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Full-Text Articles in Education

Transdisciplinary Learning: Investigating The Effects Of An Adult Learning Class With A Neuroeducation Perspective On Adult Learners’ Identity, Perceptions Of Learning, And Implementation Strategies, Matt Thul Jan 2019

Transdisciplinary Learning: Investigating The Effects Of An Adult Learning Class With A Neuroeducation Perspective On Adult Learners’ Identity, Perceptions Of Learning, And Implementation Strategies, Matt Thul

Graduate Theses and Dissertations

Research shows that educators’ perceptions of learning are limited due to a variety of factors which include: a lack of neurobiological- and language acquisition-informed content and information incorporated within teacher preparation programs, educators’ learning experiences grounded in familiarity, and confusions between common educational learning frameworks, andragogy and pedagogy (i.e., K-12), surrounding appropriate learning tenets and effective learning practices for different-aged learners. However, one transdisciplinary model, neuroeducation, incorporates learning literatures from cognitive psychology, neuroscience, and language acquisition and provides insight into the limitations of educators’ perceptions of learning and effective instructional practice. This study investigates the extent to which adults ...


Improving Elementary Students’ Complete Mental Health: Examining The Added Impact Of A Teacher-Focused Strengths-Based Intervention, Mollie Mccullough Headley Nov 2018

Improving Elementary Students’ Complete Mental Health: Examining The Added Impact Of A Teacher-Focused Strengths-Based Intervention, Mollie Mccullough Headley

Graduate Theses and Dissertations

Teaching is considered one of the most challenging professions, often associated with high levels of occupational stress and job turnover that perpetuates additional negative outcomes including depleted funding for school districts, poor education quality, and reduced student academic performance. Research shows that teachers are an integral part of the classroom with the power to positively influence students’ perceived classroom support and emotional competence (Jennings & Greenberg, 2009). Positive psychology has facilitated school-based initiatives that foster feelings of subjective well-being (happiness) through the implementation of brief, scripted activities (i.e., Positive Psychology Interventions; PPIs) that reflect the thoughts and behaviors of happy people (Layous & Lyubomirsky, 2014). Studies have demonstrated the positive impact of positive psychology interventions (PPIs) for adults (Bolier et al., 2013) and youth including a multicomponent, multitarget PPI (i.e., Well-Being Promotion Program) that improves students’ well-being (Suldo et al., 2015). McCullough’s (2015) investigation of the efficacy of a strengths-based intervention (Utilizing Signature Strengths in New Ways) on elementary teachers’ well-being revealed promising effects on teacher reduced emotional distress, increased life and work satisfaction, and SWB. This study examined the additive impact of teachers’ participation in the brief strengths-based teacher intervention (SBTI) on elementary students’ social and emotional outcomes, as reflected in levels of SWB, psychopathology, as well as classroom engagement and relationships among teachers and students. Concurrently, these elementary students took part in a Classwide Well-Being Promotion Program, a 10-week intervention targeting a variety of positive psychological constructs (i.e., positive relationships, gratitude, kindness, character strengths, hope) with additional parent and teacher components. A total of 7 classes (4 fifth grade; 3 fourth grade) within one large elementary school received the classwide, multicomponent student intervention in spring 2016, while 3 teachers were randomly assigned to participate ...


Eustress In Advanced Placement (Ap) And International Baccalaureate (Ib) Students, Amanda C. Moseley Oct 2018

Eustress In Advanced Placement (Ap) And International Baccalaureate (Ib) Students, Amanda C. Moseley

Graduate Theses and Dissertations

Eustress, the positive response to stress, is a relatively understudied concept. Most of the research on eustress has been concentrated in the occupational and management setting. Empirical studies of eustress in adolescents are absent, even though youth experience unique sources and magnitudes of stress. Specifically, Advanced Placement (AP) and International Baccalaureate (IB) students report more stress than their general education peers but excel in their rigorous academic program. Eustress is related to a variety of positive psychological and physiological outcomes among adult samples, which makes it an important concept to explore in adolescent samples. Many constructs such as self-efficacy, hope ...


