Dissertation/Thesis Abstract

The effect of an in -class behavioral intervention plus differentiated instruction program on the achievement and behavior outcomes of verbally disruptive 8th-grade students with and without co -occurring reading delimitations
by Lavender, David R., Ed.D., University of Nebraska at Omaha, 2009, 132; 3378809
Abstract (Summary)

The purpose of the study was to determine the effect of an in-class behavioral intervention plus differentiated instruction program on the achievement and behavior outcomes of 8th-grade students with verbally disruptive behavior and co-occurring below grade level reading test scores compared to 8th-grade students with verbally disruptive behavior and grade level reading test scores. Statistically significantly improved posttest reading vocabulary and reading total Normal Curve Equivalent scores and between class tardy frequencies supported the use of an in-class behavioral intervention program that allowed students with verbally disruptive behavior and co-occurring below grade level reading test scores to reclaim themselves after verbally disruptive behavioral incidences with scripted administrator assistance and student return to differentiated individualized instructional classroom activities. Posttest reading comprehension scores, Grade Point Average Scores, in-school suspension, and out of school suspension frequencies were also in the direction of improvement for these students. Students with verbally disruptive behavior and grade level reading test scores had a statistically improved posttest reading vocabulary score and statistically improved between class tardy and out of school suspension frequencies. Posttest-posttest between group comparisons indicated statistically significant reading vocabulary, reading comprehension, reading total, and Grade Point Average differences but no between class tardy, office referral, in-school suspension, or out of school suspension statistically significant differences. Educators should sustain programs that directly help students reclaim themselves after verbally disruptive escape responding incidences in support of their timely return to differentiated classroom activities. Overall, the results of this study suggest continued use of this intervention.

Indexing (document details)
Advisor: Hill, John W.
Commitee: Dlugosh, Larry L., Grandgenett, Neal F., Keiser, Kay A.
School: University of Nebraska at Omaha
Department: Educational Administration and Supervision
School Location: United States -- Nebraska
Source: DAI-A 70/11, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: School administration, Curriculum development
Keywords: Achievement, Achievement and behavior outcomes, Behavioral intervention, Differentiated instruction, Disruptive behavior, Eighth-grade, In-class behavioral intervention, Reading delimitations, Verbally disruptive 8th-grade students, With co-occurring reading delimitations, Without co-occurring reading delimitations
Publication Number: 3378809
ISBN: 978-1-109-43355-5
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