Lisa Maloney

Defense Date

3-16-2015

Graduation Date

2015

Availability

Immediate Access

Submission Type

dissertation

Degree Name

PhD

Department

Counselor Education and Supervision (ExCES)

School

School of Education

Committee Chair

Jered Kolbert

Committee Member

Matthew Bundick

Committee Member

Laura Crothers

Committee Member

Rachel Robertson

Keywords

Education, Behavior education program, Elementary education, Experimental groups, Response to intervention (rti), Secondary intervention, Strong kids curriculum

Abstract

Students indicated as tier two candidates in a Response to Intervention (RtI) framework require evidence-based intervention to increase positive behaviors. This study examined the effectiveness of two tier two behavior interventions (BEP/CICO and Strong Kids small group social skills training) across two groups at the second tier of a RtI behavior framework. Specifically, student problem type (internalizing or externalizing) was evaluated with treatment outcomes to determine which intervention was more successful. In addition, each intervention was evaluated in terms of treatment integrity with typical school personnel (school counselors) and perception of social validity. This study utilized a randomized block design with 3 rd - 5th grade students in four schools in the same school district at three time intervals (pre-test, post-test, and four month follow-up). Multiple three-way repeated measures ANOVAs were conducted to determine if groups were different at each time point. Follow-up analyses include one-way paired t-tests and one-way ANOVAs on change scores. Although students in both groups showed significantly increased scores at post-test, students in the small group skills training ( Strong Kids ) intervention group showed greater long term gains than students in the BEP/CICO group. Also, students identified as externalizers indicated higher scores at four-month follow-up than students identified as internalizers. Descriptive data on treatment integrity and social validity are reviewed. Study implications, limitations, and directions for future research are also highlighted.

Format

PDF

Language

English

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