Browsing by Subject "School discipline -- Research."
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Item The Effect of Skillstreaming Intervention on Students' Non-Independently Resolved Conflicts(2014-07) Yarian, Rebekah A.; Masters of EducationThe purpose of this study was to determine if a modified version of the Skillstreaming curriculum, incorporated into a whole class morning circle routine, would be effective in reducing students‟ non-independently solved conflicts, or conflicts that necessitated teacher intervention. The measurement tool was a researcher created tally mark system for tracking the number of non-independently solved student conflicts. The study involved a pre-experimental one group pre-test, post-test design to measure the data collected from the tally mark system. The results of the data showed no significant difference in the pre and post data. However, due to researcher observations of other results in the sample group that were not captured in the data, further research on this intervention is merited. Problems stemming from students‟ lack of social skills and impacting students‟ academic, behavioral and social development are widely acknowledged in the research. While the data in this study does not show a statistically significant difference, there is potential for further investigation and intervention to improve students‟ abilities to deal with peer conflict.Item School-wide Positive Behavior Intervention Programs and Aggressive Behavior in Elementary Students(2013-07) Johnson, Barbara; Masters of EducationThe purpose of this study is to review a school-wide Positive Behavior Intervention and Supports program (PBIS) and to discuss its effectiveness in decreasing physically aggressive behavior in elementary students over time as school personnel and students become more familiar with the program and its components get fine-tuned. This study used a retrospective pre-experimental design with a variant of a one-group pretest-post-test design. Subjects (n=9) served as their own controls. Subjects (n=9) were selected based on a “high” score on the dependent variable under the first condition if they had two or more referrals for physically aggressive behavior in the first school year of implementation and were considered frequent offenders. Dependent variable data was collected over the first school, 2011-2012 and the second year, 2012-2013 in a diverse public elementary school. During the 2012-2013 school year, revisions were made to the program and more individualized interventions were put in place for the frequent offenders. There was no significant difference in the mean number of office referrals in the first year 2011-2012 (Mean = 6.00, SD = 4.42) and the second year of 2012-2013 (Mean = 4.89, SD = 4.14) [t (8) = .52, p > .05] among frequent offenders. Implications are discussed including the need for PBIS team needs to provide additional training to the staff regarding how to manage individual students with more aggressive and challenging behaviors. Targeted, data-driven interventions must be put in place for the frequent offenders.