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Dissertation/Thesis Abstract

The Impact of 1-2-3 Wellness (a Tier 1 Universal Strategy) on Reading Achievement, Behavior, and Attendance in the Classroom
by Middendorf, Amanda, Ed.D., Missouri Baptist University, 2020, 88; 28152077
Abstract (Summary)

There is a need in schools to teach self-regulation skills so that students are primed for learning. Various interventions have been attempted after behaviors begin, but the 1-2-3 Wellness program aims to support students by teaching them skills to understand and regulate their emotions at a universal, or Tier 1, level of support. This study contributes to the current body of research on the effects of social-emotional learning on achievement. The purpose of this study was to determine the impact, if any, 1-2-3 Wellness as a universal Tier 1 Strategy has on reading achievement, behavior, and attendance. The study also examined teachers’ perceptions of the efficacy of 1-2-3 Wellness for addressing students’ social-emotional and academic needs in the classroom. The study occurred in a suburban elementary school and included participants in Grades one and two. The results of the study show that there was no statistically significant difference between 1-2-3 Wellness pre- and post-student reading assessments or student behavior referral data. The study did show a statistically significant difference between pre-intervention and post-intervention student average daily attendance. Teachers’ perceptions of the 1-2-3 Wellness program were also analyzed using an eight-question survey. The study found that teachers expected to see correlations in behavior data and post-1-2-3 Wellness implementation; however, the data did not show a correlation. The recommendations for future study include investigating 1-2-3 Wellness with older students and other measures of student learning and growth, including student perception data.

Indexing (document details)
Advisor: Ward, Christine
Commitee: Speck, Janice, Spencer, Jessica
School: Missouri Baptist University
Department: Education Division
School Location: United States -- Missouri
Source: DAI-A 82/5(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education, Educational administration, Behavioral psychology, Mental health, Education Policy, Curriculum development
Keywords: Classroom intervention, Self-regulation, Social-emotional learning, Student achievement, Reading comprehension , School attendance, Suburban elementary school , Pre-intervention , Post-intervention , Wellness intervention
Publication Number: 28152077
ISBN: 9798691228155
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