A comparison of two schools with additional training in evidence-based practices to two schools without added training: effects, student outcomes, and teacher perceptions of skills and practices

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Publication Type dissertation
School or College College of Education
Department Educational Psychology
Author Belnap, Benjamin Bruce
Title A comparison of two schools with additional training in evidence-based practices to two schools without added training: effects, student outcomes, and teacher perceptions of skills and practices
Date 2011-08
Description Through providing support with training, coaching, and funding, Utah‘s Academic, Behavior & Coaching Initiative (ABC-UBI) program strives to assist schools with the implementation of evidence-based practices for both positive behavior support as well as academic instruction. As an increasing number of schools participate in the ABC-UBI program, the goal of this study was to determine what kind of a difference ABC-UBI participation makes for student and staff outcomes. Specifically, this study tested for differences in staff perceptions of the Response to Intervention (RTI) model, the degree of school-wide Positive Behavior Support implementation, school climate, and academic outcomes on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and end-of-year Criterion-referenced tests. Of the 17 areas measured, ABC-UBI schools performed better than non-ABC-UBI schools in 16 areas. With sample sizes of only 2 in each group, statistical significance was nearly impossible to attain, but in spite of limited statistical significance, ABC-UBI participation resulted in large effect sizes. Future directions for research and practice are discussed herein.
Type Text
Publisher University of Utah
Subject ABC-UBI; Evidence-based practices; positive behavior support; response to intervention; school climate; school psychology
Dissertation Institution University of Utah
Dissertation Name Doctor of Philosophy
Language eng
Rights Management (c) Benjamin Bruce Belnap
Format Medium application/pdf
Format Extent 1,328,608 bytes
Identifier us-etd3,56109
Source original in Marriott Library Special Collections; LB7.5 2011 .B46
ARK ark:/87278/s6r78w0j
Setname ir_etd
ID 194685
Reference URL https://collections.lib.utah.edu/ark:/87278/s6r78w0j