with students with EBD. This study has several implications for policy and practice in the educational domain, leadership practice, and higher education.

Committee: Patrick Pauken J.D., Ph.D. (Advisor); Kristina LaVenia Ph.D. (Committee Member); Judy May Ph.D. (Committee Member); Melody Tankersley Ph.D. (Committee Member); Lauren Maziarz Ph.D. (Committee Member) Subjects: Educational Leadership

Master of Arts, Wittenberg University, 2022, Education

The following study examined how using different Social Emotional Learning strategies in art impacts middle school students' ability to express their emotions. The participants in the study consisted of 10 seventh grade students from a large public district in Central Ohio during the 2021-2022 school year. Students completed three art projects that focused on expressing emotions using color, facial expressions, and design. My findings showed that based on the rubrics students understood how to express their emotions on their art projects because they scored highly on each rubric. When looking at the data from student reflections and surveys, it did not show a significant change over time. When looking at individual students, the results showed that the intervention positively impacted some students but did not have a significant impact on others. Due to the small number of students participating in the study and the short amount of time the study took place, further research is required to explore the effects of SEL intervention in the middle school art classroom.

Committee: Hillary Libnoch (Advisor); Jessica Tynan (Committee Member); Erin Hill (Committee Member) Subjects: Art Education; Education; Educational Psychology; Middle School Education

MAE, Otterbein University, 2022, Education

Addressing students' social-emotional development as it relates to the academic environment has become increasingly important to teachers, administrators, parents, and to the research community. The purpose of this action research study is to determine if the RULER Approach to Social-Emotional Learning (SEL) is beneficial to students with disabilities as an intensive Tier 3 Intervention as they work towards self-regulation of their emotions in order to increase participation in classroom activities. There were two second grade students with diagnosed disabilities selected to participate in this study. In addition to their defined disabilities, they have also shown to have SEL needs that include self-regulation when faced with a frustrating situation, listening and/or following directions, and using appropriate volume in the classroom. The qualitative data has been gathered through a provided rubric that was completed by the general education teachers over the span of 6 weeks to determine the effectiveness of the RULER strategies on the students abilities to accurately identify their current state of emotion as well as to self-regulate themselves to an emotional state suitable for classroom learning. The results of the study were conclusive that emotional intelligence growth was made by both students in the shortened, more intensive application of the RULER Approach; however, evidence showed that they could still benefit from more time to allow for repeated practice to build independence in the use of the anchor tools.

Committee: Allison McGrath (Advisor); Carrie Scheckelhoff (Committee Member); Diane Ross (Committee Member) Subjects: Early Childhood Education; Education; Special Education

Doctor of Philosophy, The Ohio State University, 2022, Educational Studies

The purpose of this study was to examine the outcomes and internal validity of the literature regarding the Incredible Years program's impacts on externalizing behaviors and social-emotional learning for students from low SES backgrounds. A meta-analysis of behavioral and social-emotional outcomes from the child, parent, and teacher trainings for students from low SES backgrounds was conducted. Nine studies were eligible for inclusion using the defined eligibility criteria. Across the nine studies, data was collected for a total of 3,360 children, with all studies reporting greater than 50% of participants having an income in the low-socioeconomic range. The type of Incredible Years intervention program reported for each included study was the parent training program (four), teacher classroom management training (two), the combined parent training and teacher classroom management program (two), and one study which compared the child intervention program with the combined child intervention and parent training program. Teacher training and parent intervention sessions were largely led by certified trainers and sessions varied in number and length. Overall social validity was strong across all studies, suggesting high parent and teacher satisfaction with the program. The overall effect size reported for Incredible Years programming on social emotional learning and externalizing behavior outcomes was in the small to moderate range. Moderator analysis for externalizing behavior outcomes suggested variable effect sizes based on targeted training, with parent training resulting in a stronger effect size than teacher training. Combined parent and teacher training reported the smallest effect size for externalizing behavior outcomes. When outcomes were further analyzed based on externalizing behavior outcomes, number of hours/days of parent/teacher training, and training type, results indicated stronger correlation between amount of training for parents and effect siz (open full item for complete abstract)

