Download or read book Effect of a Counseling Intervention Program on Tenth Grade Students Attendance Discipline Referrals and Academic Achievement written by Dorothy Deona Martin Austin and published by . This book was released on 2013 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Poor student achievement, high discipline referrals, and student absenteeism were issues in a rural school with a population of approximately 400 students. The purpose of this study was to examine the influence of Effective Teens training on the attendance, discipline referrals, and academic achievement of 10th grade students. The theoretical framework of the study was choice theory, which uses reality therapy to define how individuals may use thinking and evaluation to make pragmatic decisions. The theoretical basis for choice theory is that individuals are controlled by their needs and choose behaviors that meet the needs at that time. The research sample included 96 Grade 10 students in 1 rural high school. A quasi-experimental, nonequivalent, pre- and post-test control group design was used to determine differences in the variables between the treatment and control groups. The independent variable was the presence or absence of a 3-week counselor-led activity based on the texts, The 7 Habits of Highly Effective Teens and The 7 Habits of Highly Effective Teens Personal Workbook; the dependent variables were attendance, discipline referrals, and academic achievement. An analysis of covariance revealed no significant differences in outcomes based on the treatment. Because counselors assist students in focusing on academic, personal/social and career development, the literature suggested that providing students with access to counselors in the school setting may impact social change for students by encouraging academic success and the development of skills that allow them to lead fulfilling lives as responsible citizens. Although that effect was not evident in this specific study, future research should continue to examine this topic and its implications for students as they prepare to become productive, contributing members of society.

Download or read book Counseling and Psychotherapy with Children and Adolescents written by H. Thompson Prout and published by John Wiley & Sons. This book was released on 2014-12-08 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: A comprehensive, theory-based approach to working with youngclients in both school and clinical settings Counseling and Psychotherapy with Children and Adolescents,Fifth Edition provides mental health professionals and studentswith state-of-the-art theory and practical guidance for majorcontemporary psychotherapeutic schools of thought. Children andadolescents are not just small adults; they have their own needs,requirements, and desires, on top of the issues presented bystill-developing brains and limited life perspective. Providingcare for young clients requires a deep understanding of theinterventions and approaches that work alongside growing brains,and the practical skill to change course to align with evolvingpersonalities. The thoroughly revised fifth edition is acomprehensive reference, complete with expert insight. Organized around theory, this book covers both clinical andschool settings in the fields of psychology, counseling, and socialwork. Coverage of the latest thinking and practice includesCognitive Behavioral, Rational-Emotive, Reality Therapy, SolutionFocused, Family Systems, and Play Therapy, providing a completeresource for any mental health expert who works with youngpeople. Understand the major approaches to counseling andpsychotherapeutic interventions Discover the ethical and legal implications of working withchildren and adolescents Learn how to employ culturally responsive counseling withyounger clients Examine interventions for children and adolescents withdisabilities and health care needs This updated edition includes a stronger emphasis on theclinical application of theory to specific disorders of childhoodand adolescence, and new coverage of the legal and ethical issuesrelated to social media. Chapters include a case studies and onlineresources that make it ideal for classroom use, and new chapters onSolution-Focused Therapy and Play Therapy enhance usefulness topracticing therapists. Expert guidance covers techniques forworking with individuals, groups, and parents, and explores theefficacy of the theories under discussion.

