Emotional

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Emotional Behavioral Factors Relating to
RTIState Conference Texas Council for
Exceptional Childen

• Charlotte L. Rhyne, M.S.
• Romilia R. Ramirez, Ph.D.
• University of Houston
• June 23, 2007

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Educators
Have you ever wondered why, no matter how hard
you plan, teach, and try, some students just
dont make expected progress?
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Psychologists

• Have you ever wondered
• why, after hours of
• assessment, intervention planning, report
  writing, and consultation, some students just
  dont make expected progress?

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Historical Research Focus
Behavior Academic Improvement Occur
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Pearl et al. 1998

• 195 students with high incidence
• disabilities,
• 142 of which were students with LD,
• 21 of the students were members of antisocial
  groups,
• 19 were classified as isolated,
• Only 11 identified with pro-social groups.
• remaining 49 of affiliations neither
• pro- nor anti-social groups.

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Meltzer et al. 2004

• Sixth, seventh, and eighth grade students
  with LD negative self-perceptions about
  their academic ability.
• Teachers of these students perceived them to be
  performing at a below-average level and
  exhibiting less effort than their peers whose
  self-perceptions were higher.
• Suggests a cyclical relationship in students
  self-perceptions and teachers judgments that may
  contribute to the development and/or
  maintenance of students behavior problems.

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Norwicki 2003

• Students with LD and lower-achieving students
  experienced more difficulties in social
  situations than their higher-achieving peers, and
  that teachers and higher-achieving students may
  prefer students who are higher-performing in
  school, regardless of their social competency

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Gresham et al. 2001 Gresham Elliott 1989
Many students with LD fail to demonstrate the
requisite social competencies for academic
success.
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Kavale and Forness 1996

• Meta-analysis of studies relating to students
  with learning disabilities
• teacher-, parent-, peer-, and self-ratings ranked
  students with LD within the lower quartile of the
  school population for the demonstration of social
  skills.

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Parker Asher 1993

• Heath and Wiener (1996) found a correlation
  between lower self-concepts of students with LD
  and higher degrees of depression.
• Murray and Greenberg (2006) identified a negative
  correlation between peer trust and communication
  and the presence of anxiety and depression in
  students with learning disabilities.

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Alternative Hypothesis
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PURPOSE OF THE STUDY
Examine Proportions
Explore the Need for a Different Approach to
Assessment and Intervention
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PARTICIPANTS
750 Students 20.8 A A 46.7 Hisp
32 White

• of 42 students
• 1st
• 2nd
• 3rd

72.4 Free Reduced Lunch

• Daily
• 45 minutes
• Focus TPRI/Tejas LEE results
• 3 Reading Specialists

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ASSESSMENT INSTRUMENTS
State Mandated Benchmarking
Emotional Behavioral
CBM
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DATA ANALYSIS
83.3 Non-responders
22.9 Internalizing
28.6 Externalizing
No significance Internalizing
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DATA ANALYSIS, Cont.

• Students with Externalizing More Likely to Become
  Non-responders

Significance with Externalizing
(1, N10) 4.23, p .040
28.6 compared to 0
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FUTURE IMPLICATIONS
BEHAVIOR ACADEMIC
TREATMENT INTEGRITY MONITORED
ADDRESS BEFORE LD
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Thank You!