Teacher Perceptions Of Students With Conduct Problems With And Without Callous Unemotional Traits, Casie L. Peet Sep 2018

Teacher Perceptions Of Students With Conduct Problems With And Without Callous Unemotional Traits, Casie L. Peet

Graduate Theses and Dissertations

Conduct problems describe behaviors that violate either age-appropriate societal norms or the rights of others. They include: physical or verbal aggression, theft, lying, arguing with authority, defiance, violation of rules, property destruction, fire setting, and truancy. Among youth with conduct problems, a subset display features known as callous-unemotional (CU) traits. CU traits, or interpersonal callousness, are exemplified in behaviors such as: (a) absence of remorse or guilt, (b) lack of empathy and, (c) callous use of others for personal gain (Frick & White, 2008). This study aims to fill the gap of examining these students in schools and which practices are ...


Academic Stress, Depression, And Social Support: A Comparison Of Chinese Students In International Baccalaureate Programs And Key Schools, Wenjun Chen Jul 2018

Academic Stress, Depression, And Social Support: A Comparison Of Chinese Students In International Baccalaureate Programs And Key Schools, Wenjun Chen

Graduate Theses and Dissertations

The purpose of this study was to examine how academic stress affects Chinese high achieving secondary students’ mental health. Potential moderating effects of perceived social support and gender on the relationship between academic stress and depression were also examined. Current literature suggests Chinese high school students report greater academic stress and depression than their counterparts overseas (Sun, Dunne, Hou, & Xu, 2013), but it is unclear about the status of high achieving Chinese students as well as how social support works as a protective factor on this particular population. In order to fill this gap, the current study recruited a diverse ...


Resisting Essentialism In Cultural Research: A Participatory Action Research Study Of Parent Involvement In Education Among Spanish-Speaking Students And Families, Michael J. Frank Jul 2018

Resisting Essentialism In Cultural Research: A Participatory Action Research Study Of Parent Involvement In Education Among Spanish-Speaking Students And Families, Michael J. Frank

Graduate Theses and Dissertations

The present study aimed to investigate a locally-driven action research project to improve connections between Spanish-speaking Latinx parents and the high school that their children attend. Using Participatory Action Research (PAR), the study sought to create a collaborative research agenda that would empower the participants to study their own culture and practices at the school, and how the two combined to create a home-school partnership. Six parents and two members of the school’s bilingual staff comprised the PAR team, with a total of nine members including the principal investigator. The project began with the creation of a public sphere ...


Reduce Challenging Behaviors And Enhance Functioning In Youth With An Intellectual Disability: A Meta-Analysis Of Behavioral Interventions Using Single Case Design, Brett A. Stone Jul 2018

Reduce Challenging Behaviors And Enhance Functioning In Youth With An Intellectual Disability: A Meta-Analysis Of Behavioral Interventions Using Single Case Design, Brett A. Stone

Graduate Theses and Dissertations

Approximately 1.8% of students in the public school system have an intellectual disability or Autism Spectrum Disorder. These disabilities cause impairment in multiple domains of functioning. If these students also have challenging behaviors, such as noncompliance, aggression, and stereotypies, these behaviors have been found to cause impairment over and beyond those of the core symptoms associated with the disability. Challenging behaviors in youth with developmental disabilities do not typically subside on their own and need intervention. Thankfully, there are evidence-based behavioral interventions for individuals with developmental disabilities to reduce challenging behaviors and increase more functional behaviors including Applied Behavioral ...


The Experience Of Coparenting Within The Parameters Of Divorce: Perspectives From Parents Of Children With Autism Spectrum Disorder, Nycole C. Kauk Jun 2018

The Experience Of Coparenting Within The Parameters Of Divorce: Perspectives From Parents Of Children With Autism Spectrum Disorder, Nycole C. Kauk

Graduate Theses and Dissertations

Autism Spectrum Disorder (ASD) is a disorder that includes persistent impairment in verbal and nonverbal communication, social interaction, and restricted and repetitive patterns of behaviors, interests, or activities. The purpose of this study is to capture the perspectives and experiences of parents who are divorced but are still coparenting their child with ASD. Current literature gives insight into how ASD affects the family system, but there is no literature to date that examines how parents coparent their child when the family system is split. ASD is a lifelong and impactful disorder impacting not just the individual’s adaptive functioning, but ...


