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dc.contributor.advisorRotheram-Fuller, Erin
dc.creatorShipley, Sarah
dc.date.accessioned2020-11-02T15:11:05Z
dc.date.available2020-11-02T15:11:05Z
dc.date.issued2013
dc.identifier.other870266821
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2379
dc.description.abstractThe growing strength-based approach to the assessment and intervention of students' social and emotional learning competencies has significant implications for the practice of behavioral consultation in school settings (Zins & Elias, 2007). The current research study utilized four separate multiple baseline case studies across students in order to evaluate the effects of behavioral interventions developed in accordance with either a traditional model of behavioral consultation (Bergen & Kratochwill, 1990), or a proposed strength-based model of behavioral consultation, developed in accordance with the tenets of strength-based assessment as described in Epstein et al. (2003). Dependent variables of interest across both models of consultation included direct observations of student on-task behavior and frequency counts of teachers' use of general praise, behavior specific praise and reprimand statements during specified observational periods. Estimates of social validity regarding teachers' perceptions of the acceptability, effectiveness and feasibility of the interventions developed through both types of consultation were also obtained at the conclusion of each intervention. Results indicated that while behavioral interventions implemented across both models of consultation led to positive improvements in student on-task behaviors and increases in teachers' use of general praise and behavior specific praise statements, teachers engaged in interventions developed through the strength-based model of behavioral consultation had significantly higher rates of behavior specific praise than they did when implementing interventions through the traditional behavioral model. This study adds to the existing literature by providing a detailed description and theoretical blueprint for future researchers regarding how to integrate the growing strength-based movement of assessment and intervention with school-based behavioral consultation initiatives in order to improve the social, emotional and behavioral competencies of individual students, as well as facilitate the establishment and maintenance of positive teacher-student interactions in the classroom setting.
dc.format.extent116 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectBehavioral Consultation
dc.subjectEducation
dc.subjectSchool Psychology
dc.subjectStrength-based Assessment
dc.subjectTeacher Praise
dc.titleThe Effects of a Strength-Based Model of Behavioral Consultation on Student Behavior, Teachers' Use of Praise Statements and Measures of Social Validity
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberFiorello, Catherine A.
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberTincani, Matthew J.
dc.contributor.committeememberFarley, Frank
dc.description.departmentSchool Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2361
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-02T15:11:05Z


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