Committee: Laurice Joseph (Advisor); Sheila Alber-Morgan (Committee Member); Scott Graves (Committee Member) Subjects: Behavioral Psychology; Behavioral Sciences; Education; Psychology; Social Psychology

Bachelor of Arts, Wittenberg University, 2021, Psychology

Rising rates of mental illness in the college student population are a cause of concern that needs to be addressed to effectively support students. One promising opportunity for intervention is facilitating emotional flexibility and reducing emotional inflexibility among college students. The present study examined the relationships between emotional flexibility and emotional inflexibility, and variables related to well-being and mental illness in a college population. Undergraduate students at Wittenberg University (N = 100) completed a brief online survey measuring emotional flexibility, emotional inflexibility, coping strategies, thriving, anxiety, depression, stress, and burnout. Participants were also invited to complete a follow-up survey four weeks after the original study to explore potential changes in these variables over time. Participants higher in emotional flexibility scored lower on anxiety, stress, depression, and burnout and scored higher in problem-focused coping strategies and thriving. Participants who were higher in emotional inflexibility scored higher in anxiety, stress, depression, and burnout and lower in problem-focused coping strategies. Emotional inflexibility was also positively correlated with emotion-focused coping strategies, avoidant-focused coping strategies, and thriving. These findings support a strong positive relationship between emotional flexibility and well-being in this population. Future experimental studies are needed to establish causal relationships, but the results of this study are consistent with the proposed benefits of interventions that promote emotional flexibility in a college student population.

Committee: William Davis (Advisor); Nona Moskowitz (Committee Member); Stephanie Little (Committee Member) Subjects: Higher Education; Mental Health; Psychology

Doctor of Philosophy, Case Western Reserve University, 2021, Sociology

This dissertation analyzes narratives of women speaking about their sexual history and pleasures, with a focus on how women conceptualize their own experience and compare it to others. Additionally, this study strives to understand how women create meanings that are important to their sexual experience, and how this is related to their gender and sexual identity. By using a critical framework, this study explores and interrogates the organization of power and domination—by this, I mean social, cultural and political stakeholders who benefit from maintaining a particular understanding of female pleasure and women's bodies. Using a queer feminist lens, this research explores the historical and current issues surrounding the common understanding of female sexuality. This research seeks to fill a gap in the literature on sexual histories, sexual pleasures, orgasms, and queer narrative by centering the voices of women.

Committee: Mary Erdmans Dr. (Committee Chair); Gary Deimling Dr. (Committee Member); Susan Hinze Dr. (Committee Member); Lisa Nielson Dr. (Committee Member) Subjects: Sociology

Doctor of Philosophy, The Ohio State University, 2021, Educational Studies

This dissertation is comprised of five distinct chapters. The first chapter is an introduction to performance feedback and goal setting as well as an explanation of the challenges facing teachers and pre-service teachers. The next three chapters serve as standalone papers. Chapter 2 is a systematic literature review aimed at determining the evidence base for performance feedback with goal setting on teacher performance. Chapter 3 is a completed manuscript containing the study conducted for this dissertation. Chapter 4 is a practitioner paper that provides teachers with strategies for setting and achieving ambitious performance goals. Finally, Chapter 5 addresses future career and research aspirations.

Committee: Moira Konrad Dr. (Advisor); Sheila Morgan Dr. (Advisor); Matthew Brock Dr. (Committee Member); Hea-Jin Lee Dr. (Committee Member) Subjects: Special Education; Teacher Education

PHD, Kent State University, 2020, College of Arts and Sciences / School of Biomedical Sciences

The general goal of the current dissertation is to understand how the brain, using contextual cues present in emotional vocalizations, shapes reactions to such stimuli. Our overall hypothesis is that the sender's emotional state is represented in acoustic cues in the emitted vocalizations, and that these cues, which are unique and different to positive and negative natural vocal sequences, are able to change behavioral responses and the release of neurochemicals into the Basolateral nucleus of Amygdala in sex- and context-specific ways.

