Education Commons^™

Investigating Self-Regulation In Secondary And Higher Education Online Contexts, Karen T. Arnesen

Theses and Dissertations

This dissertation uses a three-article dissertation, including a literature review and two research articles, related to the understanding and development of self-regulation (SR). Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), the literature review examined 22 articles researching a self-regulation intervention used in an online, higher education context. The articles included interventions specific to a unique context, interventions used in a specific context but could be easily adapted to other contexts, and generic interventions that could be applied in any context. Important themes revealed in the analysis include the importance of feedback in developing SR, the interaction …

Determining The More Effective Behavior Analytic Intervention For Children With Autism Who Exhibit Pica Behaviors, Jennifer J. Lanham

Theses and Dissertations

Abstract

Determining the More Effective Behavior Analytic Intervention for Children With Autism Who Exhibit Pica Behaviors. Jennifer J. Lanham, 2024: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: autism, pica, eating disorders, intervention, applied behavior analysis

This dissertation was designed to determine which behavior analytic intervention was more effective in the treatment and reduction of mouthing non-nutritive substances in children diagnosed with autism. This study included four participants in an A-B-A reversal design with a component analysis across four intervention phases. The study participants were enrolled in a center-based treatment environment …

Comparing 1:1 And Small-Group Instruction With Preschool Children With Autism Spectrum Disorder, Danyel Hen

Theses and Dissertations

This applied dissertation was designed to evaluate alternative and effective forms of instruction for young students with autism spectrum disorder. The researcher examined and compared the difference in the instructional formats of 1:1 discrete trial teaching and small-group discrete trial teaching. Targets were chosen in receptive language and preacademic concepts, and differences were compared based on skill acquisition, speed of acquisition, generalization, and maintenance of skills. The participants engaged in the 8-week intervention phase of the study by following an alternating treatments design schedule during their designated center time rotations in the classroom. All participants engaged in 1:1 discrete trial …

There’S Action In Silence: An Action Research Study On The Impacts Of Diverse Narratives In An Advanced Placement United States Government Class, Ashley Kristen Wright

Theses and Dissertations

In this action research study, I facilitated and evaluated student exposure to politically, socially, and economically diverse source material within my Advanced Placement United States Government classroom, seeking to resolve students’ apparent disconnect from experiences that differ from their own, which had made connections to topics like civil rights challenging to grasp. Because the supplemental material I had chosen for my government classes failed to provide opposing narratives for my students to make these connections, this study arose as a way to research and ultimately correct this problem from within my government classroom.

Over the course of a semester, I …

Strengthening Phonological Processing And Working Memory To Support Early Reading Acquisition, Antoinette Halliday

Theses and Dissertations

The purpose of this research is to investigate the relationship between participating in an online software application focused on phonological processing and working memory and outcomes on foundational reading assessment measures. The online software application utilized was the Sound Reading Program. Students began the intervention working in Sound Reading’s Hop, Skip, and Jump program, with a few progressing to the Boost program over the course of the nine-week intervention. A control group at each grade level read or listened to online leveled texts. There were 175 kindergarten and first-grade students included in the study. These students were enrolled in a …

Associations Between Years Of Teaching Experience And Classroom Management Practices, Responsivenss, And Acceptability To A Coaching Intervention, Nicole M. Peterson

Theses and Dissertations

This study aimed to bridge the research-to-practice gap related to in-service supports and professional development by identifying factors associated with teacher use of evidence-based classroom management practices and responsiveness to a coaching intervention. Years of teaching experience was identified as a teacher-level intervention determinant with a strong research base in the classroom management literature; however few studies used direct observation of behavior to report difference among teacher behavior. This study used quantitative statistical methods to analyze data from a multi-year parent study investigating the effects of a coaching intervention (BEST in CLASS-Elementary) aimed at increasing the use of evidence-based practices …

The Relationship Between I-Ready Intervention And Grade 8 Mathematical Achievement, Kenyatta Shanta Aldridge

Theses and Dissertations

A problem exists in using educational software as an intervention for middle grades mathematics. The rural middle school used an educational program to improve mathematical achievement; however, the effectiveness of this program was not evaluated. The e-learning theory served as the theoretical framework for this study. The purpose of this explanatory, sequential mixed methods design was to examine the relationship between the i-Ready intervention program and students’ mathematical achievement and to explore teachers’ perceptions of implementing the i-Ready intervention program. The participants included 48 Grade 8 students from one middle school. A series of bivariate correlations was conducted using the …

Targeted Intervention For Distance Learning Students: A Critical Participatory Action Research Approach, Kathleen Mohr

Theses and Dissertations

The purpose of this critical participatory action research was to explore the learning experiences of distance learning students with academic penalties and to work collaboratively with students and institutional stakeholders to co-develop an intervention tailored to this unique population. Implications for policy, practice, and future research are discussed.

