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You searched for +publisher:"Mississippi State University" +contributor:("Kristin Johnson-Gros"). Showing records 1 – 3 of 3 total matches.

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Mississippi State University

1. Stewart, LaQuanta Watson. THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES.

Degree: PhD, Counseling and Educational Psychology, 2009, Mississippi State University

Functional behavior assessment refers to the broad range of behavioral assessment methods used to identify or clarify the purpose or maintaining contingencies of problem behavior in order to design and implement function-based interventions designed to reduce the occurrence of the problem behavior and teach appropriate replacement skills. FBAs are required in the educational setting for students whose problem behavior is displayed to such a significant level that their learning or the learning of their peers is impacted. As such, previous researchers have conducted trainings on FBA for school-based personnel using a wide variety of methods. Unfortunately, the findings of these studies have yielded mixed results suggesting the need for further inquiry in this line of research. Therefore, the purpose of this study was to evaluate whether FBA training would produce significant changes in participants knowledge and acceptability of FBA measures and procedures. In addition, the current study evaluated if a significant relationship existed between the FBA knowledge and acceptability measures. The study also evaluated if the use of vignettes and the provision of feedback following training impacted participants accuracy and acceptability on an FBA informant method. Results revealed a statistically significant change in all variables on the second administration of the measures of knowledge or acceptability. In addition, results from the study revealed a significant relationship between the second administration of knowledge and the second administration of FBA Evaluation Scales. Conversely, no significant relationship was found between the first administration of knowledge and the first administration of acceptability measures. Overall, the study demonstrated that the specific strategies utilized in the FBA training series were effective in increasing FBA knowledge and acceptability. As such, the current study contributes to the FBA literature by providing further evaluation of training methods designed to increase participant knowledge and acceptability of FBA policies and procedures. Limitations and implications for practice and research are discussed. Advisors/Committee Members: R. Anthony Doggett (chair), Kristin Johnson-Gros (chair), Sandy Devlin (committee member), Debbie Wells (committee member), Carlen Henington (committee member).

Subjects/Keywords: fair-tr; performance feedback; vignettes; evaluation scale

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APA (6th Edition):

Stewart, L. W. (2009). THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-121954/ ;

Chicago Manual of Style (16th Edition):

Stewart, LaQuanta Watson. “THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES.” 2009. Doctoral Dissertation, Mississippi State University. Accessed December 15, 2018. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-121954/ ;.

MLA Handbook (7th Edition):

Stewart, LaQuanta Watson. “THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES.” 2009. Web. 15 Dec 2018.

Vancouver:

Stewart LW. THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2018 Dec 15]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-121954/ ;.

Council of Science Editors:

Stewart LW. THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES. [Doctoral Dissertation]. Mississippi State University; 2009. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-121954/ ;


Mississippi State University

2. Mong, Michael. EVALUATION OF THE EFFECTS OF THE MATH TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING.

Degree: PhD, Counseling and Educational Psychology, 2008, Mississippi State University

The purpose of this study was to empirically evaluate the effects of the Math to Mastery intervention package in a school setting. The participants in this study were elementary school students who were performing at least one year below grade level in math. A between-series multiple baseline design across participants was used to evaluate the effects of the Math to Mastery intervention. Results revealed that the multi-component intervention was successful in addressing the students academic skill deficits on single skill intervention probes. Improvement was also observed on multiple skill grade level, generalization probes. However, the impact was not as strong on these probes as for single skill probes. Implications for implementation in applied settings and future research are provided. Advisors/Committee Members: Tony Doggett (chair), Carlen Henington (committee member), Kristin Johnson-Gros (committee member), Sandy Devlin (committee member), Kent Coffey (committee member).

Subjects/Keywords: math intervention

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mong, M. (2008). EVALUATION OF THE EFFECTS OF THE MATH TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-07032008-165320/ ;

Chicago Manual of Style (16th Edition):

Mong, Michael. “EVALUATION OF THE EFFECTS OF THE MATH TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING.” 2008. Doctoral Dissertation, Mississippi State University. Accessed December 15, 2018. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07032008-165320/ ;.

MLA Handbook (7th Edition):

Mong, Michael. “EVALUATION OF THE EFFECTS OF THE MATH TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING.” 2008. Web. 15 Dec 2018.

