Response to Intervention (RTI): A Mixed Methods Study Evaluating the Effects of Behavior Training Software on Behavior of In-School Suspension Students

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Autor/in	Cooper, Rosie Nicole
Titel	Response to Intervention (RTI): A Mixed Methods Study Evaluating the Effects of Behavior Training Software on Behavior of In-School Suspension Students
Quelle	(2014), (195 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-1788-8
Schlagwörter	Hochschulschrift; Dissertation; Response to Intervention; Mixed Methods Research; At Risk Students; Student Behavior; High School Students; Suspension; Behavior Modification; Program Effectiveness; Recidivism; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Comparative Analysis; Gender Differences; Racial Differences; Academic Achievement; Academic Failure; Focus Groups; Self Efficacy; Age Differences; Computer Software + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student behaviour; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausschluss; Schulausschluss; Behaviour modification; Verhaltensänderung; Rückfall; Lehrerverhalten; Geschlechterkonflikt; Rassenunterschied; Schulleistung; Self-efficacy; Selbstwirksamkeit; Age; Difference; Age difference; Altersunterschied
Abstract	Excessive classroom disruption is prevalent among today's public high schools and is a deterrent to the academic and social achievements of students. Using Response to Intervention (RtI) to equip in-school suspension (ISS) programs with a research-based behavioral curriculum is one possible solution to efficiently and cost-effectively remediating the behaviors of at-risk students. Further investigation of this problem was necessary in order to evaluate its effectiveness; therefore, a software-based behavioral intervention program called Ripple Effects® for Teens was integrated into the ISS program of a high school. A mixed-methods approach was used to evaluate the outcome of the intervention on the recidivism rates of students assigned to ISS and to explore students', teachers', and administrators' perceptions of the effects of the intervention on student behavior. Data consisting of ISS attendance rates over a period of three years was analyzed to establish a baseline comparison to attendance rates during the intervention year. A statistically significant decrease in recidivism rates of students in grade nine was found when compared to the intervention year. When the effects of the intervention were analyzed across subgroups, a significant interaction was found across gender indicating that males who received the intervention had fewer overall visits to ISS than males who did not receive the intervention. Further analyses found that black students at the site school attended ISS significantly more often than white students, and students who experienced academic failure attended ISS more frequently than students who had not failed one or more class. Generally, students who received the intervention were reassigned to ISS less frequently overall. Focus groups were conducted to determine participant perception of a curriculum using observational learning methods exposed to students through a brief ISS assignment. Student self-efficacy was also explored, and it was found that students in earlier grades believed Ripple Effects® for Teens to be a contributor of increased behavioral awareness. Inclusively, the findings promoted using in-school suspension programs as an effective means of delivering RtI interventions to behaviorally at-risk students in a high school. However, the findings also indicated a need for program modifications in order to have a stronger influence on reducing recidivism rates of students across all grade levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01