Evaluating the Impact of a Combined Word Problem-Solving Intervention on Elementary Students’ Mathematics and Social Emotional Skills
Date of Award
Campus Access Dissertation
Doctor of Philosophy (PhD)
Laura A. Hayden
Robin S. Codding
Academic and behavior problems co-occur in students at rates higher than chance, with rates ranging from 10% to 50% (Darney, Reinke, Herman, Stormont, & Ialongo, 2013). Such comorbidities lead to an increased risk for negative symptoms, including depression, substance use, violence, and delinquency (Darney et al., 2013). Combined interventions, interventions that include dimensions of two interventions, broken down and integrated into one fluid intervention (Cook et al., 2015), are a viable option for addressing two areas of need simultaneously. The present study used a combined intervention addressing both math and social emotional learning to impact second grade students with both academic and behavioral difficulties. The combined intervention lead to improvements across both math and social emotional learning dependent variables, and slight improvements on dependent variables that measured generalization.
Gould, Kaitlin M., "Evaluating the Impact of a Combined Word Problem-Solving Intervention on Elementary Students’ Mathematics and Social Emotional Skills" (2019). Graduate Doctoral Dissertations. 459.
Free and open access to this Campus Access Dissertation is made available to the UMass Boston community by ScholarWorks at UMass Boston. Those not on campus and those without a UMass Boston campus username and password may gain access to this dissertation through resources like Proquest Dissertations & Theses Global or through Interlibrary Loan. If you have a UMass Boston campus username and password and would like to download this work from off-campus, click on the "Off-Campus UMass Boston Users" link above.