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    Implementation of a Social Skills Curriculum to Reduce Behavioral Problems of African American Boys in Elementary Classroom Settings
    Implementation of a Social Skills Curriculum to Reduce Behavioral Problems of African American Boys in Elementary Classroom Settings
    Implementation of a Social Skills Curriculum to Reduce Behavioral Problems of African American Boys in Elementary Classroom Settings
    Ebook114 pages1 hour

    Implementation of a Social Skills Curriculum to Reduce Behavioral Problems of African American Boys in Elementary Classroom Settings

    By Evaline L. Foster

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    About this ebook

    Implementation of a Social Skills Curriculum to Reduce Behavioral Problems of African
    American Boys in Elementary Classroom Settings. Foster, Evaline L., 2004: Applied
    Dissertation, Nova Southeastern University, Fischler School ofEducation and Human
    Services. Peer Support Groups/Anger Management/Conflict Resolution/Social
    Skills/Bullying/Teacher Student Relationships

    This applied dissertation was designed to reduce the disruptive verbal and physical
    behaviors within the regular behavior enrichment classroom during the 2003-2004 school
    year. From August 2002-May 2003, 18 home suspensions, 25 in-school suspensions, and
    85 office referrals due to extremely disruptive verbal and physical behaviors were
    recorded for students enrolled in the regular education behavior enrichment classroom.
    The purpose of this applied dissertation was to modify the negative behaviors of students
    into appropriate behaviors that would allow them to productively function academically,
    socially, and emotionally in the regular education classroom setting.

    The writer developed lesson plans and strategies to reduce the verbal and physical
    behaviors of students within the regular behavior enrichment classroom. Strategies taught
    included (a) facilitation of peer support groups and instruction, (b) modeling, (c)
    reinforcement of conflict resolution skills, (d) self-management techniques, (e) anger
    management techniques, and (f) social skills lessons. This applied dissertation also has
    the potential to provide other educators with the strategies necessary to maintain positive
    behaviors in the classroom.

    An analysis of data revealed a decreased number of verbal and physical antisocial
    behaviors in students. Through this implementation, students learned how to better
    self-manage their behaviors and use conflict resolution skills to solve controversial issues
    The presence of these factors helped to motivate students, improve behavior, increase
    cognitive developments levels, and strengthen parent/teacher relationships.
    LanguageEnglish
    PublisherXlibris US
    Release dateApr 28, 2011
    ISBN9781462859924
    Implementation of a Social Skills Curriculum to Reduce Behavioral Problems of African American Boys in Elementary Classroom Settings
    Author

    Evaline L. Foster

    Dr. Evaline L. Foster was born August 7, 1953 to the late but great John and Augustine Lewis in Natchez, Ms. Dr. Foster's family consists of five brothers and four sisters. Dr. Foster was educated in the Concordia Parish School System and graduated from Ferriday High School in 1972. Shortly after graduation Dr. Foster was united in Holy Matrimony to Mr. James L. Foster in 1976. They have four children, Tanya, Cedrick, Laura and Jamie. After having four children, Dr. Foster's ultimate goal was to be educated and serve as a role model in order to help her children and others "Move to the Next Level". Consequently, her career began in the field ofeducation as a substitute teacher in the Concordia Parish School System. This experience caused a burning desire in Dr. Foster's heart to pursue higher learning. As a result, she immediately enrolled in Copiah Lincoln Community College and graduated with an AA of Arts in Elementary Education in 1992. During the fall ofthe same year, Dr. Foster enrolled at Alcorn State University and received a B.S. in Elementary Education in 1994, and a Masters ofEducation (Secondary) with an endorsement in Guidance and Counseling in 2000. As a leader, Dr. Foster was constantly in search of solutions to problems that impact students' learning and wrote a proposal that underachievers benefited from at Morgantown Elementary School during the 2000 school year. She served as an Adjunct professor at Alcorn State University. She served as a Guidance Counselor Intern at Morgantown Elementary School, a Disciplinary Review Committee Board Member, an acting Board ofTrustees member in the Natchez Adams School District, a Crisis Intervention Team Leader at Central Alternative School, a Guidance Counselor/Social Worker, and Behavior Enrichment Instructor at McLaurin Elementary School. These positions soon evolved into a mentor, an advocate, and liaison for students, parents and the staffmembers. In order to better serve and understand the complexity and magnitude of these problems. In 2002, Dr. Foster enrolled in Doctoral studies at Nova Southeastern University in Fort Lauderdale, FI. Pursuing the degree in Child and Youth Studies with an endorsement in Exceptional Student Education. In addition, Dr. Foster attended workshops on topics such as classroom management skills, parenting skills, child development, learning and counseling theories, identification of and interventions for students with disabilities, behavioral issues, addictions, special education and inclusion how to handle difficult people, counseling services and community resources. Recently, the writer was appointed Cambridge Who's Who Among Executive and Professional Women (2007,2008), "Who's Who among Manchester's Executive and Professional Women (2010), Marquis' Who's Who among American Women (2010,2011) and Continental Who's Who among National Business Leaders (2005).

