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The Impact Of Academic Enablers Instruction On Academic Achievement Of Elementary School Children, Bryce Kirk
The Impact Of Academic Enablers Instruction On Academic Achievement Of Elementary School Children, Bryce Kirk
Masters Theses
The present study investigated the relationship between Academic Enablers (AEs) instruction and student achievement. Specifically, whether such behaviors and attitudes explicitly taught in a small group setting would improve students' academic performance. Students struggle academically and behaviorally for a variety of reasons, poor or lack of instruction, lack of motivation, or related to a disability, to recognize a few. Existing literature has identified several factors, (e.g., interpersonal/social skills, motivation, study skills, and engagement), known as AEs, that meaningfully contribute toward students' academic success. However, unlike previous studies that focused on such AEs in isolation, this study addressed this limitation and …
Middle School And High School Teachers' Actual And Perceived Use Of Praise And Reprimand, Melissa Beaudoin
Middle School And High School Teachers' Actual And Perceived Use Of Praise And Reprimand, Melissa Beaudoin
Masters Theses
This study aimed to examine teachers' natural praise and reprimand rates among 66 middle and high school teachers. In addition, teachers' perceptions of how often they praised and reprimanded were compared to their actual use of praise and reprimands. A total of 1,320 direct-observation minutes were collected using 20-min observations for each teacher. After teachers were observed they completed a survey rating their perceived use of praise and reprimand. Teachers were observed to use significantly more general praise compared to behavior specific praise. They were also observed to use significantly more mild reprimands compared to any other type of reprimand. …
Construct Validity Of The Learning-To-Learn Scales (Ltls) With A Preschool And Kindergarten Sample, Kassandra Jane Charles
Construct Validity Of The Learning-To-Learn Scales (Ltls) With A Preschool And Kindergarten Sample, Kassandra Jane Charles
Masters Theses
Learning behaviors, "observable behavior patterns that children display as they approach and undertake school learning tasks" (Yen, Konold, and McDermott, 2004, p. 159) and "the degree to which children adopt beneficial approaches to learning" (Rikoon, McDermott, & Fantuzzo, 2012, p. 273) have been shown to account for a substantial amount of variance in academic achievement and add predictive validity for future academic achievement. Prediction of academic achievement is vital when making individual decisions concerning academic placement, diagnosis, early intervention, and student selection (Yen, Konold, & McDermott, 2004). The current study assessed the concurrent criterion validity of the Learning-to-Learn Scales (LTLS) …
Factors Influencing Teacher And Adminstrators' Knowledge And Attitudes About Adolescent Depression, Suicide, And Prevention, Kayla N. Quick
Factors Influencing Teacher And Adminstrators' Knowledge And Attitudes About Adolescent Depression, Suicide, And Prevention, Kayla N. Quick
Masters Theses
To date, research has yet to be conducted that examines U.S. secondary school teachers' and administrators' attitudes toward intervening with potentially depressed and/or suicidal students. Additionally, research is needed to identify the demographic characteristics of educators that are associated with general knowledge of adolescent suicide and the risk factors and warning signs that often accompany it. The purpose of the present study was to examine the following hypotheses: 1) certain characteristics (e.g. gender, years of experience with educating children, the amount of training received on adolescent depression/suicide, and knowledge of adolescent suicide and depression) are better predictors of attitudes toward …
The Bystander Intervention In Bullying Survey: An Examination In An Elementary School Sample, Kirsten Taylor
The Bystander Intervention In Bullying Survey: An Examination In An Elementary School Sample, Kirsten Taylor
Masters Theses
Researchers and school administrators have recognized the importance of peer bystanders in bullying situations, but there are very few studies that examine this phenomenon within Latané and Darley's (1970) bystander intervention model. The five sequential steps in this model include: notice the event, interpret the event as an emergency that requires assistance, accept responsibility for intervening, know how to intervene or provide help, and implement intervention. Nickerson, Aloe, Livingston, and Feeley (2014) created the Bystander Intervention in Bullying Survey based on Latané and Darley's model. Nickerson and colleagues and Jenkins and Nickerson (in press) have found evidence of reliability and …
Teacher Characteristics And Influence With The Bystander Intervention Model, Morgan A. Eldridge
Teacher Characteristics And Influence With The Bystander Intervention Model, Morgan A. Eldridge
Masters Theses
Bullying, both traditional and cyber, have been associated with several negative outcomes for students, and teachers have been identified as potential targets for prevention and intervention of bullying occurrences. The importance of bystanders has been recognized; however, there are few studies that examine personal characteristics that relate to the five bystander behaviors within the Bystander Intervention Model (notice the event, interpret as an emergency, accept responsibility, know what to do, and act). This study examined personal characteristics (e.g., affective empathy and perceived level of bullying seriousness) and their relation to each of the five steps of the Bystander Intervention Model …
Predictors Of Bullying Role Behavior In Preschool, Kristen Kocher
Predictors Of Bullying Role Behavior In Preschool, Kristen Kocher
Masters Theses
No abstract provided.
