The Relation Between the Academic Achievement of Students With Emotional and Behavioral Disorders and Teacher Characteristics

2017 ◽  
Vol 43 (1) ◽  
pp. 213-222 ◽  
Author(s):  
Nicholas A. Gage ◽  
Reesha Adamson ◽  
Ashley S. MacSuga-Gage ◽  
Timothy J. Lewis
Keyword(s):  
Academic Achievement ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Hierarchical Linear Modeling ◽  
Teacher Characteristics ◽  
Years Of Experience ◽  
Linear Modeling ◽  
Data Set ◽  
Nationally Representative ◽  
Students With Ebd

Teachers of students with emotional and/or behavioral disorders (EBD) are less experienced and more likely to have emergency certification than teachers of students with other disabilities. Yet, to date, research has not examined the relation between the academic achievement of students with EBD and characteristics associated with highly qualified teachers (teachers’ education level, certification status, and years of experience). Using a nationally representative longitudinal data set of students with disabilities, this study examined the relation between teacher characteristics and the academic achievement of students with EBD. Using hierarchical linear modeling, the study found low academic achievement for students with EBD, null effects for change in achievement across time, and null effects for the relation between (a) teachers’ educational level, certification status, and years of experience and (b) student academic achievement. Results indicate further research is needed to examine whether and how teacher characteristics may impact the academic achievement of students with EBD.

scholarly journals Examining the Relations Between Self-Regulation and Achievement in Third-Grade Students

2016 ◽  
Vol 42 (2) ◽  
pp. 97-109 ◽  
Author(s):  
Stephanie L. Day ◽  
Carol McDonald Connor
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Inhibitory Control ◽  
Hierarchical Linear Modeling ◽  
Self Regulation ◽  
Scoring Systems ◽  
Third Grade ◽  
Linear Modeling ◽  
Third Grade Students ◽  
Study Results

Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and Regulation Picture Task (RRRP) was developed. The aim of this study was to develop scoring systems for the RRRP and then to examine the associations between RRRP and independent measures of self-regulation and academic achievement in mathematics and reading. Children ( N = 282) from 34 third-grade classrooms in Florida participated in this study. Results revealed that the RRRP captured three constructs: working memory, attentional flexibility, and inhibitory control. Hierarchical linear modeling (HLM) demonstrated that the RRRP was significantly and positively associated with other measures of self-regulation. The RRRP was significantly and positively associated with mathematics and reading as well. The RRRP appears to be a promising measure of children’s self-regulation skills.

Disparities Across Time: Exploring Absenteeism Patterns between Cohorts of Students with Disabilities

2020 ◽  
Vol 122 (11) ◽  
pp. 1-32
Author(s):  
Michael A. Gottfried ◽  
Vi-Nhuan Le ◽  
J. Jacob Kirksey
Keyword(s):  
Students With Disabilities ◽  
Social Needs ◽  
Data Sets ◽  
Chronic Absenteeism ◽  
Data Set ◽  
Full Day Kindergarten ◽  
Effective Interventions ◽  
Nationally Representative ◽  
Single Data ◽  
Over Time

Background It is of grave concern that kindergartners are missing more school than students in any other year of elementary school; therefore, documenting which students are absent and for how long is of upmost importance. Yet, doing so for students with disabilities (SWDs) has received little attention. This study addresses this gap by examining two cohorts of SWDs, separated by more than a decade, to document changes in attendance patterns. Research Questions First, for SWDs, has the number of school days missed or chronic absenteeism rates changed over time? Second, how are changes in the number of school days missed and chronic absenteeism rates related to changes in academic emphasis, presence of teacher aides, SWD-specific teacher training, and preschool participation? Subjects This study uses data from the Early Childhood Longitudinal Study (ECLS), a nationally representative data set of children in kindergarten. We rely on both ECLS data sets— the kindergarten classes of 1998–1999 and 2010–2011. Measures were identical in both data sets, making it feasible to compare children across the two cohorts. Given identical measures, we combined the data sets into a single data set with an indicator for being in the older cohort. Research Design This study examined two sets of outcomes: The first was number of days absent, and the second was likelihood of being chronically absent. These outcomes were regressed on a measure for being in the older cohort (our key measure for changes over time) and numerous control variables. The error term was clustered by classroom. Findings We found that SWDs are absent more often now than they were a decade earlier, and this growth in absenteeism was larger than what students without disabilities experienced. Absenteeism among SWDs was higher for those enrolled in full-day kindergarten, although having attended center-based care mitigates this disparity over time. Implications are discussed. Conclusions Our study calls for additional attention and supports to combat the increasing rates of absenteeism for SWDs over time. Understanding contextual shifts and trends in rates of absenteeism for SWDs in kindergarten is pertinent to crafting effective interventions and research geared toward supporting the academic and social needs of these students.

