The influence of school-wide positive behavior support interventions on the effects of student mobility and reading achievement
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to begin to take on the behavioral and academic challenges presented by student mobility. In this study, the reading growth of first through sixth grade mobile and non-mobile students were compared to ascertain any significant variances in reading performance. Office discipline referral instances were also be compared between first through sixth grade mobile and non-mobile students to ascertain if there is a significant difference in the number of office discipline referrals between the two groups. This study also investigated the impact of School-Wide Positive Behavior Support Interventions on a first through sixth grade mobile student population from a reading achievement and behavioral standpoint. Correlations among first and second eight weeks of both reading growth and office discipline referrals were found to be significant. However, the correlation was much stronger for mobile students than for non-mobile students suggesting a tendency for more changes or improvements that occur to the non-mobile students than mobile one who tend to have similar scoring in both periods. The differences showed no signs for significant different between mobile and non-mobile students among other levels of attributes.