Vancouver:

Mong M. EVALUATION OF THE EFFECTS OF THE MATH TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING. [Internet] [Doctoral dissertation]. Mississippi State University; 2008. [cited 2018 Dec 15]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07032008-165320/ ;.

Council of Science Editors:

Mong M. EVALUATION OF THE EFFECTS OF THE MATH TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING. [Doctoral Dissertation]. Mississippi State University; 2008. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07032008-165320/ ;


Mississippi State University

3. Graves, Sarah Elizabeth. TREATMENT ACCEPTABILITY OF TEACHERS OF ADOLESCENTS BY LEVEL OF INTERVENTION INTRUSIVENESS AND TYPE OF DISORDER.

Degree: PhD, Counseling, Educational Psychology, and Special Education, 2008, Mississippi State University

The purpose of the current study was to examine the treatment acceptability ratings of teachers of adolescents on three different types of commonly used interventions: (a) positive verbal praise, (b) token economy with response cost and extinction, and (c) psychotropic medication. Ratings of treatment acceptability were also assessed according to type of disorder (i.e., externalizing or internalizing). The participants were 101 teachers of adolescents recruited from a midwestern public school district. Participants were asked to read two case studies presented in a counterbalanced format. One case study focused on a youth who displayed symptoms related to an internalizing disorder (Major Depressive Disorder), while the other focused on a youth who displayed symptoms of an externalizing disorder (Conduct Disorder). After each case study, participants were asked to read three treatment vignettes. Each treatment vignette described one of the three previously mentioned interventions. The participants then rated the treatment acceptability of each intervention using a modified Abbreviated Acceptability Rating Profile. A 2 x 3 repeated measures ANOVA was used to analyze the data from the measures. Statistically significant differences were found among level of intervention intrusiveness, type of disorder, as well as interaction effects between the two main variables of interest. Overall, teachers indicated they found less intrusive interventions as more acceptable than the more intrusive interventions; interventions for externalizing disorders were also rated as more acceptable than interventions targeting internalizing disorders. A noteworthy exception was the most intrusive intervention, psychotropic medication, as equally acceptable for both disorders. The current study is unique in that previous researchers have not investigated treatment acceptability of internalizing disorders or among teachers of adolescents as a population. The findings of this study may be useful for teachers of adolescents experiencing classroom difficulties with youth displaying symptoms of either Conduct Disorder or Major Depressive Disorder. Recommendations for future research are discussed as well. Advisors/Committee Members: Kristin Johnson-Gros, Ph.D. (committee member), Anastasia Elder, Ph.D. (committee member), R. Anthony Doggett, Ph.D. (committee member), Sandra Devlin, Ph.D. (committee member), Carlen Henington, Ph.D. (chair).

Subjects/Keywords: junior high teachers; high school teachers; Conduct Disorder; Major Depressive Disorder; intervention intrusiveness; treatment acceptability

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Graves, S. E. (2008). TREATMENT ACCEPTABILITY OF TEACHERS OF ADOLESCENTS BY LEVEL OF INTERVENTION INTRUSIVENESS AND TYPE OF DISORDER. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11052007-144308/ ;

Chicago Manual of Style (16th Edition):

Graves, Sarah Elizabeth. “TREATMENT ACCEPTABILITY OF TEACHERS OF ADOLESCENTS BY LEVEL OF INTERVENTION INTRUSIVENESS AND TYPE OF DISORDER.” 2008. Doctoral Dissertation, Mississippi State University. Accessed December 15, 2018. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11052007-144308/ ;.

MLA Handbook (7th Edition):

Graves, Sarah Elizabeth. “TREATMENT ACCEPTABILITY OF TEACHERS OF ADOLESCENTS BY LEVEL OF INTERVENTION INTRUSIVENESS AND TYPE OF DISORDER.” 2008. Web. 15 Dec 2018.

Vancouver:

Graves SE. TREATMENT ACCEPTABILITY OF TEACHERS OF ADOLESCENTS BY LEVEL OF INTERVENTION INTRUSIVENESS AND TYPE OF DISORDER. [Internet] [Doctoral dissertation]. Mississippi State University; 2008. [cited 2018 Dec 15]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11052007-144308/ ;.

Council of Science Editors:

Graves SE. TREATMENT ACCEPTABILITY OF TEACHERS OF ADOLESCENTS BY LEVEL OF INTERVENTION INTRUSIVENESS AND TYPE OF DISORDER. [Doctoral Dissertation]. Mississippi State University; 2008. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11052007-144308/ ;

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