An Application Of The Dual Factor Model Of Mental Health In Elementary School Students: Implications For Social Functioning And Psychopathology, Nicholas David W. Smith Mar 2018

An Application Of The Dual Factor Model Of Mental Health In Elementary School Students: Implications For Social Functioning And Psychopathology, Nicholas David W. Smith

Graduate Theses and Dissertations

In the study of positive psychology and mental health there has been greater emphasis placed on the presence of indicators of well-being, as opposed to previous models solely based on the presence or absence of psychopathological symptoms. This has yielded a model titled the Dual Factor Model of Mental Health (DFM; Suldo, 2016). Psychopathological symptoms have been conceptualized as a categorical variable encompassing an elevated level of symptoms of either externalizing or internalizing disorders. Complete Mental Health (CMH) is generally conceptualized as having low psychopathology (PTH) and high subjective well-being (SWB). Previous research has indicated more positive outcomes, such as ...


Classroom Support And Students’ Subjective Well-Being: A Mixed-Methods Investigation, Emily J. Wingate Mar 2018

Classroom Support And Students’ Subjective Well-Being: A Mixed-Methods Investigation, Emily J. Wingate

Graduate Theses and Dissertations

In line with the positive psychology movement and the dual factor model of mental health, professionals are increasingly compelled to consider not only mechanisms through which mental distress can be alleviated, but also pathways through which students’ wellness can be fostered. While research in this area has primarily focused on positive indicators of adults’ and adolescents’ mental health, there is a need to address those factors that contribute to the wellness of elementary-aged youth. Participants in the current study included 179 fourth and fifth grade students from an elementary school located in a southeastern state. For this secondary analysis, a ...


Undergraduate Research Training Environments: Impact On Research Self-Efficacy, Perceived Utility Of Research, And Willingness To Engage In Research Post-Graduation, Kaitlyn Burke Jan 2018

Undergraduate Research Training Environments: Impact On Research Self-Efficacy, Perceived Utility Of Research, And Willingness To Engage In Research Post-Graduation, Kaitlyn Burke

Graduate Theses and Dissertations

Effective research training environments (RTEs) within graduate psychology degree

programs have been shown to increase students' level of research self-efficacy (RSE). Higher

levels of student RSE are likely associated with the greater perceptions of the utility of research

skills and a greater willingness to engage in research-based activities in later professional work.

Relations among the variables of RTEs, RSE, and continuing research-based activities have been

well established among graduate psychology students, but the effect of RTEs in undergraduate

psychology training has not yet been examined. The focus of students’ perceived utility of their

research skills post-graduation was a new addition ...


Graph Accessibility And Comprehension For The Blind: A Challenge Of Its Own Kind, Ashley Nichole Nashleanas Jan 2018

Graph Accessibility And Comprehension For The Blind: A Challenge Of Its Own Kind, Ashley Nichole Nashleanas

Graduate Theses and Dissertations

The purpose of this dissertation is to explore graph accessibility and comprehension for students with visual impairments (SVI) in high school mathematics courses. The dissertation is comprised of three articles. In Paper One, I propose a conceptual framework to guide understanding around the approaches SVI use to access and comprehend graphical information. To do this, I draw from literature bases centered on the cognitive strategies individuals with visual impairments employ to understand spatial representations, tools and instruction to assist SVI in mathematics courses, and training of professionals serving SVI regarding their unique learning needs. In Paper Two, I report the ...


Influence Of Leadership, Peer Status, And Social Goals On Overt And Relational Aggression During Early Adolescence, Casey Schick Nov 2017

Influence Of Leadership, Peer Status, And Social Goals On Overt And Relational Aggression During Early Adolescence, Casey Schick

Graduate Theses and Dissertations

Peer relationships are highly salient during early adolescence, especially during the first year of middle school. As a result, coolness (a facet of peer status) is prioritized and increasingly associated with aggression. Recent research indicates the relationship between peer status (coolness) and aggression is moderated by social goals (popularity, dominance, intimacy) and gender. Leadership among peers is also salient during early adolescence, although it is understudied in comparison to peer status (coolness). Leadership is worth additional investigation, as youth leaders are considered interpersonally competent and possess the social skills necessary to influence peer behavior. Research is needed to examine the ...