Religious and Sexual Identities: An Intersectional, Longitudinal Examination of Change in Therapy

2017 ◽  
Vol 45 (3) ◽  
pp. 387-413 ◽  
Author(s):  
G. Tyler Lefevor ◽  
Rebecca A. Janis ◽  
So Yeon Park
Keyword(s):  
Mental Health ◽  
Hierarchical Linear Modeling ◽  
Anxiety Symptoms ◽  
Anxiety And Depression ◽  
Linear Modeling ◽  
Data Set ◽  
Sexual Identities ◽  
Rates Of Change ◽  
Lower Baseline ◽  
Longitudinal Examination

The current study employs an intersectional framework to understand how well counselors are meeting the needs of lesbian, gay, bisexual, queer, questioning (LGBQQ) and religious clients by examining clients’ initial anxiety and depression levels and changes in these symptoms through psychotherapy. Data from 12,825 participants from the Center for Collegiate Mental Health 2012–2014 data set were analyzed. Results from hierarchical linear modeling indicate lower baseline anxiety and depression among religious clients and faster rates of change of anxiety symptoms among nonreligious clients. LGBQQ clients presented with higher initial anxiety and depression, but there were no differences in rates of change of anxiety and depression between heterosexual and LGBQQ clients. Significant but minimal interaction effects between religious and sexual identities were found, indicating a need for further research. Counselors are encouraged to be mindful of these disparities in therapy.

TEACHER EFFECTS ON HIGH SCHOOLACADEMIC ACHIEVEMENT SCORES: A CASE STUDY OF BUSIA COUNTY, KENYA

2021 ◽  
pp. 131-139
Author(s):  
Julius Maiyo ◽  
Manasi Echaune
Keyword(s):  
Academic Achievement ◽  
Hierarchical Linear Modeling ◽  
Teacher Commitment ◽  
Achievement Scores ◽  
Linear Modeling ◽  
Teacher Effects ◽  
Education Production Function ◽  
Education Production ◽  
Descriptive Survey

ABSTRACT This study sought to analyze teacher effects on high school academic achievement scores in Busia County, Kenya. The study was based on the education production function theory. A descriptive survey research design was employed. A sample of 236 teachers and 755 students was used. Self administered questionnaires were used to collect data and test re-test was used to ascertain reliability of the instrument. Descriptive statistics namely; percentages, frequencies, mean, and standard deviations were used to carry out preliminary data analysis. Inferential statistics specifically correlation and regression coefficients were then used to test hypotheses. Hierarchical linear modeling was used to model effect of selected teacher variables on school academic achievement scores. Findings of the study were presented in tables and figures. Findings of the study suggested that the number of teachers, teacher commitment and teachers covering missed lessons had statistically significant effects on school academic achievement scores. Key words: Teacher Variables, Academic Achievement Scores, Kenya

Enhancing Self-Determination Skills for Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 55 (4) ◽  
pp. 238-244
Author(s):  
Katelyn J. Zirkus ◽  
Joseph J. Morgan
Keyword(s):  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Goal Setting ◽  
Emotional And Behavioral Disorders ◽  
Self Determination ◽  
Planning System ◽  
School Outcomes ◽  
Relevant Variable ◽  
Potential Relationship ◽  
Students With Ebd

Research suggests a potential relationship between self-determination and improved post-school outcomes for students with disabilities. Self-determination represents a particularly relevant variable which deserves increased attention for students with emotional and behavioral disorders (EBD); however, there is no consistent understanding on how to actually design instruction to enhance self-determination for students with EBD. This article offers a person-centered planning system developed for and in collaboration with students with EBD to address such post-school outcomes through the development of youth autonomy and goal-setting.