A Strategic Plan To Increase Equitable Practices In A Pacific Northwest School District, Nancy Lee Reisner

Theses and Dissertations

This strategic research project was designed to provide a plan to support global implementation of equitable practices in a school district in the Pacific Northwest. Using results of a strengths, weaknesses, opportunities, and threats (SWOT) analysis, internal and external factors were analyzed to score each item to identify areas that could be addressed to improve the overall function of the organization. Grounded in cultural relevancy theory and social justice theory, the problem of implementation of equitable practice with fidelity throughout the district was identified and addressed.

Key factors impacting the implementation of equitable practices identified were teacher training, leadership structure, …

School Psychologists' Beliefs, Perceived Competence, Knowledge, Social/Norms Expectations, And Implementation Of School-Based Trauma-Focused Interventions, Amanda Rian Hanrahan

Theses and Dissertations

Two out of every three children will experience a traumatic event before the age of 16 (APA, 2008). Due to a variety of barriers, many of these children will not receive the mental health treatment and support they need (GAO, 2009). Researchers have identified School Psychologists as the primary school-based mental health professionals to provide services in schools (Jaycox et al., 2007). The present study aimed to better understand the prevalence of childhood trauma, analyze the factors that lead to increased intervention implementation for School Psychologists, and identify factors that decrease the negative association between barriers and implementation frequency of …

Always Something There To Remind Me: The Role Of Nudging In Assignment Submission, Carolyn Anne Bancroft Andrews

Theses and Dissertations

Online learning continues to widen in popularity by providing greater access and flexibility in time and location the learning occurs. There is a shift in the profile of a traditional college student. Almost half of the students who are enrolled in online classes are 24 or older and tend to carry increased time constraints due to external factors such as employment and family responsibilities. Student retention remains a concern for institutions. Many students lack the skills necessary to be successful in the online platform. Research reports self-regulation learning skills are essential. Providing reminders for an upcoming assignment may give needed …

Self-Efficacy Of General And Special Education Teachers Regarding Inclusion, Karen P. Sims

Theses and Dissertations

This sequential mixed methods study was designed to compare the perceptions, attitudes, and self-efficacy of elementary and middle school general and special education teachers and administrators regarding inclusion. The study identified specific areas of needed support and training to improve these factors. The study took place at a kindergarten through 8 research site in the southeastern portion of the United States. The problem addressed was that school administrators are uncertain about the perceptions of general and special education teachers’ self-efficacy regarding effective instructional inclusion of students with special needs in the general education classroom.

Using quantitative survey inquiry and qualitative …

The Effects Of An Integrative Universally Designed Motor Skill Intervention Across General, Inclusion, And Self-Contained Early Childhood Center Classrooms, Sally A. Taunton

Theses and Dissertations

This dissertation consists of two studies that examine the effects of a school-based universally designed integrative intervention on the gross motor, fine motor, and health-related fitness skills of preschool and kindergarten with and without disabilities. Both studies focused on the effects of a school-based universally designed integrative intervention across general, inclusion and self-contained early childhood classroom settings. Study 1 examined the effects of the universally designed integrative intervention in general and inclusion classrooms in children without disabilities, and children with mild to moderate disabilities. Study 2 examined the effects of the universally designed integrative intervention in self-contained classrooms for children …

Counseling Program Intervention For Improving African American Students’ Science, Technology, Engineering, And Mathematics Dual Enrollment Participation, Sonja L. Taylor

Theses and Dissertations

African Americans are underrepresented at all points in the STEM pipeline from K-12 coursework into professional careers. The reasons for this underrepresentation are varied and reflect a myriad of contributing factors based on early academic experiences, sociocultural influences, and the effects of standardized testing. The three-fold purpose of this study was to implement a counseling program to inform nine African American study participants about the dual enrollment opportunity at their high school, to gain perspective about the factors which shaped their STEM disposition, and to determine the effect of the program on their attitudes about dual enrollment participation. The study …

