Teachers' Perspectives on Student Problematic Behavior and Social Skills

Description:

The research investigation reported herein examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targets students in kindergarten through grade five who are identified by the school system for being at-risk for being labeled with emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavioral supports (i.e., social skills training, functional behavioral assessment, and team collaboration). Teachers completed a teacher form of the Social Skills Rating System before and after the student received program services to determine differences in social skills and problematic behavior pre- and post- program early intervention services. An analysis was also made of the differences among gender, ethnicity, and grade according to the teachers' perspectives. Data indicated statistically significant results in the area of social skills and problem behavior. The results indicate early intervention services that teach social skills and use functional behavioral assessments to deal with problem behavior are beneficial to children displaying behavior challenges.

Creator(s): Riney, Summer Sides
Creation Date: May 2011
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 575
Past 30 days: 24
Yesterday: 0
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2011
Description:

The research investigation reported herein examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targets students in kindergarten through grade five who are identified by the school system for being at-risk for being labeled with emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavioral supports (i.e., social skills training, functional behavioral assessment, and team collaboration). Teachers completed a teacher form of the Social Skills Rating System before and after the student received program services to determine differences in social skills and problematic behavior pre- and post- program early intervention services. An analysis was also made of the differences among gender, ethnicity, and grade according to the teachers' perspectives. Data indicated statistically significant results in the area of social skills and problem behavior. The results indicate early intervention services that teach social skills and use functional behavioral assessments to deal with problem behavior are beneficial to children displaying behavior challenges.

Degree:
Level: Doctoral
Discipline: Special Education
Language(s):
Subject(s):
Keyword(s): Social skills | positive behavior support | teachers' perspectives | behavior disorder | early intervention
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • ARK: ark:/67531/metadc68039
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Riney, Summer Sides
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.