Date of Award

12-22-2009

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational and School Psychology

First Advisor

Mary Ann Rafoth, Ph.D.

Second Advisor

William F. Barker, Ph.D.

Third Advisor

Joseph F. Kovaleski, D.Ed.

Fourth Advisor

Don Bell, D.Ed.

Abstract

This correlational design study systematically evaluated the degree to which a selected prereferral to special education intervention was implemented at two levels by regular education elementary teachers grades two through five in four elementary schools within a rural Pennsylvania school district. The two levels included: the intervention provided in written one-page format without scripting or consultation, and intervention implementation with scripting and consultant instruction on intervention implementation. The teachers implementing the intervention were to be given the opportunity to participate in two enhanced consultation sessions if their implementation rates fell below 98%. Additional gains in treatment integrity were anticipated if enhanced consultation sessions were necessary. A second level of comparative analysis occurred in regard to the impact that the intervention had directly on the student especially in the cases where there was a high rate of treatment integrity. The literature-based self-monitoring intervention was selected to increase the on-task rates of students during classroom instruction in the regular education setting. The results from the statistical analysis are as follows. First, all students who participated demonstrated significant increases in on-task rates with the most significant increases occurring when teachers were only provided with the intervention script. Second, teacher treatment integrity rates were 100% throughout the intervention and thus were not subject to the two enhanced consultation sessions. Third, there were no significant correlations between student grade level and student on-task rates. All students demonstrated significant on-task rate increases throughout the study in the presence of the self-monitoring intervention. Fourth, there were no significant correlations present between student on-task rates and years of teaching experience. Last, there was a negative correlation between student on-task rates and the number of teacher graduate credits earned. Limitations and implications for professionals were discussed as well as areas for future research regarding treatment integrity and possible replication of this study.

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