Utilizing Incentives To Increase Teacher Praise, Kari L. Meyer
Utilizing Incentives To Increase Teacher Praise, Kari L. Meyer
Masters Theses
An ABA single-subject research design was used in examining the effect on school staff's written praise and student behavior when staff were provided with an incentive (i.e., would an incentive raffle increase written praise and appropriate student behavior?). Participants included 93 staff members and 755 students at an elementary school in central Illinois. School staff members were instructed on the importance of using praise, and praise notes were measured on a weekly basis by praise type (behavior-specific or general), staff member type (core teacher, non-core teacher, or non-teacher), and student type (at-risk or non-at-risk). Results indicated that the faculty incentive …
An Analysis Of General Education Teachers' Use Of Diverse Praise, Shelby L. Beschta
An Analysis Of General Education Teachers' Use Of Diverse Praise, Shelby L. Beschta
Masters Theses
Teacher praise is a strategy that effectively reduces student disruptive and off-task behavior. Although teacher praise has been studied for more than five decades, most research has looked at general and behavior specific praise. There may be other aspects of praise, beyond specificity, that could inform consultation. Examining teachers' diverse use of praise may inform how to maximize this strategy and improve upon teacher training. The purpose of this study was to determine whether teachers' diverse use of praise could be measured. Once it was determined, the data were analyzed to determine how many diverse praise categories teachers used on …
Examination Of Externalizing Behaviors Within General Education, At-Risk, And Special Education Preschool-Aged Classrooms, Rebecca A. Rader
Examination Of Externalizing Behaviors Within General Education, At-Risk, And Special Education Preschool-Aged Classrooms, Rebecca A. Rader
Masters Theses
This study examined the natural occurrence of externalizing behaviors within six preschool classrooms (two general education classrooms, two at-risk classrooms, and two special education classrooms). Approximately 100 direct observation minutes were collected in each of the six classrooms to obtain measures of student off-task and disruptive behavior. No significant off-task differences were found across the three classroom types. However, a significant difference in disruptive behavior was found between special education and general education classrooms and also between special education and at-risk classrooms. The most commonly observed disruptive behaviors across all six classrooms were talking out, being out of area, and …
Preschool Teacher's Use Of Praise: Comparing General, At-Risk, And Special Education Classrooms, Jessica Berlinghof
Preschool Teacher's Use Of Praise: Comparing General, At-Risk, And Special Education Classrooms, Jessica Berlinghof
Masters Theses
The current study examined six preschool teachers' natural use of praise. Two of the teachers taught in general education classrooms, two taught in at-risk classrooms, and two taught in special education classrooms. Over 10 hours (approximately 100 minutes in each classroom) of direct behavioral observation of teachers' use of praise were conducted across classrooms. Results did not indicate that teachers' use of praise was statistically different based on classroom type (i.e., general, at-risk, and special education). However, special education teachers used twice as many praise statements compared to teachers in general education and at-risk classrooms and the effect sizes for …
The Effects Of The Caterpillar Game On Classroom Behavior And Teacher Stress, Amber Jacoby
The Effects Of The Caterpillar Game On Classroom Behavior And Teacher Stress, Amber Jacoby
Masters Theses
A single-case, multiple baseline design was utilized to evaluate the effects of the Caterpillar Game, a classroom management system, on disruptive student behavior, teacher praise, and teacher stress. Three classrooms were included in the study (preschool, kindergarten, and second grade). When the Caterpillar Game was implemented across the three classrooms, student disruptive behavior decreased and teacher behavior-specific praise increased. Disruptive behavior and teacher praise results remained similar to intervention two to four weeks later and teachers reported being highly satisfied with the Caterpillar Game. One of the three teachers reported a decrease in stress. This study adds further support to …
The Relationship Between Diabetes Control, Stress, Depression, Social Relationship, And Academic Achievement Of School Age Children, Andrew Dejong
The Relationship Between Diabetes Control, Stress, Depression, Social Relationship, And Academic Achievement Of School Age Children, Andrew Dejong
Masters Theses
The present study examined the relationship between diabetic mellitus management, stress, depression, social relationship, and academic achievement in children ages 10 to 18. Diabetic mellitus is an autoimmune disease where the body's immune system attacks insulin-producing cells in the pancreas (Type 1), or the body does not produce enough insulin or insulin resistance occurs (Type 2). There is limited information about children with diabetes particularly as it relates to their learning outcomes. Participants with diabetes were recruited from a school and medical setting. Each participant completed rating scales to assess stress, depression, academic achievement, family and peer relationship and support, …
