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dc.contributor.authorBriscoe, Kiana
dc.date.accessioned2016-12-05T23:10:57Z
dc.date.available2016-12-05T23:10:57Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/20.500.11803/616
dc.description.abstractStudents diagnosed with an emotional and behavioral disability (EBD) struggle in school, academically and behaviorally. On average, students with EBD perform 1–2 grade levels behind their peers while in elementary school (Trout, Nordness, Pierce, & Epstein, 2003). This action research project examines the impact of simultaneous academic and behavior interventions on the learning of a student diagnosed with EBD. The student meets one on one with the researcher three times a week for 5 weeks to learn multiplication facts using the cover, copy, compare intervention. The researcher also observes the student’s attention-seeking behaviors in relation to positive teacher attention. Data is gathered through observations, student questionnaire, interview, and multiplication tests administered pre- and post-intervention. The results show significant student progress toward mastery of multiplication facts. In addition, a minimization of attention-seeking behaviors is recorded as a result of higher levels of positive teacher attention. The student feedback indicates that the intervention is helpful. The research study suggests that positive attention encourages positive behavior.en_US
dc.language.isoenen_US
dc.subjectEmotional behavioral disorder in studentsen_US
dc.subjectEBD students
dc.subject.lcshAdjustment disorders in children
dc.subject.lcshProblem children--Education
dc.titleMeeting the Needs of EBD Studentsen_US
dc.typeAction Researchen_US
thesis.degree.disciplineTeachingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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