Public Service-Function Types and Interlocal Agreement Network Structure: A Longitudinal Study of Iowa

2019 ◽  
Vol 56 (4) ◽  
pp. 1293-1315
Author(s):  
Victor G. Hugg
Keyword(s):  
Hierarchical Linear Modeling ◽  
Network Structure ◽  
Local Governments ◽  
Urban Governance ◽  
Network Governance ◽  
Collaboration Network ◽  
Linear Modeling ◽  
Data Set ◽  
Function Type ◽  
Service Function

Interlocal service delivery networks have become a prominent subject within the urban governance literature, with significant scholarly attention being focused on the political, legal, and demographic characteristics that influence an organization’s decision to join a collaboration network. However, despite being a theoretically significant factor, few analyses have examined the role that service-function type plays in shaping these networks. This research note replicates and extends previous tests of the hypothesized relationship between service-function type and network structure by relying on a comprehensive 25-year data set of interlocal agreements from the state of Iowa. Using hierarchical linear modeling, the positive relationship between networks of system maintenance service-functions and network centralization is confirmed after controlling for the significant moderating effect of time. This more-generalized finding enhances our understanding of when local governments use service networks to solve public problems and potentially carries important implications for the relationship between network governance and policy performance.

scholarly journals Supervisor Variance in Psychotherapy Outcome in Routine Practice: A Replication

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401989904
Author(s):  
Jason Whipple ◽  
Tyler Hoyt ◽  
Tony Rousmaniere ◽  
Joshua Swift ◽  
Tyler Pedersen ◽  
...  
Keyword(s):  
Clinical Supervision ◽  
Hierarchical Linear Modeling ◽  
Behavioral Therapy ◽  
Routine Practice ◽  
Linear Modeling ◽  
University Counseling Center ◽  
Client Outcome ◽  
Data Set ◽  
Average Improvement ◽  
Variance Estimates

This study is a replication of Rousmaniere et al., in which no differences in client outcome between supervisors were found and few differences in client outcome due to either degree level or experience as a supervisor were found. Hierarchical linear modeling was used to determine variance estimates in client outcome accounted for by supervisors. The longitudinal archival data set consisted of 3,030 clients, 80 therapists, and 39 supervisors at a University Counseling Center in the Rocky Mountains. Therapists practiced psychodynamic, strategic, cognitive behavioral therapy (CBT), solution-focused, and family systems approaches. Average improvement of clients was 7.91 points across supervisors using the Outcome Questionnaire-45.2 (OQ-45.2). Consistent with Rousmaniere et al., the amount of variance in client outcome attributable to clinical supervision was less than 1%. Implications indicate supervision may be enhanced by increased focus on aiding professional development of supervisees and emphasized future clarification surrounding the role of improvement of client welfare by supervisors.

General Slowing in Language Impairment

2001 ◽  
Vol 44 (2) ◽  
pp. 446-461 ◽  
Author(s):  
Jennifer Windsor ◽  
Rochelle L. Milbrath ◽  
Edward J. Carney ◽  
Susan E. Rakowski
Keyword(s):  
Word Recognition ◽  
Hierarchical Linear Modeling ◽  
Language Impairment ◽  
Ordinary Least Squares ◽  
Random Coefficients ◽  
Least Squares Regression ◽  
Linear Modeling ◽  
Data Set ◽  
Significant Difference ◽  
General Slowing