Download or read book Metacognitive Intervention Effects on Attendance Achievement and Prosocial Behavior Among Ninth and Tenth Grade Students At risk for School Dropout written by Arthera Marra Shell and published by . This book was released on 2015 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used a behavioral consultation model to implement an eight-week metacognitive problem-solving instruction (MPSI) intervention in response to the public's demand for more innovative approaches to the escalating school dropout problem facing public schools in general, and urban high schools in particular. It had sought to determine through empirical research the effects of MPSI on positive behavioral outcomes: improvements on school attendance, academic achievement, and prosocial behavior among a sample of 64 ninth and tenth grade high school students from both special education and general education who were placed at-risk for school failure and school dropout, in a large urban high school within the District of Columbia Public Schools from 9/96-1/97. It further sought to examine the effects of MPSI intervention and the Traditional (TRAD/C) dropout prevention approach used by the participating high school in reducing the three targeted risk factors associated with school dropout. Subject volunteers were randomly assigned to either the MPSI intervention group or one of two control groups, TRAD/C or C-II, an untested control group. Pre-post and 4-week follow-up measures assessed subject- groups' performance on tests of academic achievement, on the number of unexcused school absences and grade point average measured over three time intervals, and on scores obtained from adaptive behavior scales. The findings had indicated that: (1) 9th and 10th grade subjects under the MPSI treatment across program classifications had demonstrated greater improvements on school attendance from posttest to 4-week follow-up, had equaled the TRAD/C intervention on achievement test scores, had earned greater GPA gains, and had been rated by their English and math teachers as demonstrating greater improvements in class attendance and work habits after the intervention than their 9th and l0th grade counterparts under both the TRAD/C or the C-II treatments across program classifications; (2) 9th grade subjects under both the TRAD/C treatment and the no-treatment (C-II) had demonstrated greater improvements on these measures than their 10th grade counterparts across program classifications; (3) these findings have provided empirical evidence to support the use of MPSI by school-based psychologists in urban high school settings among African-American students, across both ninth and tenth grade special and general education programs, who are placed at-risk for school failure and school dropout; (4) these findings have further suggested that the MPSI intervention may be used to augment or replace an existing traditional dropout prevention program within an urban high school setting among a wider student population.

Download or read book The Effects of Discipline Interventions of the Multi tier System of Support on Discipline Referrals and Grades written by Aaron Toliver Lee and published by . This book was released on 2020 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if the implementation of the Multi-Tier System of Support (MTSS) interventions influenced the number of office discipline referrals and student achievement as measured by students’ Grade Point Averages (GPAs). The MTSS program included three interventions: Tier 1 (a new discipline ladder), Tier 2 (a new discipline ladder and mentor teachers) and Tier 3 (a new discipline ladder, mentor teachers, and group counseling). The study employed a quantitative research design and used an existing data set. The first three research questions sought to determine if there were statistically significant differences between the total number of office discipline referrals for students during the 2017-2018 school year and the 2018-2019 school year after implementation of the MSTT Tier 1, Tier 2, and Tier 3 interventions. The last three questions ascertained if there were statistically significant differences in the GPAs of the three Tier groups after implementation of the MTSS interventions. The analysis of the data and findings showed mixed results. The Tier 1 student group demonstrated a statistically significant change in the number of discipline referrals. There was not a positive effect in the number of discipline referrals after implementation of the MTSS Tier 1 intervention of a new discipline Ladder. The students in the Tier 1 student group actually had more office discipline referrals after the implementation of the MTSS interventions. There was a slight decline for the number of discipline referrals for the students in Tier 2. However, this change was not statistically significant. There was statistically significant decline in the number of discipline referrals for the students in Tier 3. The study showed very little changes in GPAs for any of the Tiers. There were no statistically significant differences in students’ GPAs before and after implementation of MTSS for interventions with Tiers 1, 2, and 3. The study revealed that the subgroups among the Tier 1, 2 and 3 groups with the largest change in the mean for number of discipline referrals occurred with 11th and 12th grade students. Among the 12th grade students, female students demonstrated the most significant reduction in the mean of discipline referrals.

Download or read book Effects of Positive Behavioral Interventions and Supports on Attendance Grades and Discipline Referrals written by Ann C. Miles and published by . This book was released on 2013 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: Suspension from school removes students from the educational environment and interferes with school progress by decreasing prospects of gaining academic and social skills. Suspension also negatively affects school attendance and is an indicator of future disciplinary problems. To address problem behaviors that can lead to school suspensions, Positive Behavioral Interventions and Support (PBIS) was developed as an empirically-based approach to effect meaningful behavior change through providing positive reinforcement and modeling appropriate behavior. The purpose of this quantitative study was to determine if grades, attendance, and number of discipline referrals of suspended high school students changed after participation in PBIS. Guided by the behavior modification theory, this study employed the PBIS model for its conceptual framework and explored if there was a difference in suspended students' grades, attendance, and number of discipline referrals after participating in PBIS. Suspended high school students' (n = 136) grades, attendance, and number of discipline referrals from the fall 2010 semester when there was no PBIS, were compared to the fall 2011 semester, when PBIS was implemented. The results of the paired-samples t tests indicated that grades did not change after participating in PBIS, but attendance and the number of discipline referrals did significantly improve after participating in PBIS. Implications for social change include offering high schools a research-based alternative to ineffective punishment for student misbehaviors, delivering an effective intervention that positively affects the academic and behavioral needs of students who may otherwise be subject to failure in high school, and providing them with the motivation to remain in school until graduation.

