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The Effects of an Intervention Package on the Reading Comprehension Skills of Urban African American Middle School Students With Emotional Regulation Difficulties
The Effects of an Intervention Package on the Reading Comprehension Skills of Urban African American Middle School Students With Emotional Regulation Difficulties
Detailed Information
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260209102841
- ISBN
- 9798314892848
- DDC
- 370
- 서명/저자
- The Effects of an Intervention Package on the Reading Comprehension Skills of Urban African American Middle School Students With Emotional Regulation Difficulties
- 발행사항
- [Sl] : The Ohio State University, 2020
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2020
- 형태사항
- 104 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-11, Section: B.
- 주기사항
- Advisor: Miranda, Antoinette.
- 학위논문주기
- Thesis (Ph.D.)--The Ohio State University, 2020.
- 초록/해제
- 요약The purpose of this study was to examine the effects of a treatment intervention package including self-questioning and self-graphing across No choice and Choice conditions on the reading comprehension skills of students classified as having emotional disabilities. The researcher utilized a single-subject multiple-probe experimental design. Participants in this study were middle school-aged students enrolled in a therapeutic after-school program for at-risk youth located in a major city on the East Coast. Participants' gains were measured by the number of post-intervention session comprehension quiz questions they answered correctly. Progress was measured throughout and after the study using generalization probes and maintenance data point analysis. Percentages of nonoverlapping data, Improvement Rate Difference (IRD) calculations, and visual analysis were used to measure the impact of the intervention on the reading comprehension abilities of the participants. Indirect behavioral assessments were used to measure the participants' behavioral regulation, compliance, and amount of task engagement. Results demonstrated that the reading comprehension abilities of most participants improved across all phases with the implementation of the reading package. This study broadens the scope of previous research and literature on behavioral and academic interventions for students labeled as emotionally disabled. The experimenter highlighted limitations, recommendations, directions for future research, and implications to assist with the guidance of practical application.
- 일반주제명
- Educational psychology
- 일반주제명
- Behavioral psychology
- 일반주제명
- Reading instruction
- 일반주제명
- African American studies
- 일반주제명
- Middle school education
- 기타저자
- The Ohio State University Educational Studies
- 기본자료저록
- Dissertations Abstracts International. 86-11B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aWilkerson, Mark T.
■24510▼aThe Effects of an Intervention Package on the Reading Comprehension Skills of Urban African American Middle School Students With Emotional Regulation Difficulties
■260 ▼a[Sl]▼bThe Ohio State University▼c2020
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2020
■300 ▼a104 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-11, Section: B.
■500 ▼aAdvisor: Miranda, Antoinette.
■5021 ▼aThesis (Ph.D.)--The Ohio State University, 2020.
■520 ▼aThe purpose of this study was to examine the effects of a treatment intervention package including self-questioning and self-graphing across No choice and Choice conditions on the reading comprehension skills of students classified as having emotional disabilities. The researcher utilized a single-subject multiple-probe experimental design. Participants in this study were middle school-aged students enrolled in a therapeutic after-school program for at-risk youth located in a major city on the East Coast. Participants' gains were measured by the number of post-intervention session comprehension quiz questions they answered correctly. Progress was measured throughout and after the study using generalization probes and maintenance data point analysis. Percentages of nonoverlapping data, Improvement Rate Difference (IRD) calculations, and visual analysis were used to measure the impact of the intervention on the reading comprehension abilities of the participants. Indirect behavioral assessments were used to measure the participants' behavioral regulation, compliance, and amount of task engagement. Results demonstrated that the reading comprehension abilities of most participants improved across all phases with the implementation of the reading package. This study broadens the scope of previous research and literature on behavioral and academic interventions for students labeled as emotionally disabled. The experimenter highlighted limitations, recommendations, directions for future research, and implications to assist with the guidance of practical application.
■590 ▼aSchool code: 0168.
■650 4▼aEducational psychology
■650 4▼aBehavioral psychology
■650 4▼aReading instruction
■650 4▼aAfrican American studies
■650 4▼aMiddle school education
■653 ▼aIntervention package
■653 ▼aReading comprehension skills
■653 ▼aAfrican Americans
■653 ▼aMiddle school students
■653 ▼aEmotional regulation difficulties
■690 ▼a0384
■690 ▼a0525
■690 ▼a0535
■690 ▼a0450
■690 ▼a0296
■71020▼aThe Ohio State University▼bEducational Studies.
■7730 ▼tDissertations Abstracts International▼g86-11B.
■790 ▼a0168
■791 ▼aPh.D.
■792 ▼a2020
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17365859▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
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