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dc.contributor.authorPrice, Vicki R.
dc.date.accessioned2021-12-13T20:45:20Z
dc.date.available2021-12-13T20:45:20Z
dc.date.issued2014
dc.identifier.citationPrice, V. R. (2014). Response to intervention and students with emotional and/or behavior disorder: A meta-synthesis. Unpublished Masters Thesis, M.ed. Special Education, University of Alaska Southeast.en_US
dc.identifier.urihttp://hdl.handle.net/11122/12586
dc.description.abstractThe reauthorization of IDEA in 2006 mandated RTI programs would be implemented for students with academic and behavioral problems. The multi-tiered approach uses assessments, data collection, and observation to develop and employ appropriate supports and interventions. Students with EBD benefit from RTI data collected using PBIS. Professional development is essential for the success of PBIS. The data collected from RTI using PBIS helps IEP teams who provide support to students with EBD, to develop goals and objectives by designing instructional strategies to help students develop pro-social behaviors. This meta-synthesis of the literature of RTI/PBIS and students with EBD reviews the ways data collected using these interventions are used for professional development and instructional strategiesen_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Southeasten_US
dc.subjectMeta-Synthesisen_US
dc.subjectRTIen_US
dc.subjectProfessional Developmenten_US
dc.subjectInstructional Strategiesen_US
dc.subjectIDEAen_US
dc.subjectBehavioral Problemsen_US
dc.subjectMulti-tiered Approachen_US
dc.titleResponse to Intervention and Students with Emotional and/or Behavior Disorder: A Meta-Synthesisen_US
dc.typeThesisen_US
refterms.dateFOA2021-12-13T20:45:21Z


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