Benchmarks Of Equality? School-Wide Positive Behavior Interventions And Supports And School Discipline Risk And Disparities For Black And Hispanic Students, Christopher M. Barclay Jul 2017

Benchmarks Of Equality? School-Wide Positive Behavior Interventions And Supports And School Discipline Risk And Disparities For Black And Hispanic Students, Christopher M. Barclay

Graduate Theses and Dissertations

In U.S. schools, Black and Hispanic youth receive discipline in the form of office discipline referrals and out-of-school suspensions at a rate greater than their White peers. Contributing factors to this “discipline gap” may be found across a number of ecological variables. Therefore, multifaceted and systemic interventions such as school-wide positive behavior interventions and supports (SWPBIS) should be evaluated for their effectiveness in producing more equitable school discipline rates. In light of mixed evidence for the relationship of SWPBIS with discipline equity, the purpose of this study was to examine the merits of five critical elements of SWPBIS for ...


Students With Disabilities At Risk: Predictors Of On-Time Graduation, Kelli S. Henson Jun 2017

Students With Disabilities At Risk: Predictors Of On-Time Graduation, Kelli S. Henson

Graduate Theses and Dissertations

The deleterious effects of not completing high school in the United States and around the world in the current monetary, societal, and employment climate make efforts toward increasing graduation rates an imperative. The impetus for educational reform for improving graduation rates is even more salient for students with disabilities who graduate at lower rates than their peers without disabilities (Stetser & Stillwell, 2014). To provide the multi-tiered systems of support (MTSS) necessary to engage in this reform, data-systems with accurate and timely information are necessary. This research included construction of Hierarchical Generalized Linear Models to investigate the individual- and school-level predictor ...


Associations Between Ethnic Identity, Academic Efficacy, Achievement Goals And School Belonging Among Early Adolescents, Leah Bonilla Jun 2017

Associations Between Ethnic Identity, Academic Efficacy, Achievement Goals And School Belonging Among Early Adolescents, Leah Bonilla

Graduate Theses and Dissertations

The United States is experiencing a major shift in the population as more students who are considered ethnic minorities enter the school system. These students are at an increased risk for school failure due to language barriers, challenges with experiencing potential discrimination, and debating their identities across two cultural contexts. Although students who are considered ethnic minorities risk many potential stressors, the literature has shown that ethnic identity is a factor that facilitates positive academic adjustment and engagement among this population. Previous literature has also documented mixed findings regarding the relationship between ethnic identity and school outcomes. The current study ...


Promoting Happiness In Elementary Schoolchildren: Evaluation Of A Multitarget, Multicomponent Classwide Positive Psychology Intervention, Brittany Valle Hearon Apr 2017

Promoting Happiness In Elementary Schoolchildren: Evaluation Of A Multitarget, Multicomponent Classwide Positive Psychology Intervention, Brittany Valle Hearon

Graduate Theses and Dissertations

Youth psychological well-being has become increasingly acknowledged as not merely the absence of psychological distress, but the presence of positive indicators of optimal functioning. Students with complete mental health (i.e., low psychopathology and high well-being) demonstrate the best academic, social, and physical health outcomes. As such, there remains a need to address children’s well-being through a holistic approach emphasizing the prevention of mental health problems and promotion of flourishing. Positive psychology interventions (PPIs) have emerged as a promising method of enhancing students’ complete mental health. Previous investigations support the utility of multitarget PPIs with middle school students and ...


Partial Mediation And Moderation Effects Of Class Peer Norms On The Relations Of Teacher Support With Student Aggression And Academic Engagement During Early Adolescence, Huanhuan Wang Apr 2017

Partial Mediation And Moderation Effects Of Class Peer Norms On The Relations Of Teacher Support With Student Aggression And Academic Engagement During Early Adolescence, Huanhuan Wang

Graduate Theses and Dissertations

The purpose of this study was to examine the mediation and moderation effects of classroom peer norms (CPN) on the associations of teacher support with student engagement and aggression during sixth grade (first year of middle school). Current literature suggests that early adolescence is a critical developmental period with many changes occurring, including a peak in aggression, decreased academic engagement, increased peer influence, and decreased teacher support. Despite these challenging changes, teachers often serve as a powerful yet “invisible hand” (Farmer, Lines, & Hamm, 2011) that can influence student behaviors directly or indirectly via CPN. However, these two routes of teacher ...


