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.

Included in

Psychology Commons

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