Date of Award

January 2017

Degree Name

Master of Science (MS)

Department

Psychology

Advisor(s)

Tanya L. Eckert

Keywords

attention, classroom behaviors, performance feedback, written expression

Subject Categories

Social and Behavioral Sciences

Abstract

This study sought to examine classroom behaviors and attention as predictors of writing performance among third-grade students receiving a Tier 1 performance feedback intervention. Information about the classroom behavior of 80 third grade students (39 males, 41 females) was collected before intervention began through use of two teacher report measures: the Academic Performance Rating Scale (APRS; DuPaul, Rapport, & Perriello, 1991) and the inattention factor on the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale (SWAN; Swanson et al., 2006). Results indicated that the APRS and SWAN were significant predictors of writing fluency in the combined sample of participants. When examining gender differences between these predictors, the APRS and SWAN were identified to be significant predictors for writing fluency among female students. No behavioral predictors were found to be significantly associated with any of the writing measures for male students, and no behavioral predictors were found to be significantly associated with writing productivity for any of the participants. Results from this study offer some guidance regarding the underlying factors that contribute to writing performance within the context of academic interventions.

Access

Open Access

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