Social and Behavioral Sciences Commons^™

Ethical And Equitable Psychological Assessment Of Black Youth In Chicago Public Schools: A Coaching Model For Cps School Psychologists, Haley Biddanda

School of Education Capstone Projects

This capstone seeks to examine multiple factors that affect Black youth in Chicago Public Schools (CPS) during the psychological evaluation process, and subsequently develops a coaching model for CPS school psychologists to provide more ethical and equitable psychological evaluations for Black youth. An analysis of the system of CPS finds that Black students are more likely to receive special education services and be placed within restrictive settings in special education than their white peers. Despite this, CPS school psychologists receive no training specific to evaluating or working with Black youth. A review of the literature reveals that there are multiple …

Center-Based Pbis: Improving Behavior To Increase Matriculation To Lre, Kathryn Parker

School of Education Capstone Projects

Kathryn E. Parker

Loyola University Chicago

CENTER-BASED PBIS: IMPROVING BEHAVIOR

TO INCREASE MATRICULATION TO LRE

Across the nation, students with emotional and behavioral disabilities are disproportionately educated in restrictive environments, wherein many students are likely to remain for the duration of their educational careers. The low matriculation rates back to the least restrictive environments is often an issue of inequitable or deficient systems and practices. This paper examines the root causes of a low matriculation rate at two Partnership Schools in the Mid-Atlantic region of the United States. Following the root cause analyses, a problem of practice is identified, along …

Mindfulness And Executive Function: Examining The Impact Of The Mindup Curriculum On First Graders' Executive Functioning, Lauren A. Barker, Tasha L. Banks

Doctoral Research Project

No abstract provided.

Job Satisfaction Among Illinois School Psychologists, Nicole Billings, Noni Coleman, Marian Gandy, Rhonda Rutherford

Doctoral Research Project

No abstract provided.

A Mixed-Methods Study Of Academic Achievement And Parental Perspectives In A Dual Language Program, Nicole Folsom

Doctoral Research Project

No abstract provided.

An Action Research Project Aimed At Enhancing The Executive Skills Of A Departmentalized Seventh Grades Class, Jacqueline M. Gilson

Doctoral Research Project

No abstract provided.

An Action Research Project Addressing The Impact Of Trauma On Students In Schools Through Building A Trauma-Informed School Community, Meghan M. Meyer

Doctoral Research Project

No abstract provided.

A Research Project Focused On Involving Parents With Behavior Program At Home, Susan M. Tucker

Doctoral Research Project

No abstract provided.

Latino Families' Knowledge Of Bilingual Education, Rosalinda Barragan

Doctoral Research Project

No abstract provided.

Appraisal Of A Benchmarking Plan Using An Action Research Approach With English Learner Program Teachers And Analysis Of Predictive Validity Of Spanish Curriculum Based Measures, Sandra Santillan

Doctoral Research Project

No abstract provided.

Assessing The Impact Of An Elementary School's Service Learning Program, Vicki Miceli-Randolph

Doctoral Research Project

No abstract provided.

The Student's Perspective: Exploring Ethnic Group Variances In Bullying Behavior Using Mixed Methods Research, Stephanie Grunewald

Dissertations

Although bullying is a widely recognized problem among school-aged youth, current research has failed to adequately consider whether ethnicity impacts students' involvement in, and perceptions of, bullying behaviors. This study employed a mixed methodology to examine how an ethnically diverse sample of students in seventh and eighth grade described and perceived bullying within their school. Initially, the Student Comprehensive Assessment of Bullying Behavior-Revised (SCABB-R) (Varjas, Henrich & Meyers, 2008a) was administered to students attending a suburban middle school in the Midwest (N = 750; 391 males, 359 females). Individual interviews were then conducted to further explore students' perspectives of bullying …

Cultural Competence--Does It Matter?: Lessons From A Mixed-Methods Study Of Wraparound Practice, Jennifer James Rose

Dissertations

This mixed methods study investigated whether caregivers' ratings of wraparound fidelity and satisfaction with the wraparound process differed based upon their facilitators' self-assessed cultural competence and caregivers' reported stress. An explanatory sequential design was used. The quantitative phase was completed first. Survey methodology was used to measure reported cultural competence, wraparound fidelity, satisfaction with the wraparound process, and parental stress. Facilitators (n=58) completed a self-assessment instrument, the Multicultural Counseling Knowledge and Awareness Scale (MCKAS; Ponterotto, 1997). The MCKAS survey yielded a 43% response rate. The MCKAS descriptive data found levels of reported cultural competence comparable to previously published studies. Telephone …