Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award

2010

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Curriculum and Instruction

First Advisor

Michael Elium

First Committee Member

Marilyn Draheim

Second Committee Member

Lynn Beck

Third Committee Member

Tracy Catalde

Abstract

Middle school students identified with emotional and behavioral disorders exhibit problem behaviors and often lack the social and academic skills necessary to be successful students. Moreover, these students display low academic motivation, earn failing grades, and have high rates of suspension due to unsafe and inappropriate behaviors. Using a single-case experimental design, the effects of daily therapeutic morning meetings as a socio-emotional intervention involving three middle school students identified with emotional disturbance (ED) are analyzed. To assess the efficacy of the intervention, students, teachers, and parents completed the Social Skills Improvement System Rating Scale (SSIS) at the beginning and end of the study. In addition, the students completed a School Motivation and Learning Strategies Inventory (SMALSI) prior to and following the intervention. The independent variable, the therapeutic morning meetings, was delivered 47 minutes a day over a 19-week period, totaling 73 hours of intensive therapeutic intervention. A social and academic skill was either introduced or reinforced every week for the duration of the study. Results indicate students exhibited an increase in social and academic skills, improved school motivation, and higher overall academic achievement. Further analyses revealed a decrease in problem behaviors as indicated by a significant reduction in suspensions. A Socio-Emotional, Behavioral, and Academic Rating Scale (SEBARS) is proposed for middle school students whose behavioral and socio-emotional needs necessitate intensive therapeutic interventions. Implications for the implementation of therapeutic morning meetings for students with emotional disturbance, as well as study limitations and suggestions for further research, are discussed.

Pages

88

ISBN

9781124206523

To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.

Find in PacificSearch Find in ProQuest

Share

COinS

If you are the author and would like to grant permission to make your work openly accessible, please email