Download or read book The Impact of Positive Behavior Interventions and Supports on Attendance Rates and Office Discipline Referrals at the Middle School Level written by Amy Gill and published by . This book was released on 2017 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: When the No Child Left Behind Act of 2001, and more recently the College and Career Ready Performance Index, was put into effect, schools felt pressure to increase student achievement and bring up attendance rates in order to make adequate yearly progress or now high index scores. Positive Behavior Interventions and Supports (PBIS) is a proactive approach that many schools have implemented in an attempt to decrease disruptive student behavior and possibly increase student attendance. The purpose of this quasi-experimental causal comparative study was to examine the impact of the treatment of PBIS, with its basis in behavioral theory, on office discipline referrals and student attendance rates. Data was collected and analyzed for over 2,000 students in rural southeast Georgia through Infinite Campus and PowerSchool. Using data from the 2011-2014 school years, the study attempted to answer if there is an impact on both office discipline referrals and student attendance rates for middle school students participating in PBIS as compared to middle school students not participating in PBIS. Each null hypothesis was analyzed separately using chi-square testing and an independent samples t-test. The results of the study show that there was an impact on attendance rates for the treatment group, but that same impact was not evidenced on office discipline referrals or attendance rates, when controlling for gender. Recommendations for future research include an examination of the factors that contribute to the decline in the impact of PBIS at the middle school level, and the impact of PBIS on different levels of office discipline referrals, office discipline referrals at tier 1, tier 2, and tier 3 separately, and the impact on different levels of absences.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1988 with total page 876 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of a School wide Positive Behavior Support Program Discipline and Academic Achievement in the Middle Grades written by Jeremy William Qualls and published by . This book was released on 2015 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: There is a large body of literature that emphasize a safe and orderly environment as a building block for a successful school. The power of disciplinary systems and interventions put into action has positively impacted instruction and decreased the amount of overall disciplinary referrals and infractions students have received within a school. This study reports the effects of a School-Wide Positive Behavior Support system (SWPBS) on (a) the overall discipline and (b) student academic growth of 32 middle schools within ten, Tennessee school systems. The researcher collected disciplinary data and student achievement data before conducting independent t-tests and Pearson's correlations. Data indicated that a SWPBS did not have statistically significant effect on the overall amount of discipline or on academic growth. Leadership styles, approaches, and philosophies were explored as contributing factors when striving to lower the number of discipline referrals and increase academic achievement. The results suggest that though a SWPBS might impact the number of discipline infractions and/or increase academic growth, it may not be the most significant factor.

Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 806 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of an Incentive based Discipline Program on the Attendance and Suspension Rates of Park Hill South 12th Grade Students written by Jeanette L. Cowherd and published by . This book was released on 2008 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study was to examine the effects of an incentive discipline program for 12th grade students on discipline referrals for tardiness, truancy, and the use of in-school and out-of-school suspension as a disciplinary strategy for any behavior problem. In contrast to traditional discipline methods, the incentive-based model offers a continuum of privileges to reward students for maintaining good attendance and minimal discipline referrals. Privileges include free time during tutorial period, extended lunchtime with preferential seating, paperless hall passes, parking privileges, and unrestricted attendance at school functions or athletic events. Based on the grade level of the student, privileges increase as students move from grade to grade. The basis for the graduated privilege system is the belief that a 12th grade student is more mature and should be treated differently from a 14-year-old freshman. For this study, the researcher examined six consecutive classes (2001-2006) of 12th grade students from Park Hill South High School, located in Riverside, Missouri. These classes were divided into two groups: 12th grade students in 2001-2002 (Group 1) and 12th grade students from 2003-2006 (Group 2). Group 1, composed of 573 students, represented 12th grade students prior to the implementation of the incentive-based discipline program. Group 2, consisting of 1411 students, represented 12th grade students after the incentive discipline program was implemented. A t test for independent means was performed to determine if the implementation of the incentive discipline program had an effect on 12th grade students in the areas of tardiness, truancy and the number of students assigned to ISS or OSS. The results of the study indicated the incentive-based discipline program was ineffective in curbing tardiness (t=--.790) and the use of in-school suspension (t=-.698) as a disciplinary consequence. However, the program provided a significant effect in reducing student truancy (t=16.32) (d=.474) and a smaller effect in the use of out-of-school suspension (t=5.64) (d=.193) as a disciplinary consequence.

