Date of Award
Fall 11-29-2017
Document Type
Dissertation
Degree Name
Doctor of Education
Department
School of Education
First Advisor
Dr. Kimberly Dean
Second Advisor
Dr. Steven Gulkus
Third Advisor
Dr. Christine Bryan
Abstract
The purpose of this study was to examine the impact of the Positive Actions curriculum on the academic achievement, attendance, self-esteem and external behavior of students with emotional disturbance. This study was conducted using a quasi- experimental, ex post facto, casual comparative design. The sample population was made up of 2,954 sixth through eighth grade students from three middle schools in a suburban school district. Results revealed no measured impact from the Positive Actions curriculum after one year on academic achievement, attendance, as well as most areas of student reported measures of self-esteem. There was a statistically significant impact from the Positive Actions curriculum on the general education teacher observed external social emotional learning behavior of students with emotional disturbance. Recommendations for assessment of long term impact of the curriculum are presented.
Recommended Citation
Gibbons, Erin, "The Positive Actions Curriculum as a Special Education Intervention for Students with Emotional Disturbance" (2017). Graduate Theses & Dissertations. 35.
https://scholarworks.arcadia.edu/grad_etd/35
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Special Education and Teaching Commons