An Investigation Of Reliability And Validity Of The Bully Participant Behavior Questionnaire In An Elementary Sample, Morgan B. Nesbitt
An Investigation Of Reliability And Validity Of The Bully Participant Behavior Questionnaire In An Elementary Sample, Morgan B. Nesbitt
Masters Theses
The goal of this study was to investigate the factor structure, reliability, and validity for the Bullying Participant Behaviors Questionnaire (BPBQ) in an elementary sample. Previous research provided preliminary evidence of reliability and validity of the BPBQ scores with middle school students (Demaray, Summers, Jenkins, & Becker, 2014). The BPBQ is a self-report survey that purports to measure participation in five roles of bullying. These roles include bully, victim, assistant to the bully, defender of the victim, and outsider. Another goal of the study was to analyze possible sex and grade differences in the bullying roles. The current sample included …
Empathy, Perceived Popularity And Social Anxiety: Predicting Bystander Intervention Among Middle School Students, Nicole Menolascino
Empathy, Perceived Popularity And Social Anxiety: Predicting Bystander Intervention Among Middle School Students, Nicole Menolascino
Masters Theses
Bullying is a prevalent issue in today's schools, and the importance of bystanders has been recognized; however, there are few studies that examine personal characteristics that relate to the five bystander behaviors within Latané and Darley's (1970) Bystander Intervention Model (notice the event, interpret as an emergency, accept responsibility, know what to do, and act). This study examined personal characteristics (i.e., cognitive and affective empathy, perceived popularity, and social anxiety) and their relation to each of the five steps of the Bystander Intervention Model in Bullying (Nickerson, Aloe, Livingston, & Feeley, 2014), as well as exploring gender as a moderator …
Examination Of Teachers' Perceptions Of The Importance Of Academic Enablers, Feasibility Of Academic Enabler Instruction, And Academic Enabler Instruction Practices, Amy M. Whitcomb
Masters Theses
Academic enablers are beliefs, attitudes, and behaviors that help an individual to succeed academically. The four academic enablers identified by DiPerna and Elliott (2000) and measured by the Academic Competence Evaluation Scales (DiPerna & Elliott, 2000) include engagement, interpersonal skills, motivation, and study skills. A wealth of literature has detailed the critical importance of academic enablers to academic success, as well as identified specific ways which teachers can instruct students in development of these skills. While DiPerna and Elliott (2000) note that teachers' perceptions of the importance of these skills and related behaviors can assist in informing intervention for individual …
Types And Frequency Of Bullying, Victimization, And Defending Behaviors Among Special And Regular Education Students, Ashley Ann Potocki
Types And Frequency Of Bullying, Victimization, And Defending Behaviors Among Special And Regular Education Students, Ashley Ann Potocki
Masters Theses
Bullying and victimization can have a negative impact on all students. This study compared frequency and types of bully, victim, and defending behaviors that occur in general education and special education. The three types of bullying and victimization include verbal, physical, and relational bullying, while the three types of defending include reporting, confronting, and helping. Due to the fact that the majority of research in the past has focused on the general education population of students, little is known about bullying, victimization, and defending behaviors among children in special education. An additional goal of this study was to compare the …
Examination Of The Internal Structure Of The Academic Competence Evaluation Scale - Teacher (Aces-T), Stephanie A. Zegadlo
Examination Of The Internal Structure Of The Academic Competence Evaluation Scale - Teacher (Aces-T), Stephanie A. Zegadlo
Masters Theses
The present study investigated the factor structure of the Academic Competence Evaluation Scale-Teacher Form (ACES-T; DiPerna & Elliott, 2000) Academic Skills (AS) and Academic Enablers (AE) scales with a convenience sample. Analyses included item-based exploratory factor analyses (higher-order EFA with Schmid-Leiman transformation; Schmid & Leiman, 1957) for subjects with complete data (AS N = 433; AE N= 466), and omega reliability estimates (Reise, 2012). For the AS scales, EPA identified an oblique (correlated) three-factor model. A second-order EFA was completed along with a Schmid-Leiman transformation and found the majority of the apportioned variance was associated with the general Academic Skills …
The Retrospective Diagnosis Of Attention-Deficit/Hyperactivity Disorder In Adolescents: Family Physicians' Challenges, Adam M. Pechmann
The Retrospective Diagnosis Of Attention-Deficit/Hyperactivity Disorder In Adolescents: Family Physicians' Challenges, Adam M. Pechmann
Masters Theses
The primary purpose of the study was to identify current retrospective practices used by family physicians in the diagnosis of Attention-Deficit-Hyperactivity Disorder (ADHD) in adolescents and young adults. In other words, do physicians adhere to best practices and examine information from childhood in order to diagnose ADHD in adolescents and young adults? In addition, this study aimed to examine the information physicians request for ADHD diagnosis, types of treatments they recommend, the type of information they use to assess treatment outcomes, and professional attitudes regarding the nature of ADHD. Participants completed a questionnaire designed to answer the research questions. Participants …
Sources Of Social Support And Their Relationship With Victimization And Social Emotional Outcomes, Jordan L. Wenger
Sources Of Social Support And Their Relationship With Victimization And Social Emotional Outcomes, Jordan L. Wenger
Masters Theses
Victimization is associated with several negative outcomes; however, social support has been identified as a potential moderator. Social support can come from different sources, including parents, teachers, classmates, close friends, and the school environment. This study compared the frequency of classmate and teacher social support among intermediate and middle school students and investigated the relationship among these three variables. Finally, grade level and sex differences were considered as factors that influence the interrelationship among social support, victimization, and social/emotional outcomes. Participants included 649 students from a rural Illinois school district. Results indicated that there were no significant differences in the …
The Effects Of The Energizers Program On Children's Moods, Emily Estes
The Effects Of The Energizers Program On Children's Moods, Emily Estes
Masters Theses
This study examined the effects of an eight week classroom-based physical activity program (Energizers) on the moods of third and fourth-grade students. One third and one fourth grade class participated in the teacher-led Energizers program, while the other third and fourth grade classes served as a control group. Students reported their mood at baseline, four weeks, and at eight weeks. There was no significant interaction between group membership and changes in positive or negative mood. However, girls were found to have higher long-term positive mood scores and lower long-term negative mood scores compared to boys. There was also a main …
Construct Validity Of The Learning Behaviors Scale And The Academic Competence Evaluation Scales, Taryn L. Smith
Construct Validity Of The Learning Behaviors Scale And The Academic Competence Evaluation Scales, Taryn L. Smith
Masters Theses
This research examined the convergent and discriminant validity of the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000) and the Learning Behaviors Scale (LBS; McDermott, Green, Francis, & Stott, 2001). The Adjustment Scales for Children and Adolescents (ASCA; McDermott, Stott, & Marston, 1993) was compared with the ACES and LBS to examine discriminant validity. Pearson product moment correlations were obtained to examine convergent and discriminant validity. Paired samples t-tests were conducted on the ACES and LBS total and subscale scores to compare the mean scores. The ACES Academic Enabler (ACES-AE) total score was significantly, positively correlated with the …
Attention Regulation, Emotion Regulation, And Cognitive Flexibility As Mediators Of The Relationship Between Mindfulness And Academic Achievement In High School Students, Andrew Baginski
Masters Theses
Mindfulness is defined as a process of purposefully paying attention to one’s thoughts, feelings, and experiences in the present moment while taking a nonjudgmental stance on them (Kabat-Zinn, 2009). While originally an Eastern approach technique in spirituality and philosophy, mindfulness has been incorporated into or served as a basis for numerous psychological therapies and treatments (Segal, Williams, & Teasdale, 2002; Kabat-Zinn, 1982, 1990). Research into mindfulness has expanded to the context of learning, where studies have demonstrated that facilitative states of mindfulness can improve the abilities of students to focus, attend, and recall information in an educational setting (Langer, 1997). …
The Impact Of An Individualized Social Skills Intervention For A High Functioning Child With Autism Spectrum Disorder, Rachel Schaub
The Impact Of An Individualized Social Skills Intervention For A High Functioning Child With Autism Spectrum Disorder, Rachel Schaub
Masters Theses
The Social Skills Intervention (developed specifically for this study) is a social skills plus anxiety reduction program that uses direct instruction, anxiety reduction, and reinforcement principles. The purpose of the study was to examine the effectiveness of the social skills training on increasing the frequency of three target behaviors for one 8 year old, female student. A secondary purpose was to decrease student anxiety by teaching how and when to use a specific coping technique. A concurrent multiple baseline across behaviors design was used to evaluate social skills instruction on target behaviors. During baseline, intervention, and maintenance sessions, the participant's …
Parent Knowledge Of Child's Level Of Play: Implications For Early Childhood And Preschool Assessment, Jessie Shuemaker
Parent Knowledge Of Child's Level Of Play: Implications For Early Childhood And Preschool Assessment, Jessie Shuemaker
Masters Theses
