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The Impact of a School Counselor Led Intervention on Grade 5African American Student Self-Regulation, Test Anxiety andSchool Attendance
Title
The Impact of a School Counselor Led Intervention on Grade 5African American Student Self-Regulation, Test Anxiety andSchool Attendance.
Creator
Mack, Clifford Henry Jr., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
The purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the...
Show moreThe purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the students who participated in the SSS classroom intervention compared to those students who did not participate. Statistically significant differences were found between groups in all three factors and support the use of SSS classroom school counseling intervention with grade 5 African American students. Effect size estimates were reported for each of the measures.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004644, http://purl.flvc.org/fau/fd/FA00004644
Subject Headings
African American students -- Education, Educational counseling, Motivation in education, Personality assessment of children, School improvement programs, Self control
Format
Document (PDF)
The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students
Title
The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students.
Creator
Cohen, Laura J, Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
The purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a...
Show moreThe purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a professional development session. They were also trained in other study-related procedures, such as the online check-in tool and the regular site visits by the researcher. The study followed a quasi-experimental design. The Child Behavior Scale (CBS; Ladd, Herald-Brown & Andrews, 2009) was used to measure pro-social behaviors, and Rigby Running Records (Rigby, 2010) was used to assess reading skills. A series of analyses of variance (ANOVAs) were performed to deter mine whether or not there were statistically significant differences between the treatment and comparison group. An analysis of covariance (ANCOVA) using a pretest score as the covariate was performed to test significance in the difference of reading scores. Results indicate a statistically significant increase in pro-social with peers behaviors, as well as statistically significant decreases in hyperactive and distractible behaviors as well as excluded by peers indicators for the treatment group.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004579, http://purl.flvc.org/fau/fd/FA00004579
Subject Headings
United States.--No Child Left Behind Act of 2001., Personality assessment of children., Readiness for school., Educational counseling., Achievement in education., Education, Primary., School improvement programs.
Format
Document (PDF)