Date of Award
12-1-2011
Document Type
Dissertation
Degree Name
Doctor of Education (Ded)
Department
Educational Leadership
First Advisor
Dr. John W. Hill
Second Advisor
Dr. Kay A. Keiser
Third Advisor
Dr. Neal F. Grandgenett
Fourth Advisor
Dr. Larry L. Dlugosh
Abstract
Group 1 students (n = 18) with Disruptive Behavior Disorders and co-occurring reading delimitations with measured reading comprehension scores greater than one standard deviation below the mean, pretest beginning compared to posttest ending 12-week behavioral treatment Core Behavior Occurrence measures were all observed in the direction of lower posttest mean scores and student core behavior improvement with eight of the 11 Core Behavior Occurrence measures (73%) found to be significantly different. Group 2 students ( n = 22) with Disruptive Behavior Disorders and co-occurring reading delimitations with measured reading comprehension scores equal to but not more than one standard deviation below the mean, pretest beginning compared to posttest ending behavioral treatment Core Behavior Occurrence measures were all observed in the direction of lower posttest mean scores and student core behavior improvement with two of the 11 Core Behavior Occurrence measures (18%) found to be significantly different. Group 3 students (n = 14), with Disruptive Behavior Disorders and no co-occurring reading delimitations with measured reading comprehension scores equal to or greater than one standard deviation above the mean, pretest beginning compared to posttest ending behavioral treatment Core Behavior Occurrence measures were all observed in the direction of lower posttest mean scores and student core behavior improvement with four of the 11 Core Behavior Occurrence measures (36%) found to be significantly different. The pattern of overall among group behavior improvement was also found for the study's Program Specific measures. Finally, regardless of reading level differences posttest-posttest ANOVA between group equipoise observed at the end of the treatment period across all measures indicated that students' language-based pro-social behavior replacement intervention program progress was independent of reading level and any reading required to learn and demonstrate program driven skills thought to reduce undesirable behaviors.
Recommended Citation
Wright., Tanya D., "The Effect of Varying Levels of Reading Delimitations on the Ability of Students with Disruptive Behavior Disorders Admitted to a Residential Treatment Center to Demonstrate Language-Based Pro-Social Behavior Replacement Skills" (2011). Student Work. 3472.
https://digitalcommons.unomaha.edu/studentwork/3472
Comments
A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2011 Tanya A. Wright.