Although the general slowing hypothesis of language impairment (LI) is well established, the conventional method to test the hypothesis is controversial. This paper compares the usual method, ordinary least squares regression (OLS), with another method, hierarchical linear modeling with random coefficients (HLM). The analyses used available response time (RT) data from studies of perceptual-motor, cognitive, and language skills of LI and chronological-age-matched (CA) groups. The data set included RT measures from 25 studies investigating 20 different tasks (e.g., auditory detection, mental rotation, and word recognition tasks). OLS and HLM analyses of the RT data yielded very different results. OLS supported general slowing for the LI groups, and indicated that they were significantly slower than CA groups across studies by an overall estimate of 10%. HLM indicated a larger average extent of LI slowing (18%). However, the variability around this average was much greater than that yielded by OLS, and the extent of slowing was not statistically significant. Importantly, HLM showed a significant difference in the RT relation between LI and CA groups across studies, indicating that study-specific slowing, rather than general slowing across studies, was present. A separate HLM analysis of two types of language tasks, picture naming and word recognition, was performed. Although the extent of slowing was equivalent across these tasks, the slowing was minimal (2%) and not significant. Methodological limitations of each analysis to assess general slowing are highlighted.

The Effects Of Teacher- And School-Level Factors On Teachers Participation In Professional Development Activities: The Role Of Principal Leadership

2013 ◽  
Vol 9 (4) ◽  
pp. 371-380 ◽  
Author(s):  
Sedat Gumus
Keyword(s):  
Professional Development ◽  
Significant Role ◽  
Hierarchical Linear Modeling ◽  
Teaching And Learning ◽  
School Principals ◽  
Developed Countries ◽  
School Level ◽  
Linear Modeling ◽  
Data Set

It is well reported in the literature that professional development activities have great potential to increase teachers competencies in different areas, resulting in greater learning opportunities for students. In Turkey, however, teachers participation in professional development activities is significantly lower compared to almost all developed countries. In this context, this study aims to explore the different teacher- and school-level factors associated with teachers participation in professional development activities in Turkey by using a nationally representative data set from the Teaching and Learning International Survey (TALIS) and employing a multi-level statistical analysis with Hierarchical Linear Modeling (HLM). Results of the study show that several teacher- and school-level factors are significantly associated with teachers level of participation in professional development activities in Turkey. Specifically, the significant role of school principals in teachers professional development is explored. It is therefore suggested that school principals should be educated on the importance of in-service professional development activities for teachers and their significant role in this matter.

Functional Behavioral Assessment-Based Interventions for Students with or at Risk for Emotional and/or Behavioral Disorders in School: A Hierarchical Linear Modeling Meta-Analysis

2012 ◽  
Vol 37 (2) ◽  
pp. 55-77 ◽  
Author(s):  
Nicholas A. Gage ◽  
Timothy J. Lewis ◽  
Janine P. Stichter
Keyword(s):  
At Risk ◽  
Students With Disabilities ◽  
Problem Behaviors ◽  
Hierarchical Linear Modeling ◽  
Meta Analysis ◽  
Behavioral Assessment ◽  
Functional Behavior Assessment ◽  
Behavioral Disorder ◽  
Single Subject ◽  
Linear Modeling

Of the myriad practices currently utilized for students with disabilities, particularly students with or at risk for emotional and/or behavioral disorder (EBD), functional behavior assessment (FBA) is a practice with an emerging solid research base. However, the FBA research base relies on single-subject design (SSD) and synthesis has relied on literature review or analyses using nonparametric effect size calculations. This study was designed to examine the omnibus effect that FBA-based interventions have on problem behaviors for students with or at risk for EBD in schools using a hierarchical linear modeling meta-analytic approach to SSD synthesis. Based on a sample of 69 FBA studies, 146 subjects, and 206 outcome graphs, results indicated that, overall, FBA-based interventions reduced problem behavior by an average of 70.5% and that the procedure was effective across all student characteristics. Differences of effectiveness were evident between functional analysis and descriptive assessment procedures. Findings of this study suggest that FBA-based interventions for students with or at risk for EBD are an effective approach for the reduction of problem behaviors.

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