Electronic Theses and Dissertations

Award/Availability

Open Access Thesis

Keywords

Classroom management--Psychological aspects; Classroom management--Evaluation; Children with social disabilities--Education--Evaluation;

Abstract

There are many school‐based programs available that claim to provide effective techniques to decrease disruptive behaviors and increase academic engagement. One widely used program is the Boys Town Education Model (BTEM). The problem with widespread use of BTEM is the lack of empirical evidence to support the effectiveness of the program as a systems wide intervention in general education settings. The purpose of this research proposal is to examine the effectiveness of BTEM in comparison to research‐based classroom management techniques, such as reinforcement and correction of behaviors, teaching classroom expectations, social skills instruction, and token economies. Six schools will be chosen to receive the BTEM training package in the classroom management techniques listed above provided in their home schools either through Boys Town or provided by the local area education agency (AEA). Results will be examined by analyzing the variance in office referrals and suspension rates from before intervention to after. It is hypothesized that local training and support in classroom management techniques will yield stronger results when examining academic office referrals and suspension rates.

Date of Award

2014

Degree Name

Specialist in Education

Department

Department of Educational Psychology and Foundations

First Advisor

Nicole Skaar

Date Original

2014

Object Description

1 PDF file (iii, 35 pages)

Language

EN

File Format

application/pdf

Included in

Education Commons

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