Download or read book A Thematic Group Counseling Intervention Program for Identified at Risk Primary level Students written by Jean Roberts and published by . This book was released on 1994 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book SB 813 and Tenth Grade Counseling written by Carole L. Swain and published by . This book was released on 1985 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Positive Behavior Interventions and Supports PBIS on Middle Level Students written by Michael Raymond Havener and published by . This book was released on 2011 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many theories regarding school discipline have been developed and implemented. In this study, various discipline models are discussed and analyzed. One particular model that claims to significantly reduce discipline referrals is Positive Behavior Interventions and Supports (PBIS). The primary purpose of this study was to determine if PBIS is effective in reducing discipline referrals in a particular Midwest suburban 6-8 middle school. In addition, the referrals were analyzed to determine if there was a significant change in the academic achievement in the Missouri Assessment Program (MAP) math and communication arts test scores after implementation of PBIS in 2008-2009. The population in this study was approximately 600 students attending a suburban Midwestern grade 6-8 middle school with fifty-nine (59) teachers and two (2) administrators. Behavior referral data for the 2009-2010 and 2010-2011 academic years were compared to the 2008-2009 academic year to determine if there was a significant difference in the number of referrals since the program was initiated. In addition, the referrals were analyzed by using a frequency count to determine if conclusions can be drawn from the types of referrals. A comparison of academic achievement, using the Missouri Assessment Program (MAP) was also used to compare the pre and post initiation of PBIS. A t test and an analysis of variance revealed significant effects were only shown for the behavior referral data. The null hypothesis was rejected resulting in acceptance of the alternative hypothesis stating that a significant decrease in behavior referrals occurred. This information provides evidence that PBIS should continue to be implemented to minimize the number of behavior referrals. On the contrary, there was no significant effect on academic achievement according to the MAP results collected. Further studies are necessary to show whether there are any long term effects on academic achievement.

Download or read book The Effects of School Counselor Looping from Middle to High School on the Experience of Transition for Students written by Justina D. Pedante and published by . This book was released on 2006 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quasi-experimental study investigated the impact of looping the school counselor with a group of students from middle school to high school on the academic failure rate, attendance, discipline referral rate, and student assistance program (SAP) referral rate of students. Two groups of students in a small suburban school district near a metropolitan area, one who looped with the school counselor from middle school to high school and one changed school counselors in high school, were chosen for the study. The study compared archival data of both groups of students from the first semester of 9th grade. In addition, questionnaire data were gathered from students and their parents in each of the two groups in the study to determine their perceptions of the transition from middle school to high school. Finally, teachers who had taught both groups of students were surveyed to determine their perceptions of the attainment of academic competencies related to the American School Counselor Association (ASCA) National Standards for School Counseling Programs of the group of students who looped with their school counselor from middle school to high school as compared with a group of students who changed school counselors in high school.

Download or read book Project Keep written by George Mark Carpenter and published by . This book was released on 1987 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of a Supplemental Education Program on Academic Performance and Attendance of Ninth Grade Students At risk for School Failure written by Edwin Earl Felix and published by ProQuest. This book was released on 2009 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the impact of a supplemental educational program (SEP) on the academic performance and attendance of ninth-grade students. the study is unique because the program targeted only ninth grade students. Studies reviewed targeted primarily tenth grade students, as many adolescents decide to drop out of high school before age eighteen. Two research hypotheses were developed to determine the statistical significance of differences between the mean gain scores in academic performance and the means in attendance of the control and experimental groups. A pre-test post-test design comparison group provided evidence that those students who participated in the SEP performed similarly to those students who did not participate in the SEP. the sample was a convenience sample consisting of thirty at-risk students in the experimental group and thirty-five at-risk students in the control group. Academic performance and attendance data were collected from the official school record for each student who participated in the study. the t test was performed on the gained scores of the students in the experimental group and those of the students in the control group. the study shows that the mean differences for the two groups in relation to academic performance and attendance were not statistically significant. the results of the study demonstrate that the SEP was not particularly effective. There is further evidence that school districts should anticipate such problems and implement intervention programs before the ninth-grade level. Parental involvement in their children's schooling also suggests evidence of positive effects on students' achievement. Finally, practical implications are discussed in this study for designing supplemental education programs to meet the needs of the at-risk student population.

Download or read book Study of the Effects of Group Counseling on Attendance at the Tenth Grade Level written by Francis Joseph Murphy and published by . This book was released on 1975 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: