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

By Evaline L. Foster

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.

• Language: English
• Publisher: Xlibris US
• Release date: Apr 28, 2011
• ISBN: 9781462859924

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).

Book preview

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

[e-mail]

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