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      Book preview

      Implementation of a Social Skills Curriculum to Reduce Behavioral Problems of African American Boys in Elementary Classroom Settings - Evaline L. Foster

      IMPLEMENTATION OF

      A SOCIAL SKILLS

      CURRICULUM TO REDUCE

      BEHAVIORAL PROBLEMS

      OF AFRICAN AMERICAN

      BOYS IN ELEMENTARY

      CLASSROOM SETTINGS

      by

      Dr. Evaline L. Foster

      An Applied Dissertation Submitted to the

      Fischler School of Education and Human Services

      in Partial Fulfillment of the Requirements

      for the Degree of Doctor of Education

      Nova Southeastern University

      2004

      Copyright © 2011 by Dr. Evaline L. Foster.

      Library of Congress Control Number:       2011906160

      ISBN:         Hardcover                               978-1-4628-5991-7

                         Softcover                                 978-1-4628-5990-0

                         Ebook                                      978-1-4628-5992-4

      All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

      This book was printed in the United States of America.

      To order additional copies of this book, contact:

      Xlibris Corporation

      1-888-795-4274

      www.Xlibris.com

      Orders@Xlibris.com

      97457

      Contents

      Chapter 1

      INTRODUCTION

      DESCRIPTION OF COMMUNITY

      WRITER’S WORK SETTING

      WRITER’S ROLE

      Chapter 2

      STUDY OF THE PROBLEM

      PROBLEM STATEMENT

      PROBLEM DESCRIPTION

      PROBLEM DOCUMENTATION

      CAUSATIVE ANALYSIS

      RELATIONSHIP OF THE PROBLEM TO THE LITERATURE

      Chapter 3

      OBJECTIVES AND EVALUATION INSTRUMENTS

      GOALS AND EXPECTATIONS

      PROJECTED OUTCOME QUESTIONS AND OBJECTIVES

      MEASUREMENT OF OBJECTIVES

      PARTICIPANTS

      PROCEDURES

      UNEXPECTED OUTCOMES AND EVENTS

      THE RESEARCH TEAM

      Chapter 4

      SOLUTION STRATEGIES

      DISCUSSION AND EVALUATION OF SOLUTIONS

      APPROPRIATENESS FOR THE WORK SETTING

      DESCRIPTION OF SELECTED SOLUTIONS

      REPORT OF ACTION TAKEN

      Chapter 5

      RESULTS

      RESULTS

      DISCUSSION

      RECOMMENDATIONS

      DISSEMINATION

      References

      Tables

      1. Monthly Tally of Verbal and Physical

      Disruptive Behaviors From Behavior Logs

      for the 2002-2003 School Year

      2. Monthly Tally of Disruptive Behavior Referral

      Forms for the 2002-2003 School Year.

      3. Monthly Tally of School Suspensions for the

      2002-2003 School Year

      4. Monthly Tally of Verbal and Physical Behaviors

      for the 2003-2004 School Year

      5. Monthly Tally of Disruptive Behavior Referrals

      for the 2003-2004 School Year

      6. Monthly School Suspensions for the

      2003-2004 School Year

      This book is dedicated to Dr. Foster’s dearly beloved parents whose love, compassion, and integrity left an everlasting impression on her life.

      Biography

      Dr. Evaline L. Foster was born August 7, 1953 to the late but great John and Augustine Lewis in Natchez, Ms. Dr. Foster’s family consists of five brothers and four sisters.