The purpose of the study was to examine how accurately parents were able to report on their own child's play skills. Additionally, the study sought to examine if the addition of a parent interview used in conjunction with an observational play-based assessment would warrant a more comprehensive and accurate picture of a child's skills. A Spearman Rank Order Correlation was conducted to examine the relationship between a parent interview developed specifically for this study and an observational play-based assessment. Kappa Coefficients were also conducted to determine the level of agreement between the interviews and observations. Results suggested a weak positive …
Comparison Of Direct Instruction And Parent Consultation For Promoting Social-Emotional Competence In Preschool And Kindergarten Children, Michael Stinson
Comparison Of Direct Instruction And Parent Consultation For Promoting Social-Emotional Competence In Preschool And Kindergarten Children, Michael Stinson
Masters Theses
Direct instruction and parent consultation interventions for promoting social-emotional competence of preschool and kindergarten children were compared. Thirty-six Parent/child dyads were randomly assigned to a direct instruction (children receive intervention from the researcher), parent consultation (coaching from the researcher), or control group. Teachers and Parents were both asked to complete the Preschool and Kindergarten Behavior Scales - Second Edition (PKBS-2) before and after the seven week intervention to measure changes in social-skills and problem behaviors. Two-way mixed-factorial ANOVA was conducted to compare changes in social skills from before to after the intervention across conditions. A significant interaction of time of …
Assessing Middle School Students' Perceptions Of Social Support Provided By Teachers And Other School Professionals, Constantine J. Pappas
Assessing Middle School Students' Perceptions Of Social Support Provided By Teachers And Other School Professionals, Constantine J. Pappas
Masters Theses
Despite the expanding body of research pertaining to social support practices within the educational environment, there remain questions regarding which types of social supports and teacher behaviors students perceive as being most meaningful. This mixed-methods study investigated students' perceptions of social supports as offered by teachers and other school professionals through the use of qualitative narrative reports and quantitative rating scales. Participants included 94 regular and special education middle school students. Results revealed three types of positive social support (Informational Support, Instructional Support and Emotional Support, respectively) and one type of negative social support (Lack of/Negative Emotional Support) that emerged …
The Relationship Between Classroom Management, Coping Styles, And Stress, Shawna Hoots
The Relationship Between Classroom Management, Coping Styles, And Stress, Shawna Hoots
Masters Theses
One of the major demands that contributes to the stress of teachers is how to manage students' problem behaviors in the classroom. However, coping strategies may buffer the effects that classroom management styles have on stress levels in teachers. The purpose of this study was to examine the relationship between classroom management styles and stress and how coping may moderate this relationship. Participants included 94 teachers from across northern and central Illinois. Indifferent classroom management style was associated with higher levels of stress, though no other significant correlations were found among stress and classroom management styles. Emotion-focused coping and problem-focused …
Incremental Validity Of The Learning Behavior Scale In Special Education Evaluation, Margaret Lakebrink
Incremental Validity Of The Learning Behavior Scale In Special Education Evaluation, Margaret Lakebrink
Masters Theses
The Learning Behavior Scale (LBS) was developed as a teacher rating scale to assess students' learning behaviors hypothesized to affect academic achievement. Research utilizing the LBS has primarily stemmed from the standardization sample. The present study attempted to examine the incremental validity of adding the LBS to standardized intelligence test scores in order to predict standardized academic achievement in students participating in initial evaluations for determining disability and eligibility for special education services. Due to difficulty obtaining a sufficient sample, reevaluation cases were also obtained in the sample of first to eighth grade students (N=40) in the study. Results provided …
Relational Aggression: The Relationship Between Parents' Perceptions And Adolescents' Perceptions And Actions Involving Relational Aggression, Mallory Foster
Relational Aggression: The Relationship Between Parents' Perceptions And Adolescents' Perceptions And Actions Involving Relational Aggression, Mallory Foster
Masters Theses
Relational aggression, best defined as behavior that is meant to harm or significantly damage another's friendships, has been shown to peak in adolescence. Additionally, the parent-adolescent relationship has been shown to be related to relational aggression in adolescents' relationships in several ways. The purpose of this study was to examine adolescent relational aggression and how such behaviors are related to the parent-adolescent relationship. Specifically, this study assessed whether parent perceptions of relational aggression were similar to adolescent perceptions of the same behaviors. Moreover, the study examined whether there was a relationship between parent perceptions of relational aggression and whether or …