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dc.contributor.authorMcGlothlin, Kellieng
dc.contributor.authorRobinson, Allisoneng
dc.contributor.authorLewis, Timothy J., 1960-eng
dc.contributor.corporatenameUniversity of Missouri-Columbia. Office of Undergraduate Researcheng
dc.contributor.meetingnameUndergraduate Research and Creative Achievements Forum (2008 : University of Missouri--Columbia)eng
dc.date2008eng
dc.date.issued2008eng
dc.descriptionAbstract only availableeng
dc.description.abstractTeachers are increasingly faced with students who present challenging behavior in the classroom. When faced with such challenges, educators look for effective ways to manage problem behaviors, as well as to prevent problems, through the use of effective instructional strategies. This study investigates the impact of using classroom and student self-management supports in relation to work completion in order to increase academic success in the classroom for students identified as behavioral concerns. Direct observation data on teacher and student variables was collected and visually analyzed. Results indicated that the combination of classroom prompts and feedback paired with a self-management strategy increased student academic success. Implications for other teachers who struggle with challenging behavior in the classroom are discussed.eng
dc.identifier.urihttp://hdl.handle.net/10355/1970eng
dc.languageen_USeng
dc.publisherUniversity of Missouri--Columbia. Office of Undergraduate Researcheng
dc.relation.ispartof2008 Undergraduate Research and Creative Achievements Forum (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Office of Undergraduate Research. Undergraduate Research and Creative Achievements Forumeng
dc.subjectinstructional strategieseng
dc.subjectself-management supportseng
dc.subjectacademic successeng
dc.titleImpact of effective instruction within middle school classrooms on at-risk student problem behavior [abstract]eng
dc.typePresentationeng


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