Instances where minority and/or economically disadvantaged students are the unfortunate recipients of the majority of discipline referrals and suspensions may be traced throughout the history of American public schools. The purpose of this study is to determine whether various student support systems implemented with fidelity, intensity, and intentionality, while supplemented with tailored support strategies, had a positive impact on the behavioral and academic outcomes among at-risk students. The context of this inquiry is a large middle school located in a medium sized public-school district in North America. This mixed-method, quasi-experimental, formative evaluation, demonstrates outcomes of decreased levels of discipline referrals and higher levels of academic performance among “at risk” students.
","abstract_html":"<p>Instances where minority and/or economically disadvantaged students are the unfortunate recipients of the majority of discipline referrals and suspensions may be traced throughout the history of American public schools. The purpose of this study is to determine whether various student support systems implemented with fidelity, intensity, and intentionality, while supplemented with tailored support strategies, had a positive impact on the behavioral and academic outcomes among at-risk students. The context of this inquiry is a large middle school located in a medium sized public-school district in North America. This mixed-method, quasi-experimental, formative evaluation, demonstrates outcomes of decreased levels of discipline referrals and higher levels of academic performance among “at risk” students.</p>","abstract_has_math":false,"creators":["Diltz, Ronald, I"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Jenifer Neale","Dr. Edie Sohigian"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-09-01T07:00:00Z","date_published":"2020-09-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["Middle School","Student Discipline","Behavior Interventions","Punitive Discipline","MTSS","PBIS","SEL","Restorative Practices","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/524","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jenifer Neale","Dr. Edie Sohigian"]},{"key":"dc:creator","label":"Author","values":["Diltz, Ronald, I"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-10-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Middle School","Student Discipline","Behavior Interventions","Punitive Discipline","MTSS","PBIS","SEL","Restorative Practices","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/524"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Instances where minority and/or economically disadvantaged students are the unfortunate recipients of the majority of discipline referrals and suspensions may be traced throughout the history of American public schools. The purpose of this study is to determine whether various student support systems implemented with fidelity, intensity, and intentionality, while supplemented with tailored support strategies, had a positive impact on the behavioral and academic outcomes among at-risk students. The context of this inquiry is a large middle school located in a medium sized public-school district in North America. This mixed-method, quasi-experimental, formative evaluation, demonstrates outcomes of decreased levels of discipline referrals and higher levels of academic performance among “at risk” students.
"]},{"key":"dc:title","label":"Title","values":["Utilizing Proper Behavior Modification Support Models to Narrow the Academic Achievement Gap Among At-Risk Students"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jenifer Neale","Dr. Edie Sohigian"],"dc:creator":["Diltz, Ronald, I"],"dc:date.available":["2020-10-08T07:00:00Z"],"dc:description.abstract":["Instances where minority and/or economically disadvantaged students are the unfortunate recipients of the majority of discipline referrals and suspensions may be traced throughout the history of American public schools. The purpose of this study is to determine whether various student support systems implemented with fidelity, intensity, and intentionality, while supplemented with tailored support strategies, had a positive impact on the behavioral and academic outcomes among at-risk students. The context of this inquiry is a large middle school located in a medium sized public-school district in North America. This mixed-method, quasi-experimental, formative evaluation, demonstrates outcomes of decreased levels of discipline referrals and higher levels of academic performance among “at risk” students.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/524"],"dc:subject":["Middle School","Student Discipline","Behavior Interventions","Punitive Discipline","MTSS","PBIS","SEL","Restorative Practices","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"dc:title":["Utilizing Proper Behavior Modification Support Models to Narrow the Academic Achievement Gap Among At-Risk Students"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}