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2006

Psychology

All Graduate Theses and Dissertations

Children

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New Perspectives On The Relationship Between Emotion Decoding And Social Acceptance In School-Age Children, Eri Suzuki May 2006

New Perspectives On The Relationship Between Emotion Decoding And Social Acceptance In School-Age Children, Eri Suzuki

All Graduate Theses and Dissertations

The relationship between children's emotion decoding ability and their social acceptance was examined, with a major focus on potential nonlinear components. Based on the display rules literature, the prediction was tested that social acceptance and emotion decoding skills can be best described as an inverted U-shaped function. Children in kindergarten through fifth grade (113 girls and 123 boys) completed measures of postural and facial decoding accuracy (FACES and TALK) and their social acceptance was assessed using child and teacher reports (SPPC or PSPC). The results showed only a statistically significant quadratic relationship for girls and a statistically significant linear ...


Predicting School Placement Outcomes Of Children With Disabilities Who Was Once Enrolled In Early Intervention, Mark Stanley Jesinoski May 2006

Predicting School Placement Outcomes Of Children With Disabilities Who Was Once Enrolled In Early Intervention, Mark Stanley Jesinoski

All Graduate Theses and Dissertations

From longitudinal data from 223 children with disabilities in Utah, variables collected at entry into Part C early intervention and Part B early childhood special education services were used to differentiate between children and to predict placement outcomes in elementary school. Scores on the Battelle Developmental Inventory, Vineland Adaptive Behavior Scale, Parenting Stress Index, Social Skills Rating System, number of hours mothers worked outside the home, and fathers ' education in years were differentiated between children who exited from and children who remained in special education. These same scores were also used to predict whether children would remain in or exit ...