Committee: Jeffrey Wenstrup Dr. (Advisor); Brett Schofield Dr. (Committee Member); Merri Rosen Dr. (Committee Member); Rebecca German Dr. (Committee Member); Karin Coifman Dr. (Committee Member) Subjects: Biomedical Research; Communication; Neurosciences

MAE, Otterbein University, 2019, Education

The purpose of this curriculum design project was to create a curriculum modeled after practices of literacy coaching, to help coach teachers on effective and inclusive methods and practices to offset disruptive, student behavior in their classroom. Using research from literacy coaching a curriculum was created into a handbook for behavior coaches to follow when coaching teachers in their building. The idea is to provide support and guidance to teachers that allow them to have a plan to address their specific student's behavior within their own classroom. A test trial was implemented to test the coaching handbooks effectiveness and gain feedback. Based on that test trial, teacher reflection proved it to be effective in providing support to teachers on how to deal with behavior and give them a plan to follow.

Committee: Carrie Scheckelhoff Ph.D. (Advisor); Marianne Hesseltine Ph.D. (Committee Member); Bethany Vosburg-Bluem Ph.D. (Committee Member) Subjects: Higher Education

Doctor of Philosophy, Case Western Reserve University, 2019, Organizational Behavior

Organizational researchers have long had an interest in how employees informally seek and help in organizations. While some helping in organizations occurs by both a willing helper (e.g., proactive helping) and target (help-seeking behavior), limited research has focused on helping behavior involving reluctant helpers and help targets. Dyadic forms of proactive helping, such has interpersonal helping, will only lead to desired organizational outcomes if employees accept their coworkers' offers to help. Past research has found that reluctant help targets (employees with reservations about accepting discretionary workplace help) tend to receive worse supervisor evaluations of job performance and receive less support and help from their coworkers, but no research has explored explanations (i.e. mediators) for this negative relationship. Understanding why reluctant help targets perform worse at work is important because without accepting help, employees may fail at managing their self-regulation and improvement and, thus job performance. In this dissertation, I build theory to support the notion that a reluctance to accept help leads to workplace stress and, in turn, decreased levels of employee job performance. Using job demands-resources theory, I hypothesize and find support that the negative relationship between reluctant help targets and multiple dimensions of employee job performance is mediated (individually and in tandem) by two work stressors: role overload and emotional exhaustion. These findings provide important contributions to the helping behavior literature including (1) comparing and contrasting reluctant help-seeking and reluctant help targets; (2) demonstrating that being reluctant to accept help begins a resource depletion process which leaves employees overburdened, emotionally exhausted and, in turn, inadequate resources to meet job demands in order to achieve adequate job performance. Future research directions are also discussed.

Committee: John Paul Stephens Ph.D. (Advisor); Diana Bilimoria Ph.D. (Committee Member); Melvin Smith Ph.D. (Committee Member); Casey Newmeyer Ph.D. (Committee Member) Subjects: Management; Organizational Behavior; Psychology

Ph.D., Antioch University, 2019, Antioch Seattle: Counselor Education & Supervision

