Response to Intervention (RTI): A Mixed Methods Study Evaluating the Effects of Behavior Training Software on Behavior of In-School Suspension Students

• Main Author: Cooper, Rosie Nicole
• Format: Dissertation
• Language: English
• Published: ProQuest LLC 2014; ProQuest Dissertations & Theses
• Subjects: Academic Achievement; Academic Failure; Administrator Attitudes; Age Differences; At Risk Students; Behavior Modification; Behavior Problems; Career Change; Comparative Analysis; Computer Assisted Instruction; Computer Software; Data Analysis; Educational Environment; Educational evaluation; Focus Groups; Gender Differences; Grade 10; Grade 11; High School Students; Individualized Instruction; Intervention; Learning Processes; Learning Theories; Literature Reviews; Mixed Methods Research; Modeling (Psychology); Program Effectiveness; Racial Differences; Recidivism; Response to Intervention; Secondary education; Self Efficacy; Social studies education; Student Attitudes; Student Behavior; Suspension; Teacher Attitudes; Zero Tolerance Policy
• ISBN: 9781303717888; 1303717883

Excessive classroom disruption is prevalent among today's public high schools and is a deterrent to the academic and social achievements of students. Using Response to Intervention (RtI) to equip in-school suspension (ISS) programs with a research-based behavioral curriculum is one possible solution to efficiently and cost-effectively remediating the behaviors of at-risk students. Further investigation of this problem was necessary in order to evaluate its effectiveness; therefore, a software-based behavioral intervention program called Ripple Effects® for Teens was integrated into the ISS program of a high school. A mixed-methods approach was used to evaluate the outcome of the intervention on the recidivism rates of students assigned to ISS and to explore students', teachers', and administrators' perceptions of the effects of the intervention on student behavior. Data consisting of ISS attendance rates over a period of three years was analyzed to establish a baseline comparison to attendance rates during the intervention year. A statistically significant decrease in recidivism rates of students in grade nine was found when compared to the intervention year. When the effects of the intervention were analyzed across subgroups, a significant interaction was found across gender indicating that males who received the intervention had fewer overall visits to ISS than males who did not receive the intervention. Further analyses found that black students at the site school attended ISS significantly more often than white students, and students who experienced academic failure attended ISS more frequently than students who had not failed one or more class. Generally, students who received the intervention were reassigned to ISS less frequently overall. Focus groups were conducted to determine participant perception of a curriculum using observational learning methods exposed to students through a brief ISS assignment. Student self-efficacy was also explored, and it was found that students in earlier grades believed Ripple Effects® for Teens to be a contributor of increased behavioral awareness. Inclusively, the findings promoted using in-school suspension programs as an effective means of delivering RtI interventions to behaviorally at-risk students in a high school. However, the findings also indicated a need for program modifications in order to have a stronger influence on reducing recidivism rates of students across all grade levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]