The Impact of Participation in an Elementary Behavior Support Program on Students’ Prosocial Behavior, School Functioning and Academic Performance
| dc.contributor.advisor | Cuddapah, Jennifer | |
| dc.contributor.advisor | Bands, Kathleen | |
| dc.contributor.advisor | Prichard, Kathy | |
| dc.contributor.author | Baisey, Michele | |
| dc.contributor.department | Education | en_US |
| dc.contributor.program | Organizational Leadership | en_US |
| dc.date.accessioned | 2019-07-13T14:17:21Z | |
| dc.date.available | 2019-07-13T14:17:21Z | |
| dc.date.issued | 2019-07-13 | |
| dc.description.abstract | Environmental factors are causing children to bring well developed patterns of antisocial behavior to school which negatively impact their ability to access their educational program. Existing strategies and resources are not adequately meeting the social-emotional and behavioral needs of students. Legislative changes to disciplinary procedures in early childhood programs recommend prohibiting suspension so administrators are seeking approaches to address antisocial behaviors which interfere with the learning of all students. This action research study aimed to identify the impact of participation in an elementary behavior support program on kindergarten through second grade students’ prosocial behavior, school functioning and academic performance. Quantitative data were gathered through the Behavior Assessment System for Children, Third Edition (BASC-3), number of disciplinary referrals and behavior support calls, and pre/post reading and mathematics assessments. Qualitative data were gathered through interviews and focus groups with school staff regarding observations of student behavior and associated data changes following participation in the elementary behavior support program. The study’s findings indicate a positive impact on students’ prosocial behavior, school functioning and academic performance following program participation. Three out of five students demonstrated improvements in all areas of prosocial behavior. All five students demonstrated more positive school functioning and academic growth in the area of reading. Three students maintained or improved their mathematics performance. These findings suggest the implementation of an elementary behavior support program positively impacts students’ ability to effectively function in the school environment. Administrators considering alternatives to traditional disciplinary approaches should explore providing intensive and individualized behavioral interventions. | en_US |
| dc.format.extent | 180 | en_US |
| dc.genre | Dissertation | en_US |
| dc.identifier | doi:10.13016/m2dr93-ws5r | |
| dc.identifier.uri | http://hdl.handle.net/11603/14382 | |
| dc.language.iso | en_US | en_US |
| dc.relation.isAvailableAt | Hood College | |
| dc.rights | Attribution-NonCommercial-ShareAlike 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/3.0/us/ | * |
| dc.subject | social emotional learning | en_US |
| dc.subject | self-regulation | en_US |
| dc.subject | behavior support | en_US |
| dc.subject | intensive individualized intervention | en_US |
| dc.subject | alternative educational program | en_US |
| dc.title | The Impact of Participation in an Elementary Behavior Support Program on Students’ Prosocial Behavior, School Functioning and Academic Performance | en_US |
| dc.type | Text | en_US |