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The effects of coaching and electronic performance feedback on teachers' use of behavior-specific praise and opportunities to respond
(University of Missouri--Columbia, 2016)
A single-subject multiple baseline design across four teacher-student dyads was used to investigate possible functional relationships between the independent variable of coaching and electronic performance feedback and ...
An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms
(University of Missouri--Columbia, 2016)
This study evaluated the use of a teacher-conducted trial-based functional analysis (TBFA) in a long-term correctional school. Two juvenile justice teachers implemented the TBFA procedure during regular classroom activities ...
A descriptive analysis of teachers' use of evidence-based practices across ethnicity, gender, and disability risk /
(University of Missouri--Columbia, 2016)
The purpose of this study was to determine to what extent teachers use evidence-based practices during classroom instruction and if those practices were applied differentially across demographic groups (i.e., ethnicity, ...
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, ...
Mathematics instruction for middle school students with and at-risk for behavioral disorders : a survey study
(University of Missouri--Columbia, 2012)
This survey study was designed to investigate mathematics instruction for middle school students with and at-risk for emotional and behavioral disorders (EBD). It sought to identify who is teaching mathematics to students ...
An examination of the extracurricular activity participation, social skills, and school engagement of students with emotional and behavioral disorders
(University of Missouri--Columbia, 2013)
Students with EBD have difficulties both academically and socially and experience poor outcomes compared to their peers with and without disabilities. Extracurricular activities are positively associated with improved ...
A comparison of three opportunities to respond strategies across students with emotional and behavioral disorders in high school classrooms
(University of Missouri--Columbia, 2013)
A single subject alternating treatment design across three teacher-student dyads was used to investigate the comparative impact on student academic engaged time (AET) of three common opportunities to respond (OTR) ...
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 ...
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 ...
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. ...