The Student-Guided Supports Curriculum

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dc.contributor.advisorHorner, Roben_US
dc.contributor.authorPinkney, Christopheren_US
dc.creatorPinkney, Christopheren_US
dc.date.accessioned2012-12-07T23:14:19Z
dc.date.available2012-12-07T23:14:19Z
dc.date.issued2012
dc.description.abstractThis study sought to evaluate the effect of participation in the Student-Guided Supports (SGS) curriculum on student behavior. The SGS curriculum was designed to teach students a set of simple behaviors to prompt and reinforce supportive teacher behavior. Student use of the SGS behaviors was hypothesized to initiate a constructive cycle of student-teacher interactions that increase teacher display of supportive behaviors and student display of SGS behaviors and academic engagement. Results of the study provided evidence of a functional relation between participation in the SGS curriculum and increased student use of requests for teacher feedback. They also provided evidence of a functional relation between student requests for feedback and teacher provision of feedback. While this study did not provide evidence of the establishment of constructive cycles of support it did offer the following: a) high school teachers typically engaged in low levels of the identified support behaviors, and b) students were able to reliably elicit these supportive behaviors by engaging in relatively simple prompting behaviors. Potential implications of the results and future research are discussed.en_US
dc.identifier.urihttps://hdl.handle.net/1794/12548
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.rightsAll Rights Reserved.en_US
dc.subjectHigh schoolen_US
dc.subjectSchool-wide positive behavior supportsen_US
dc.subjectSecondary supportsen_US
dc.titleThe Student-Guided Supports Curriculumen_US
dc.typeElectronic Thesis or Dissertationen_US

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