• About
    • Login
    View Item 
    •   Institutional Repository Home
    • Electronic Theses and Dissertations
    • Electronic Theses and Dissertations
    • View Item
    •   Institutional Repository Home
    • Electronic Theses and Dissertations
    • Electronic Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of Institutional RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDepartmentThis CollectionBy Issue DateAuthorsTitlesSubjectsDepartment

    My Account

    LoginRegister

    The Impact of Tier 1 Teacher Practices on Student Responsiveness to Tier 2 Interventions

    Van Camp, Alyssa M.
    0000-0003-3289-4742
    : http://hdl.handle.net/1803/16620
    : 2021-03-16

    Abstract

    Students with or at-risk for emotional and behavioral disorders (EBD) experience several negative outcomes including academic failure, high rates of exclusionary discipline practices, high school dropout, unemployment, and an increased likelihood of incarceration. While research has identified several behavior management practices that meet the needs of students with or at-risk for EBD, teachers implement these practices at very low levels in classrooms. In a multi-tiered system of behavior support, such as School-wide Positive Behavior Interventions and Supports (SWPBIS), the accurate identification of students for more intensive interventions at Tier 2 or Tier 3 rests on the assumption that Tier 1 practices are implemented consistently across classrooms and students. If this is not the case, schools may over-identify students for more intensive interventions when improved implementation of Tier 1 supports could effectively meet student needs. The purpose of this study was to assess how teachers' implementation of evidence-based Tier 1 behavior management practices (i.e., praise, reprimands, opportunities to respond) toward students with challenging behavior moderated and mediated student responsiveness to a Tier 2 self-monitoring intervention. Additionally, the study sought to determine whether a Tier 2 self-monitoring intervention improved teacher implementation of Tier 1 practices. Findings indicate the Tier 2 self-monitoring intervention was associated with changes in teacher praise, but not in teacher reprimands or OTRs. Additionally, teacher behaviors did not mediate or moderate student responsiveness to the Tier 2 self-monitoring intervention.
    Show full item record

    Files in this item

    Icon
    Name:
    VANCAMP-DISSERTATION-2021.pdf
    Size:
    1.729Mb
    Format:
    PDF
    View/Open

    This item appears in the following collection(s):

    • Electronic Theses and Dissertations

    Connect with Vanderbilt Libraries

    Your Vanderbilt

    • Alumni
    • Current Students
    • Faculty & Staff
    • International Students
    • Media
    • Parents & Family
    • Prospective Students
    • Researchers
    • Sports Fans
    • Visitors & Neighbors

    Support the Jean and Alexander Heard Libraries

    Support the Library...Give Now

    Gifts to the Libraries support the learning and research needs of the entire Vanderbilt community. Learn more about giving to the Libraries.

    Become a Friend of the Libraries

    Quick Links

    • Hours
    • About
    • Employment
    • Staff Directory
    • Accessibility Services
    • Contact
    • Vanderbilt Home
    • Privacy Policy