Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


ucin1277205810.pdf (446.44 KB)

ETD Abstract Container

Abstract Header

Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level

Eckler, Jennifer w
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277205810

Abstract Details

2010, EdD, University of Cincinnati, Education : Special Education.
The purpose of this research study is to increase the knowledge base on adolescent students who are exhibiting behavioral/emotional problems. These students continue to be under-identified, continue to leave school at an alarming rate, spend large amounts of time either in in-school suspension/out of school suspension scenarios take valuable instructional time by causing major interruptions to the classroom as well as to the educational building. A broader understanding of these students and their experiences that may help the school community better utilize their resources to intervene in these students lives. The literature on students at risk for demonstrating emotional/behavioral problems supports our anticipation that at-risk students will be less engaged, exhibit more problematic behavior, have more office discipline referrals, more absences and have a negative self view of their learning community than their peers. (Shores et al., 1993; Wehby et al., 1995). This research expands the knowledge base of at risk students who are currently exhibiting emotional/behavioral difficulties at the secondary level. To address the academic and behavioral needs of students with or at-risk for EBD, this study utilized a naturalistic study design to investigate the historical background, opportunities to respond (OTR) in the classroom, off-task behavior, and praise/reprimand statements in the secondary general education classroom. Results of this study suggest that the historical data, specifically, ODR, GPA and attendance record are good indicators of at-risk behaviors. Results for off-task behavior are less clear showing a slight difference between students considered at-risk and their peers. Results for opportunity to respond and praise/reprimand statements were most startling; showing that while in the same learning environment few opportunities to respond existed for any of the students, including both students at risk as well as their peers while in the same learning environment. Future research should examine these indicators in a larger sample size in a different school setting. Implications for response to intervention Tier I interventions are explored.
Anne Bauer, EdD (Committee Chair)
Sarah Tomer, MS, MEd, NCSP (Committee Member)
Todd Haydon, PhD (Committee Member)
Stephen Kroeger, EdD (Committee Member)
107 p.
Special Education
naturalistic study; behavior with secondary students; opportunities to respond

Recommended Citations

Citations

  • Eckler, J. W. (2010). Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277205810

    APA Style (7th edition)

  • Eckler, Jennifer. Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level. 2010. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277205810.

    MLA Style (8th edition)

  • Eckler, Jennifer. "Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level." Doctoral dissertation, University of Cincinnati, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277205810

    Chicago Manual of Style (17th edition)

ucin1277205810
422
© 2010, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.