Secondary Intervention for Students At Risk for Emotional and Behavioral Disorders Within a Positive Behavior Support Model

Mentoring is an intervention growing in popularity with a weak research foundation. This study combines mentoring and social skill training within a positive behavior support framework. Targeting a fourth-grade, Latino student at risk for emotional and behavioral disorders, this single-subject study looks at his ability to master a specific social skill. The mentor served to reinforce social skill learning through practicing, role-playing, and goal setting. The student was chosen using the Systematic Screening for Behavior Disorders and the social skill was created using the School Social Behavior Scales that identified social skill strengths and weaknesses. Student demonstration of the social skill was monitored two to three times each week. The student made progress toward mastery, but did not fully master the social skill. Additionally, pre- and post-School Social Behavior Scales showed increased social skill competency and decreased anti-social behaviors during the five-month mentoring intervention. Results indicated that short-term mentoring positively influenced the student's general level of social competency but was not sufficient for the mastery of the selected social skill.

Name thesis:degree_name

EdS

Grantor dc:publisher

Brigham Young University - Provo

Author dc:creator

• James, Jennifer Anne

• Mentoring
• Social Skills
• Positive Behavior Support
• Elementary
• Counseling Psychology
• Special Education and Teaching

Language dc:language

English

Repository record dc:identifier

https://scholarsarchive.byu.edu/etd/1493

OAI identifier oai:identifier

oai:scholarsarchive.byu.edu:etd-2492