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The formative evaluation of a school-wide special education social-emotional learning based behavior program
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Sharoupim, Nikki Elise. The formative evaluation of a school-wide special education social-emotional learning based behavior program. Retrieved from https://doi.org/doi:10.7282/t3-7281-k684

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TitleThe formative evaluation of a school-wide special education social-emotional learning based behavior program
NameSharoupim, Nikki Elise (author); Schneider, Kenneth (chair); Elias, Maurice (co-chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2019
Other Date2019-08 (degree)
SubjectWolf program, School Psychology, Learning disabled youth -- Behavior modification, Social learning
Extent1 online resource (xvi, 211 pages) : illustrations
DescriptionAn integrated behavior modification program (Wolf Program) implemented in a special education school for students with behavioral disabilities was evaluated using Maher's (2012) framework. The school was an alternative education setting for students classified with learning and behavioral disabilities. The importance of addressing behavioral and social-emotional issues has been emphasized in current research as a way to assist in overcoming academic concerns. Behavioral Modification and Social-Emotional Learning (SEL) applications are aimed at addressing the social-emotional and behavioral aspects of students' lives. Engagement in these programs provides opportunities for students to learn skills and practice adaptive and appropriate behaviors. Such programs also teach students to generalize their knowledge to other aspects of their life (i.e. family, community, etc.). Data were collected through semi-structured interviews with administrators and surveys of current students and staff, and archived data of behavioral modification points earned by students. Self-report data regarding student and staff perceptions of their knowledge and use of the program were gathered during the second marking period of the 2018-2019 school year. Additionally, administrators were interviewed as a way to gauge program effectiveness and fidelity. Generally, staff and students were knowledgeable of the program and its components. A majority of staff recognized the value and effectiveness in promoting and supporting student success. While less than half of the students endorsed perceived value in the program, a review of historic time-out records revealed fewer behavioral incidents over the years. Further contradicting the students' report of lack of perceived value in the program, the students reported perceiving themselves as effectively using many of the skills taught in the program. Students and staff indicated that the behavior modification points system and counseling were effective strategies for academic as well as social success. New and returning students differed on their perceptions of their ability to demonstrate consistently skills taught in the program on a regular basis. Staff, students, and administrators agreed that additional training on the program is necessary. Recommendations were provided to administrators in the school with regard to Wolf Program implementation student behavior, staff use, and implementation with fidelity.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-7281-k684
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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