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The impact of positive behavioral in...

Welch, Terry Fitzgerald.

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The impact of positive behavioral interventions and supports on academic achievement among African American male students diagnosed as emotionally disturbed.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of positive behavioral interventions and supports on academic achievement among African American male students diagnosed as emotionally disturbed./
作者:	Welch, Terry Fitzgerald.
面頁冊數:	104 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3738840
ISBN:	9781339293448

The impact of positive behavioral interventions and supports on academic achievement among African American male students diagnosed as emotionally disturbed.
Welch, Terry Fitzgerald.

The impact of positive behavioral interventions and supports on academic achievement among African American male students diagnosed as emotionally disturbed. - 104 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ed.D.)--California State University, Fresno, 2015.

There are clearly many issues that need to be addressed when attempting to bring strength and resolve to school districts across the United States. In order to influence the culture of struggling school systems we must effectively manage student behavior within the classroom setting and on the campus at large. In class discipline is paramount for students to engage in active and efficacious learning. When students are identified for special education as emotionally disturbed (ED), their overall academic achievement has been shown to be lower than that of students identified with other disabilities. Additionally, the long-term academic achievement of students identified as ED may also be compromised by discipline issues that often take them out of the academic learning environment. This study will examine whether the African American males referred to special education programs under the diagnoses of emotionally disturbed (ED) are positively influenced by the implementation of positive behavioral interventions & supports (PBIS). Recent literature maintains PBIS is growing in popularity among state departments of education and local systems as an efficient and effective strategy for addressing students' increasing and intensifying discipline needs.

ISBN: 9781339293448Subjects--Topical Terms:

3172312
Teacher education.

The impact of positive behavioral interventions and supports on academic achievement among African American male students diagnosed as emotionally disturbed.
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245 1 4 $a The impact of positive behavioral interventions and supports on academic achievement among African American male students diagnosed as emotionally disturbed.
300 $a 104 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Adviser: James Mullooly.
502 $a Thesis (Ed.D.)--California State University, Fresno, 2015.
520 $a There are clearly many issues that need to be addressed when attempting to bring strength and resolve to school districts across the United States. In order to influence the culture of struggling school systems we must effectively manage student behavior within the classroom setting and on the campus at large. In class discipline is paramount for students to engage in active and efficacious learning. When students are identified for special education as emotionally disturbed (ED), their overall academic achievement has been shown to be lower than that of students identified with other disabilities. Additionally, the long-term academic achievement of students identified as ED may also be compromised by discipline issues that often take them out of the academic learning environment. This study will examine whether the African American males referred to special education programs under the diagnoses of emotionally disturbed (ED) are positively influenced by the implementation of positive behavioral interventions & supports (PBIS). Recent literature maintains PBIS is growing in popularity among state departments of education and local systems as an efficient and effective strategy for addressing students' increasing and intensifying discipline needs.
520 $a PBIS has been found to increase the effectiveness of instruction, improve academic performance, and reduce inappropriate behavior (Yeung & McInerney, 2005). Many believe the interventions strategy could be implemented to address discipline issues and student achievement. The problem is there is not sufficient research available involving proactive methods to redirect reoccurring disruptive behavior among African American male students receiving special education services under the diagnosis of emotionally disturbed to improve their educational outcomes.
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