Dissertation/Thesis Abstract

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
by Wright, Tanya D., Ed.D., University of Nebraska at Omaha, 2011, 142; 3449992
Abstract (Summary)

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.

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 72/06, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Behavioral psychology, School administration
Keywords: Disruptive behavior disorder, Language-based, Pro-social behavior replacement skills, Prosocial behavior replacement, Residential treatment, Residential treatment center, Students with disruptive behavior disorders, Varying levels of reading delimitations
Publication Number: 3449992
ISBN: 9781124579696
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