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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Award

Summer 2012

Document Type

Thesis

Degree Name

Educational Specialist (EdS)

Department

Department of Graduate Psychology

Abstract

Student mental health is essential to academic functioning, with social-emotional competency being a specific area that is related to student success. A relatively new approach for addressing students’ social-emotional competencies is Response to Intervention (RTI). Despite being widely utilized in the academic domain, a limited amount of research has been conducted on RTI in the social-emotional domain. The research that does exist lacks a standard approach for universal screening and identification of at-risk students. To address these shortcomings and the limitations of a public school system’s implementation of RTI, the current study will investigate the validity of using the Promoting Alternative Thinking Strategies (PATHS) Student Evaluation as a universal screener, as well as, the possible relationships that exist between the three subscales included in the Student Evaluation. The study will utilize multiple Chi-square and correlation analyses to provide information regarding the validity of using the PATHS Student Evaluation as a universal screener.

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Psychology Commons

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