Feedback is an essential component of counselor training, making it crucial that students receive and utilize this information effectively. This research was conducted to address the problem of counseling students experiencing difficulty with accepting feedback during the training process. Radically Open Dialectical Behavior Therapy and the concept of emotional overcontrol were used as a lens for exploring the possible correlation between measures of overcontrol and difficulty with accepting feedback within counselor training programs. This research contributed to the literature—much of which has focused on the behaviors of instructors and supervisors in the feedback process—by providing support for the perspective that student traits affect the efficacy of feedback interactions. The research questions were 1) What is the relationship between counseling student emotional control and accepting feedback within the classroom setting? and 2) What is the relationship between counseling student emotional control and accepting feedback within the supervisory relationship? A quantitative design was used, consisting of a survey tool administered to master's level counseling students. Analysis consisted of correlation and regression analyses, with additional qualitative coding used for three open-ended prompts. Results indicated that measures of overcontrol correlated significantly with features associated with feedback receptivity within the classroom setting. Results indicated that individuals who scored higher on measures of overcontrol were more likely to experience feedback as threatening, more likely to desire privacy in the feedback process, may retain feedback less effectively, and in some cases, may believe feedback is less useful than their non-overcontrolled peers. No significant correlations were found between measures of overcontrol and feedback in the supervisory setting. In the regression analysis, approximately 34% of the variance in sensitivity to f (open full item for complete abstract)

Committee: Ned Farley PhD (Committee Chair); Colin Ward PhD (Committee Member); Andrew Wood PhD (Committee Member) Subjects: Adult Education; Behavioral Psychology; Counseling Education

PhD, University of Cincinnati, 2018, Education, Criminal Justice, and Human Services: School Psychology

Research suggests group contingencies are an effective way to both prevent and address problem behavior in the classroom, especially for students who are specifically at risk for displaying disruptive behavior; however, less is known about the impact on behavior in other settings where the intervention is not implemented (i.e., setting generalization). Using a multiple baseline design across three groups of students, this study assessed the setting generalization of the effects of an interdependent group contingency with randomized components on decreasing off-task behavior and increasing engagement in elementary students with emotional and behavioral disorders. The study assessed the setting generalization of the intervention effects with and without the inclusion of specific strategies to facilitate generalization. The generalization strategies used included a combination of the following: teaching a range of relevant stimulus conditions and responses, making the instructional setting more closely match the generalization setting, maximizing the behavior's contact with reinforcement in the generalization setting, and mediating generalization. Results showed that the interdependent group contingency decreased off-task behavior and increased engagement in the setting in which it was implemented. Intervention effects did not significantly transfer to other class periods until the generalization strategies were implemented. With the addition of these strategies, the degree of behavior change from baseline to intervention was the same in the intervention setting and the generalization setting, indicating the generalization tactics were successful in transferring the intervention effects. Implications for practice and research are discussed.

Committee: Renee Hawkins Ph.D. (Committee Chair); Tai Collins Ph.D. (Committee Member); Todd Haydon Ph.D. (Committee Member) Subjects: Education

PhD, University of Cincinnati, 2017, Education, Criminal Justice, and Human Services: School Psychology

A multiple baseline design across classrooms with an embedded reversal design (ABCACB) was used to analyze the effects of the Good Behavior Game (GBG) + Video Modeling with randomized components in comparison to Video Modeling Alone. This study was implemented in three alternative school classrooms for students with emotional and behavioral disorders (EBD). Video modeling within the Good Behavior Game (GBG) may be advantageous because students in alternative school settings may need more explicit instruction on expected classroom behaviors. The videos were created in each of the participating classrooms and showed students following the rules of the GBG, as identified by the teacher, and were approximately 1.5 min long. The results indicated an increase in engagement and a decrease in off-task behavior for all three classrooms during both the GBG + Video Modeling and Video Modeling alone phases of the intervention, with the GBG + Video Modeling demonstrating more positive effects than Video Modeling Alone. In addition, formal teacher and student social validity data were collected in order to evaluate the feasibility and acceptability of the interventions. The majority of the teachers and students preferred the GBG + Video Modeling intervention in comparison to the video modeling intervention due to the reward component; however, teachers found both interventions feasible to implement in their classrooms. Future research should examine the impact of the GBG + Video Modeling, and each component individually, on both teacher and student behaviors.

Committee: Tai Collins Ph.D. (Committee Chair); Renee Oliver Hawkins Ph.D. (Committee Member); Laura Nabors Ph.D. (Committee Member) Subjects: Behavioral Sciences