Extending The Model With Internal Restrictions On Item Difficulty (Mirid) To Study Differential Item Functioning, Yong "Isaac" Li Apr 2017

Extending The Model With Internal Restrictions On Item Difficulty (Mirid) To Study Differential Item Functioning, Yong "Isaac" Li

Graduate Theses and Dissertations

Differential item functioning (DIF) is a psychometric issue routinely considered in educational and psychological assessment. However, it has not been studied in the context of a recently developed componential statistical model, the model with internal restrictions on item difficulty (MIRID; Butter, De Boeck, & Verhelst, 1998). Because the MIRID requires test questions measuring either single or multiple cognitive processes, it creates a complex environment for which traditional DIF methods may be inappropriate. This dissertation sought to extend the MIRID framework to detect DIF at the item-group level and the individual-item level. Such a model-based approach can increase the interpretability of DIF statistics by focusing on item characteristics as potential sources of DIF. In particular, group-level DIF may reveal comparative group strengths in certain secondary constructs. A simulation study was conducted to examine under different conditions parameter recovery, Type I error rates, and power of the proposed approach. Factors manipulated included sample size, magnitude of DIF, distributional characteristics of the groups, and the MIRID DIF models corresponding to discrete sources of differential functioning. The impact of studying DIF using wrong models was investigated.

The results from the recovery study of the MIRID DIF model indicate that the four delta (i.e., non-zero value DIF) parameters were underestimated whereas item locations of the four associated items were overestimated. Bias and RMSE were significantly greater when delta was larger; larger sample size reduced RMSE substantially while the effects from the impact factor were neither strong nor consistent. Hypothesiswise and adjusted experimentwise Type I error rates were controlled in smaller delta conditions but not in larger delta conditions as estimates of zero-value DIF parameters were significantly different from zero. Detection power of the DIF model was weak ...


How To Engage European-American Participants In Racial Dialogue: The Role Of Dialogue Structure And Mixed Race Groups, Meredith Tittler Jan 2017

How To Engage European-American Participants In Racial Dialogue: The Role Of Dialogue Structure And Mixed Race Groups, Meredith Tittler

Graduate Theses and Dissertations

One effective strategy for combatting racism and promoting understanding across racial lines is group dialogue (e.g., Nagda, 2006). Previous research of racial dialogues has used a self-selecting participant pool of individuals who are motivated to participate in racial dialogues (e.g., Gurin, Nagda & Zuniga, 2013). Research up to this point has not investigated the portion of the population who do not willingly participate in racial dialogues. Previous research suggests that European-Americans may be a portion of the population especially avoidant of racial dialogues (e.g., Sue, 2013). Understanding the reasons European-Americans are avoidant of racial dialogues is an important prerequisite to creating interventions to increase participation. In the current study, I examined factors that affect European-American participants’ interest and willingness to participate in a racial dialogue. The specific factors are: facilitator structuring of the dialogue with ground rules (structured condition) vs. a facilitator who does no structuring beyond introducing the conversation topic (not-structured condition), as well as the effect of being in an inter-group dialogue (mixed race group) vs. an intra-group dialogue (all-European-American group). Participants were randomly assigned to one of four conditions of a racial dialogue vignette varying across the two variables (structured vs. not-structured; inter-group vs. intra-group).

The main findings from this study include a significant interaction between the racial make-up of the dialogue group and the structure of the group on participants’ willingness to share their honest thoughts. It was found that participants were more willing to share their thoughts in structured, mixed-race groups than structured all- European-American groups ...


