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VOCABULARY ACQUISITION AND BEHAVIOR OUTCOMES FOR STUDENTS WITH EBD: FLASHCARD USAGE AND INSTRUCTIONAL DELIVERY

Shue, Sarah (2017) VOCABULARY ACQUISITION AND BEHAVIOR OUTCOMES FOR STUDENTS WITH EBD: FLASHCARD USAGE AND INSTRUCTIONAL DELIVERY. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

Most individuals with emotional and behavioral disorders (EBD) have difficulties in educational and social settings delaying academic and behavioral gains. Peer-mediated interventions (PMIs) have proven effective within both general and special education in academic and behavioral domains. The current study investigated the effect of peer-mediated instruction and SAFMEDS on vocabulary acquisition and behavioral outcomes for two elementary students with EBD. An alternating treatment design was used to evaluate four conditions, peer-mediated SAFMEDS, peer-mediated traditional flashcards, independent SAFMENDS and independent flashcards. Student vocabulary performance improved (increasing corrects and decreasing corrects) across all four conditions and did not distinguish themselves from one another. However, students demonstrated fewer disruptions in peer mediated conditions. A discussion covering the SAFMEDS and peer-mediated conditions immediately precedes directions for future research and implications follow a discussion of findings.

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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Shue, Sarahses173@pitt.eduses1730000-0002-3694-6151
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKostewicz, Douglasdekost@pitt.edu
Committee MemberRobertson, Rachelrachelr@pitt.edu
Committee MemberRussell, Jenniferjrussel@pitt.edu
Committee MemberSrsic, Amyasrsic@pitt.edu
Date: 29 September 2017
Date Type: Publication
Defense Date: 18 July 2017
Approval Date: 29 September 2017
Submission Date: 27 September 2017
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 106
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: emotional behavioral disorders, peer-tutoring, peer mediation, SAFMEDS, peer interventions, disruptive behaviors, EBD, flashcards,
Date Deposited: 29 Sep 2017 12:34
Last Modified: 13 Mar 2019 18:37
URI: http://d-scholarship.pitt.edu/id/eprint/33216

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