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ERIC Number: ED522573
Record Type: Non-Journal
Publication Date: 2010
Pages: 101
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-0652-3
ISSN: N/A
The Effects of Therapeutic Morning Meetings as a Socio-Emotional, Behavioral, and Academic Intervention on Middle School Students with Emotional Disturbance
Pfitzer, Bryan A.
ProQuest LLC, Ed.D. Dissertation, University of the Pacific
Middle school students identified with emotional and behavioral disorders exhibit problem behaviors and often lack the social and academic skills necessary to be successful students. Moreover, these students display low academic motivation, earn failing grades, and have high rates of suspension due to unsafe and inappropriate behaviors. Using a single-case experimental design, the effects of daily therapeutic morning meetings as a socio-emotional intervention involving three middle school students identified with emotional disturbance (ED) are analyzed. To assess the efficacy of the intervention, students, teachers, and parents completed the Social Skills Improvement System Rating Scale (SSIS) at the beginning and end of the study. In addition, the students completed a School Motivation and Learning Strategies Inventory (SMALSI) prior to and following the intervention. The independent variable, the therapeutic morning meetings, was delivered 47 minutes a day over a 19-week period, totaling 73 hours of intensive therapeutic intervention. A social and academic skill was either introduced or reinforced every week for the duration of the study. Results indicate students exhibited an increase in social and academic skills, improved school motivation, and higher overall academic achievement. Further analyses revealed a decrease in problem behaviors as indicated by a significant reduction in suspensions. A Socio-Emotional, Behavioral, and Academic Rating Scale (SEBARS) is proposed for middle school students whose behavioral and socio-emotional needs necessitate intensive therapeutic interventions. Implications for the implementation of therapeutic morning meetings for students with emotional disturbance, as well as study limitations and suggestions for further research, are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A