The Effects Of Prequestions On Classroom Learning, Shuhebur Rahman Jan 2017

The Effects Of Prequestions On Classroom Learning, Shuhebur Rahman

Graduate Theses and Dissertations

Previous laboratory studies have shown that the use of prequestions (questions deployed prior to a learning episode) improves students’ learning. The current study addressed whether these same effects would occur when using prequestions in a classroom setting. In a classroom study the effects of prequestions on immediate and on delayed retention were assessed where some students received questions before lecture (Prequestion Group) and other students did not (Control Group). To determine the immediate effects of prequestions all students were given an end of class quiz in which students in the Prequestion Group had to answer the prequestions as well as ...


Measuring The Testing Mode In General Chemistry: The Effect Of Computer Versus Paper Mode On Test Performance, Cognitive Load, And Scratch Paper, Anna Agripina Prisacari Jan 2017

Measuring The Testing Mode In General Chemistry: The Effect Of Computer Versus Paper Mode On Test Performance, Cognitive Load, And Scratch Paper, Anna Agripina Prisacari

Graduate Theses and Dissertations

The purpose of this dissertation was to study the effect of testing mode (giving a test on computer versus paper) in authentic classroom environments. Specifically, this work sought to broaden the pedagogical implications of testing mode by examining variations between computer and paper mode in student test performance, cognitive load, and use of scratch paper. Data were collected from students who were enrolled in undergraduate general chemistry courses. Students took multiple proctored general chemistry tests that included a variety of chemistry topics and three question types: algorithmic, conceptual, and definition. After each test students were provided with correct-answer feedback. The ...


The Relationship Between Adolescents' Life Satisfaction And Academic Achievement: A Longitudinal Analysis, Emily E. Esposito Oct 2016

The Relationship Between Adolescents' Life Satisfaction And Academic Achievement: A Longitudinal Analysis, Emily E. Esposito

Graduate Theses and Dissertations

The current study aimed to replicate and extend recent research by Ng, Huebner, and Hills (2015) by investigating the longitudinal, bidirectional relationship between life satisfaction and academic achievement among adolescents. Specifically, students’ baseline (Time 1) life satisfaction was examined as a predictor of academic achievement (as measured by GPA, FCAT-reading DSS scores, attitudes toward school, and goal valuation) one year later (Time 2). The same four academic achievement variables at Time 1 were also examined as a predictor of life satisfaction one year later at Time 2. Positive affect and negative affect were examined as moderators of those relationships. An ...


Examining Student And Teacher Perceptions Of The Classroom Social Environment Across School Context: Effects Of Individual Factors, Keri Stewart Jul 2016

Examining Student And Teacher Perceptions Of The Classroom Social Environment Across School Context: Effects Of Individual Factors, Keri Stewart

Graduate Theses and Dissertations

Although teachers and students are the primary actors in the classroom environment, they often have different perceptions of the instructional and relational aspects of the classroom. Despite these differences, research indicates perceptions of the quality of the classroom social environment have implications for both student and teacher outcomes. Additionally, research has indicated the differences in perceptions occur not only between students and teachers, but also among individual students within classrooms. The extent and the manner in which these perceptions converge may vary across different class and school contexts. School and class context, as well as individual characteristics and beliefs have ...


Representation Of Adolescent Identity Status Through Facebook Use: A Qualitative Multicase Study Of Adolescent Digital Behaviors, David Valdez Jul 2016

Representation Of Adolescent Identity Status Through Facebook Use: A Qualitative Multicase Study Of Adolescent Digital Behaviors, David Valdez

Graduate Theses and Dissertations

The expanding landscape of social media offers users several platforms to introduce into their lifestyle choices. Facebook continues to be one of the most ubiquitous social media platforms in the United States (Pew Research Center, 2015), and its use in educational contexts has become an area of inquiry. This study examines how a sample of high school seniors in an IB psychology class use social media, specifically, Facebook by inquiring into the interrelationship between social media use, identity formation, and personal teacher pedagogy as part of instruction. The research questions for this study were: Question 1- How are students using ...


