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dc.contributor.authorMorrison, Michele Jane
dc.date.accessioned2014-03-03T23:09:51Z
dc.date.available2014-03-03T23:09:51Z
dc.date.issued2004-12
dc.identifier.othermorrison_michele_j_200412_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/morrison_michele_j_200412_edd
dc.identifier.urihttp://hdl.handle.net/10724/22184
dc.description.abstractThe purpose of this study was to investigate the impact of an integratedcomprehensive psychoeducational program, Opportunity and Success in School (OASIS),on the academic and social behavioral achievement of secondary students with emotionalor behavioral problems (EBD) attending a rural public school. This study determined theimpact of OASIS on these students to increase their essential academic and socialbehavioral skills which enabled them to continue their education successfully. In addition,follow-up information was gathered to investigate the transition and post-secondaryaccomplishments of seniors who exited OASIS through graduation. The research designwas a post-hoc action research (program evaluation, using the pre and posttest) groupcase study focusing on several variables. The independent variable was participation inOASIS. The data analysis was descriptive and inferential using range, mean, standarddeviation and the directional (positive) paired t-test.Results of the study indicated that some academic achievement increased for thestudents who participated in OASIS. Report card grades demonstrated practicalsignificance. Students’ academic achievement also increased on the Woodcock-JohnsonTests of Achievement and on the WRAT3. Findings resulted in statistical significance ontwo subtests. There was an increase in social behavioral achievement. Descriptivestatistics indicated an increase in attendance and a decrease in discipline referrals. Findings for both the Walker-McConnell Scale of Social Competence and the BehaviorEvaluation Scale-2 were statistically significant.The following conclusions were formulated as a result of the findings of this study. Students’ report card grades reflected that both groups were achieving and demonstratedpractical significance. The three seniors benefitted from OASIS, since their outcomeswere graduation and postsecondary education or employment. The greatest gains forstudents were reflected in the social behavioral assessments. Teaching studentsappropriate behavior and problem solving strategies benefits their academic and socialbehavioral achievement.The results of this study can aid other educators both in Georgia and across thenation regarding the education of this most challenging group of students. Arecommendation is to replicate to other public schools in order to utilize a larger sample inthe study in hopes of obtaining more statistically significant findings in the area ofacademic achievement. This study can serve as a spring board for a number of studies thatimplement and evaluate programs for students with behavioral challenges.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectAchievement
dc.subjectAffective Curriculum
dc.subjectBehavior Disorders
dc.subjectDisabilities
dc.subjectEmotional Behavior Disorders
dc.subjectHigh School Programs
dc.subjectProgram Evaluation
dc.subjectProgram Planning
dc.subjectPsychoeducational Programs
dc.subjectRelated Services
dc.subjectSecondary Students with EBD
dc.subjectSocial Skills
dc.titleThe impact of a psychoeducational model for secondary students with EBD in a public school on social skills
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentEducational Leadership
dc.description.majorEducational Leadership
dc.description.advisorWilliam W. Swan
dc.description.committeeWilliam W. Swan
dc.description.committeeC. Thomas Holmes
dc.description.committeeJohn Dayton


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