      Dr. Foster was educated in the Concordia Parish School System and graduated from Ferriday High School in 1972. Shortly after graduation Dr. Foster was united in Holy Matrimony to Mr. James L. Foster in 1972. They have four children, Tanya, Cedrick, Laura and Jamie. After having four children, Dr. Foster’s ultimate goal was to be educated and serve as a role model in order to help her children and others Move to the Next Level. Consequently, her career began in the field of education as a substitute teacher in the Concordia Parish School System. This experience caused a burning desire in Dr. Foster’s heart to pursue higher learning. As a result, she immediately enrolled in Copiah Lincoln Community College and graduated with an AA of Arts in Elementary Education in 1992. During the fall of the same year, Dr. Foster enrolled at Alcorn State University and received a B.S. in Elementary Education in 1994, and a Masters of Education (Secondary) with an endorsement in Guidance and Counseling in 2000. As a leader, Dr. Foster was constantly in search of solutions to problems that impact students’ learning and wrote a proposal that underachievers benefited from at Morgantown Elementary School during the 2000 school year. She served as an Adjunct professor at Alcorn State University. She served as a Guidance Counselor Intern at Morgantown Elementary School, a Disciplinary Review Committee Board Member, an acting Board of Trustees member in the Natchez Adams School District, a Crisis Intervention Team Leader at Central Alternative School, a Guidance Counselor/Social Worker, and Behavior Enrichment Instructor at McLaurin Elementary School.

      These positions soon evolved into a mentor, an advocate, and liaison for students, parents and the staff members. In order to better serve and understand the complexity and magnitude of these problems. In 2002, Dr. Foster enrolled in Doctoral studies at Nova Southeastern University in Fort Lauderdale, FL. Pursuing the degree in Child and Youth Studies with an endorsement in Exceptional Student Education. In addition, Dr. Foster attended workshops on topics such as classroom management skills, parenting skills, child development, learning and counseling theories, identification of and interventions for students with disabilities, behavioral issues, addictions, special education and inclusion, how to handle difficult people, counseling services and community resources.

      Recently, the writer was appointed Cambridge Who’s Who Among Executive and Professional Women (2007,2008), "Who’s Who among Manchester’s Executive and Professional Women (2010), Marquis’ Who’s Who among American Women (2010,2011) and Continental Who’s Who among National Business Leaders (2005).

      Acknowledgement

      Profoundly speaking, a highly professional team was established in order to make this book come together. Therefore, the author deeply appreciates the following participants who took part in it:

      Author’s family: husband, James L. Foster, daughter, Tanya S. Foster-Demby, son Cedrick J. Foster and granddaughter Andrea C. Foster. The author would like to thank her brothers: John, Henry, L.C. Anthony and Aaron Lewis, and sisters Elizabeth Lewis, Augustine Martin, Lucille Fair and Shirley Lewis and niece Rhonda Moore for all of the encouragement and moral support.

      The author had a few special people to help her with editing her work: Dr. Gerri Brown, who taught, advised, edited, and encouraged the author to take this challenge of pursuing a doctorate. Dr. Diane Haviland who advised and gave her precious time and walked by the author’s side every step of the way. Dr. Winston S. Marsh who taught, advised and edited the author’s work. The author’s professional editor Mrs. Lorraine Maslow who proofread and edited all of the author’s work.

      The author would like to also acknowledge former superintendents: Dr. Carl E. Davis and Dr. AnthonyMorris; personnel director, Mr. Fred Longs. These individuals allowed the author to conduct research in the school district.

      Abstract

      Implementation of a Social Skills Curriculum to Reduce Behavioral Problems of African American Boys in Elementary Classroom Settings. Foster, Evaline L., 2004: Applied Dissertation, Nova Southeastern University, Fischler School of Education and Human Services. Peer Support Groups/Anger Management/Conflict Resolution/Social Skills/Bullying/Teacher Student Relationships

      This applied dissertation was designed to reduce the disruptive verbal and physical behaviors within the regular behavior enrichment classroom during the 2003-2004 school year. From August 2002-May 2003, 18 home suspensions, 25 in-school suspensions, and 85 office referrals due to extremely disruptive verbal and physical behaviors were recorded for students enrolled in the regular education behavior enrichment classroom. The purpose of this applied dissertation was to modify the negative behaviors of students into appropriate behaviors that would allow them to productively function academically, socially, and emotionally in the regular education classroom setting.

      The writer developed lesson plans and strategies to reduce the verbal and physical behaviors of students within the regular behavior enrichment classroom. Strategies taught included (a) facilitation of peer support groups and instruction, (b) modeling, (c) reinforcement of conflict resolution skills, (d) self-management techniques, (e) anger management techniques, and (f) social skills lessons. This applied dissertation

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