Search
Now showing items 1-6 of 6
Young children at-risk for externalizing behavior problems : examination of behavior change utilizing universal positive behavior support strategies
(University of Missouri--Columbia, 2007)
A single-subject multiple baseline research design was used to examine effects of teacher use of universal Positive Behavior Support strategies on the externalizing behavior of four Head Start students who were identified ...
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 ...
The effects of progress monitoring in early writing using curriculum-based measurement
(University of Missouri--Columbia, 2007)
The purpose of this study was to examine the technical adequacy of progress monitoring assessments in early writing using curriculum-based measurement principles. The participants were 23 students in two first grade ...
Supporting practitioners' use of pivotal response training within educational contexts
(University of Missouri--Columbia, 2009)
The purpose of this study was to assess the viability of Pivotal Response Training by practitioners within educational contexts. A concurrent multiple baseline design across 4 practitioner-student dyads consisting of phases ...
Utilizing social stories to reduce problem behavior and increase pro-social behavior in young children with autism
(University of Missouri--Columbia, 2007)
The purpose of this study was to evaluate the effects of a Social Story [TM] intervention on the social behavior rates of 4 young children with autism. This study used a multiple-baseline across participants design to ...
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, ...