Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 9 of 9
Full-Text Articles in Social and Behavioral Sciences
Factors Influencing Teachers' Decisions To Refer Students For Special Education Evaluation, Amanda R. Perry
Factors Influencing Teachers' Decisions To Refer Students For Special Education Evaluation, Amanda R. Perry
Masters Theses
This study examined the factors that influence teachers to refer students for psycho-educational evaluation. Fifty seven teachers from Midwest and Southwest suburban and rural school districts completed a questionnaire designed to gather information about the factors teachers consider when referring students for evaluation, as well as their opinion of the etiology of Learning Disability and their preferences for services. Results indicated that the most influential factors in participants' referral decisions were low achievement and behavioral problems. The majority of teachers agreed that eligibility decisions should be based on the child's needs. However, there was no agreement that an ability-achievement discrepancy …
Predictive Validity Of Measures Of Phonological Awareness On First Grade Reading Achievement, Jennifer Hervey
Predictive Validity Of Measures Of Phonological Awareness On First Grade Reading Achievement, Jennifer Hervey
Masters Theses
The purposes of this study were to evaluate the degree to which three measures of phonological awareness (Test of Phonological Awareness (TOPA), Torgesen & Bryant, 1994; Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Kaminski & Good, 1996; Read America Diagnostic Tests, McGuinness & McGuinness, 1998) correlate with each other and with selected measures of reading skills (Brigance Diagnostic Inventory of Basic Skills, Brigance, 1976, 1977; Woodcock Diagnostic Reading Battery (WDRB), Woodcock, 1997). The study also evaluated which of the measures of phonological awareness best predicts reading skills in a first grade population. The current study is an extension of …
The Effects Of Parents, Teachers, And Peers On Academic Motivation, Amanda R. Holden
The Effects Of Parents, Teachers, And Peers On Academic Motivation, Amanda R. Holden
Masters Theses
The focus of this study was to assess the relationship between perceived support of parents, teachers, and peers and academic motivation. The second focus was to assess which variable was more predictive of academic motivation. The Children's Academic Intrinsic Motivation Inventory by Gottfried, 1986, the Peer Social Support, Peer Academic Support, Teacher Social Support, and Teacher Academic Support subscales of the Classroom Life Measure by Johnson, Johnson, Buckman, and Richards, 1985, and the Family Cohesion subscale of the Family Environment Scale by Moos and Moos, 1994 were administered to the students. A total of 72 students from 3rd, 4th, and …
Prevalence And Characteristics Of Bullying Behaviors In Middle And High School From The Students ' And Teachers' Perspectives, Scott W. Gardner
Prevalence And Characteristics Of Bullying Behaviors In Middle And High School From The Students ' And Teachers' Perspectives, Scott W. Gardner
Masters Theses
To assess bullying behaviors, two questionnaires were administered to 239 students and 33 school professionals from two midwestern schools. Results showed that 78% of participants reported being bullied. Further, they identified the classroom and the bathroom to be the safest and the least safe locations, respectively. More females than males also indicated that they did not always feel safe in school. Rates of reported bullying interactions were higher for verbal bullying than physical bullying with significant gender differences. In addition, most participants were not likely to report bullying instances either to teachers or parents. The implication of these results and …
Low Self-Esteem: An Invitation For Victimization, Tommi Devore
Low Self-Esteem: An Invitation For Victimization, Tommi Devore
Masters Theses
The focus of this study was to assess the relationship between self-esteem and victimization. A modified self-esteem questionnaire, entitled "What I am Like," originally developed by Egan and Perry (1998), and a modified bully survey, originally developed by Garrity, Jens, Porter, Sager, & Short-Camille (1994), were administered to students. A total of 32 students from first grade participated in the research project and completed the questionnaires; data were collected in the fall and the spring of the school year. Most students reported some sort of victimization. A Pearsons R was conducted to assess the relationship between self-esteem and victimization. Results …
Convergent, Discriminant, And Construct Validity Of The Acters And Asca, Katie Sprouls
Convergent, Discriminant, And Construct Validity Of The Acters And Asca, Katie Sprouls
Masters Theses
The present study examined the convergent, discriminant, and construct validity of the ADD-H Comprehensive Teacher's Rating Scale, Second Edition (ACTeRS) and Adjustment Scales for Children and Adolescents (ASCA). Participants included 106 children between in first through sixth grade for the ACTeRS and ASCA comparison of teacher ratings. The children assessed were 53 children meeting DSM-4 criteria for ADHD and 53 randomly matched control group children. Results of this study indicated moderate correlations between similar scales of the ACTeRS and ASCA. Discriminant function analysis and diagnostic efficiency estimates revealed significantly high capabilities for both instruments in accurately differentiating between known groups. …
Convergent And Discriminant Validity Of The Self-Report Of Personality (Srp) And The Youth Self-Report (Ysr), Jodi Buehnerkemper
Convergent And Discriminant Validity Of The Self-Report Of Personality (Srp) And The Youth Self-Report (Ysr), Jodi Buehnerkemper
Masters Theses
The present study examined the convergent and discriminant validity of the Behavior Assessment System for Children-Self-Report of Personality (BASC-SRP) and the Youth Self-Report (YSR). One purpose of this study was to examine the degree of relationship between the SRP and the YSR. This study also examined the degree to which each of these measures could successfully distinguish among samples of students who had been identified as LD or ED, or had not been referred. Participants included a total of 109 students between 12 and 18 years of age. Results of this study indicated that correlations between similar scales and composites …
Correlations Between The Wide Range Intelligence Test (Writ) And The Wechsler Abbreviated Scale Of Intelligence (Wasi): Global And Subtest Comparisons, Jason M. Collins
Correlations Between The Wide Range Intelligence Test (Writ) And The Wechsler Abbreviated Scale Of Intelligence (Wasi): Global And Subtest Comparisons, Jason M. Collins
Masters Theses
To assess the convergent validity of the Wide Range Intelligence Test (WRIT) and the Wechsler Abbreviated Scale of Intelligence (WASI), two new brief IQ measures, 66 participants from five rural Illinois public schools were administered both measures in counterbalanced order. All correlations between the WRIT and the WASI were significant. Correlations between the WRIT and the WASI were moderate to high, ranging from .50 (r2 = .25) to .85 (r2 = .72). The WRIT and the WASI appear to be measuring very similar constructs, indicating strong evidence of convergent validity.
Effects Of Choice Versus Task Preference On Students With Behavioral Problems, Jean A. Mcgrath
Effects Of Choice Versus Task Preference On Students With Behavioral Problems, Jean A. Mcgrath
Masters Theses
This study compared the effects of choice and assignment of preferred academic tasks on disruptive behaviors and task engagement within the regular education classroom. Two first grade students, identified by their teacher for frequent off-task and disruptive behaviors, participated in this study. After formally assessing academic task preferences, a multielement design was used to evaluate three conditions: (a) assigning a non-preferred academic task, (b) assigning a preferred academic task, (c) providing a choice of academic tasks. Results indicated that both assignment of a preferred task and provision of a choice in tasks had minimal effects on disruptive behavior and task …