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Articles 1 - 7 of 7
Full-Text Articles in Psychology
Teacher Knowledge And Implementation Of Evidence Based Interventions Prior To Referral For Special Education, Kathryn L. Hottenstein
Teacher Knowledge And Implementation Of Evidence Based Interventions Prior To Referral For Special Education, Kathryn L. Hottenstein
PCOM Psychology Dissertations
The purpose of this study is not only to understand teachers’ knowledge of evidence based intervention strategies but also how they implement these in the classroom. This information will provide insight into current teacher behaviors regarding the intervention process. The study also explores how long teachers utilize such techniques before referring a student for a psychoeducational evaluation, as well as how often students are referred for a comprehensive evaluation. The study was designed to address four research questions related to teacher knowledge of evidence based interventions and their utilization of the prereferral process. A total of 117 classroom teacher in …
Adolescent Attitudes Toward And Perceptions Of Suicide, Stigma, And Help-Seeking Behavior, Julia M. Hollinger
Adolescent Attitudes Toward And Perceptions Of Suicide, Stigma, And Help-Seeking Behavior, Julia M. Hollinger
PCOM Psychology Dissertations
Suicide is a leading cause of death for adolescents and represents a major national health concern (American Foundation for Suicide Prevention, [AFSP], 2015; (Centers for Disease Control [CDC], 2013). Because adolescents spend the majority of their day at school (Erbacher, Singer, & Poland, 2015), the effectiveness of school-based suicide prevention programs may be improved through better understanding of adolescents’ views on the subject of suicide and the factors that may influence participation in prevention efforts. The present study explored the attitudes and perceptions of seventh grade students from a suburban middle school in Pennsylvania, using archival survey data. Variables that …
Effect Of A Brain Based Learning Program On Students' Use And Recognition Of Self-Advocacy Skills, Megan Maynard
Effect Of A Brain Based Learning Program On Students' Use And Recognition Of Self-Advocacy Skills, Megan Maynard
PCOM Psychology Dissertations
Students' abilities to employ self-advocacy skills have a wide research base; however, the research behind the use of students' self-advocacy skills used in conjunction with brain-based learning theory has not been widely explored. This is also true when one considers the population of children who have been studied; it is particularly true about those who have been diagnosed with language-based learning disabilities. This study, conducted using archival data at an independent school in the Philadelphia suburbs, used a variety of statistical methods to determine whether or not a brain-based learning self-advocacy program would increase students identified with a language based …
An Analysis Of Teacher’S Judgements Of Student’S Executive Functions And Percieved Academic Competency Across Age Groups, Evan Skolnik
An Analysis Of Teacher’S Judgements Of Student’S Executive Functions And Percieved Academic Competency Across Age Groups, Evan Skolnik
PCOM Psychology Dissertations
In the school setting, well-developed executive functions are associated with the metacognitive skills important for learning and are positively correlated with measures of student achievement across children and adolescents; however, development of executive skills has been shown to be inconsistent with chronological age among children. The current study examined if teachers’ ratings of students’ executive functions differ significantly among groups of students whose academic competence is judged to be above average, average, and below average and if these ratings differ significantly by age. Further, the study sought to determine if the relationship between teachers’ ratings of executive functions and teachers’ …
Cognitive And Noncognitive Measures As Predictors Of Student Success At An Independent School, Sharron J. Russell
Cognitive And Noncognitive Measures As Predictors Of Student Success At An Independent School, Sharron J. Russell
PCOM Psychology Dissertations
Predicting academic success is an important aspect of education, but is of particular interest for educators and admissions officers at independent schools. This study, conducted using archival data at an independent school in the Philadelphia suburbs, used hierarchical regression analysis to determine whether cognitive measures could predict student GPA, whether measures of noncognitive traits (Grit, Conscientiousness, Openness, and Emotional Intelligence) could improve the prediction of GPA, and whether cognitive skills predict to any of the noncognitive traits. The most significant finding (p < .01, ϝ2= .52) is that scores on the Wechsler scales combined with scores on noncognitive measures are good …
School Psychologists’ Integrity Of Treatment Integrity, Samantha Skolnik
School Psychologists’ Integrity Of Treatment Integrity, Samantha Skolnik
PCOM Psychology Dissertations
In this dissertation, the author conducted a survey study of practicing school psychologists on their knowledge of, familiarity with, and use of treatment integrity in school-based interventions. A total of 195 self-identified practicing school psychologists provided information on their measurement and evaluation of treatment integrity on school-based intervention via a one-on-one consultation with teacher and/or parents and within a school-based problem-solving team. Furthermore, data were collected on the barriers school psychologists encounter when trying to implement treatment integrity protocols and what would make them more successful in measuring and evaluating treatment integrity within their practices. The most significant finding from …
Behavior Speak: Does Use Of Behavior Jargon Affect Teacher Acceptability Of Positive Behavior Interventions?, Katie Shemanski
Behavior Speak: Does Use Of Behavior Jargon Affect Teacher Acceptability Of Positive Behavior Interventions?, Katie Shemanski
PCOM Psychology Dissertations
The purpose of the present study was to examine acceptability and usage among elementary school (kindergarten through sixth grade) teachers of a positive behavioral intervention described in jargon terms and in nonjargon terms during the process of behavioral consultation, as measured by the Usage Rating Profile – Intervention Revised (URP–IR). Specifically, the study evaluated whether elementary school teachers’ acceptability and usage ratings differed on a positive behavioral intervention described in jargon versus nonjargon terms. In addition, this study assessed whether differences in acceptability and usage existed when considering type of classroom (i.e., general education, special education, or specialized [e.g., art, …