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Meta-analysis of single-subject research using hierarchical linear modeling : empirical examination of the procedure and functional behavior assessment-based interventions
(University of Missouri--Columbia, 2010)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The role of evidence-based practices in both research and practice continue to provoke issues of disagreement and definition across multiple fields. One area of contention...
Peer coaching : a collegial support for bridging the research to practice gap
(University of Missouri--Columbia, 2007)
The purposes of this study were to 1) determine if teacher knowledge of the instructional components of opportunity to respond (OTR) including academic prompting, wait time and positive feedback increase as a result of a ...
Investigating the iconnect intervention for students with emotional disturbance in mathematics
(University of Missouri--Columbia, 2021)
Students with or at-risk for emotional disturbance (ED) often struggle socially, emotionally, and academically (e.g., on-task engagement and academic achievement). One of the most effective academic interventions for ...
The relationship between principal leadership skills and school-wide positive behavior support : an exploratory study
(University of Missouri--Columbia, 2006)
The purposes of this study were to (1) identify key principal leadership skills associated proactive school environments, (2) examine the relationship between SW-PBS implementation and increased evidence of those skills, ...
Capturing the complexity: examining the effect of instructional intensity in the context of a response to intervention framework on learning outcomes for students with academic and behavioral needs
(University of Missouri--Columbia, 2022)
The main purpose of this study was to investigate quality instruction for students with academic and behavioral needs within RTI framework by examining the differential effects of various levels of instructional intensity, ...