The Obligated Bystander: An Analysis Of Factors Which Influence Teacher Intervention In School Bullying, Jennifer Farley Jan 2016

The Obligated Bystander: An Analysis Of Factors Which Influence Teacher Intervention In School Bullying, Jennifer Farley

Graduate Theses and Dissertations

The experience and role of teachers in school bullying incident identification and intervention has only just begun to be studied. The literature regarding the factors which influence a teacher’s intervention in school bullying have not focused on teachers’ understanding of bullying or the impact of administrators and other teachers on their intervention. In this study Latane and Darley’s (1970) framework for bystander intervention was applied to school bullying to better understand how teachers identify and intervene in school bullying incidents. An on-line survey of middle school teachers, which utilizes video scenarios, collected data specific to teacher accuracy in ...


Adolescent Females With High-Functioning Asd: Self And Mothers’ Perspectives Of Their School And Social Experiences, Lindsey Land Nov 2015

Adolescent Females With High-Functioning Asd: Self And Mothers’ Perspectives Of Their School And Social Experiences, Lindsey Land

Graduate Theses and Dissertations

Although the prevalence of Autism Spectrum Disorder (ASD) is currently 1 in 68 (Centers for Disease Control, 2015) and research in this area is growing, high-functioning individuals on the spectrum are often overlooked. This is because of their relatively milder symptoms. The recent collapse of Asperger Syndrome (AS) with autism in the most recent version of the Diagnostic and Statistical Manual (DSM-5; APA, 2013) also has obscured the differences that may exist between those with higher vs. lower levels of functioning. Among youth with High-Functioning Autism Spectrum Disorder (HFASD), girls are a particularly understudied and potentially vulnerable group. Previous research ...


Unpacking The Discipline Gap: Referral Categories And School-Wide Positive Behavior Interventions And Supports, Christopher Michael Barclay Oct 2015

Unpacking The Discipline Gap: Referral Categories And School-Wide Positive Behavior Interventions And Supports, Christopher Michael Barclay

Graduate Theses and Dissertations

Despite decades of efforts to racially integrate schools and the recent accountability movement, U.S. students’ access to equitable education remains elusive. Research demonstrates that discipline procedures disproportionately remove racial minority students from the classroom, creating a “discipline gap.” Racial disparities in discrete disciplinary infraction types (e.g., disruption, aggression) have shown nuanced patterns across groups and school levels. Moreover, the relationship between school-wide positive behavior interventions and supports (SWPBIS) – a framework for promoting positive behavior and preventing conflict – and the discipline gap is unclear. This investigation explored racial/ethnic disparities per infraction type (e.g. disruption, verbal abuse) and ...


Development Of The Self-Advocacy Measure For Youth: Initial Validation Study With Caregivers Of Elementary Students With Attention-Deficit/Hyperactivity Disorder, Carolyn D. Adams Feb 2015

Development Of The Self-Advocacy Measure For Youth: Initial Validation Study With Caregivers Of Elementary Students With Attention-Deficit/Hyperactivity Disorder, Carolyn D. Adams

Graduate Theses and Dissertations

Self-advocacy for persons with disabilities involves demonstrating knowledge of oneself and knowledge of rights afforded to individuals with disabilities through one's communication with others and leadership skills. These self-advocacy skills are significantly associated with positive outcomes after high school for students with a range of disabilities. However, knowledge of elementary students' self-advocacy skills is limited. One reason for this lack of evidence is that a psychometrically sound instrument designed to measure the cumulative skills within the self-advocacy construct did not exist. The purpose of the current study was to create a measure of self-advocacy skills that can be used ...


Stress And Coping In High School Students In Accelerated Academic Curricula: Developmental Trends And Relationships With Student Success, Brittany V. Hearon Feb 2015

Stress And Coping In High School Students In Accelerated Academic Curricula: Developmental Trends And Relationships With Student Success, Brittany V. Hearon

Graduate Theses and Dissertations

High school students in accelerated academic curricula including Advanced Placement (AP) courses and International Baccalaureate (IB) programs are faced with unique challenges associated with their rigorous academic demands, in addition to normative adolescent stressors. Because of the increasing popularity of AP and IB among high-achieving youth and benefits realized by students who successfully manage such curricula, there remains a need to better understand the experiences of stress and coping among this population. The current study used longitudinal and cross-sectional comparisons to (a) investigate the degree to which students in accelerated curricula experience environmental stressors and employ coping strategies to manage ...