Measuring The Effects Of A Mindfulness Intervention On Counselors’-In-Training Dispositions, Strength Of The Therapeutic Relationship, And Client Outcomes, Therese Louise Newton

Theses and Dissertations

Using a multiple baseline single case research design, the present study sought to measure the effects of a mindfulness intervention on counselors’-in-training facilitative dispositions of: (a) empathetic understanding, (b) level of regard, (c) unconditionality of regard, and (d) congruence (as observed through weekly in-session engagement with clients), and client outcomes (as measured by the Personal Growth Initiative Scale-II; [Robitschek et al., 2012] and the Outcomes Questionnaire-45.2; [Lambert et al., 1996]). In addition, the investigation examined the influence of counselors-in-training participation in a brief mindfulness intervention on clients’ perception of the strength of the therapeutic alliance (as measured by the Barrett-Lennard …

Using Discrete Trial To Teach Functional Play Skills, Courtney Marie Furtaw

Theses and Dissertations

This study examined the effects that discrete trial training could have on the functional play skills of four male preschool students diagnosed with autism. In order to determine the effectiveness of discrete trial training as an intervention, baseline data was first collected for two weeks on the four students through observations of a thirty minute group playtime in the morning of their MD preschool classroom. The baseline data demonstrated that all four students were only engaging in functional play for a limited amount of time. Next, a discrete trial training program was created for each individual student focusing on functional …

The Impact Of Stand-Biased Desks On After-School Physical Activity Behaviors In Children, Nathan Tokarek

Theses and Dissertations

The purpose of this study was to assess changes in after-school time spent performing sedentary behavior (SB), light intensity physical activity (LPA), and moderate to vigorous-intensity physical activity (MVPA) among elementary school children in response to the introduction of stand-biased desks in the classroom. Thirty-one 6th grade participants randomly assigned by their teacher to a traditional (CON) or stand-biased (INT) desk provided complete accelerometer data. After-school PA and SB were measured on four consecutive weekdays at baseline and 10-weeks. Wilcoxon Rank Sum Tests were used to detect significant differences (p<0.10) in changes in the proportion of after-school wear time performing SB and PA between groups. Results suggested no significant differences in changes in after-school time performing SB (p=0.770), LPA (p=0.740), or MVPA (p=0.470). Significant differences in the change in moderate PA (INT: -1.4%; CON: -0.2%, p=0.093) were detected. Stand-biased desks were not detrimental to children’s after-school PA and SB.

Utilization Of A School Specific Intervention Manual To Increase Teacher Perceptions Of The I&Rs Process And Reduce Special Education Referrals, Jacqueline Jade Kelly

Theses and Dissertations

One of the primary purposes of the Intervention and Referral Services (I & RS) process is to assist school staff in addressing students' learning, behavior, or health needs (N.J.A.C. 6A:16-7.1 [a]). This study sought to improve I & RS process and student outcomes in a southern New Jersey elementary school that services students from grades Pre-Kindergarten through second grade. At the outset of the study, school administrators reported that an area of need was to formulate an intervention resource for the school's I & RS committee and teaching staff. It was determined that an online/interactive intervention manual would be created …

Closing The Achievement Gap In Mathematics For Students With Learning Disabilities Utilizing The Resource Room As An Intervention, Esta H. Brownstein

Theses and Dissertations

Students with learning disabilities are placed in general education classrooms in increasing numbers. Many of these students receive additional services in Resource Room programs taught by a special education teacher. The intent of this study was to determine if students with disabilities, who were struggling in mathematics, increased achievement utilizing Resource Room instruction as an intervention. Students in the study were in 3rd, 4th, and 5th grades and performed at least one grade level below expectations for that grade in mathematics. All of the students had a specific learning disability. This study investigated the correlation, if any, between the amounts …

Parent-Implemented Intervention Using An Ipad To Enhance Expressive Language In Young Children, Yvette Renee Evans

Theses and Dissertations

Early childhood special educators face many challenges teaching young children with expressive language delays. One of those challenges is teaching parents effective strategies to address the expressive language delays in the home setting. The purpose of this multiple probe single-subject design study was to provide a systematic approach that included the use of mobile technology for parents to promote their child’s expressive language development. To accomplish this goal, a four-week intervention implementing the Joint Attention Mediated Learning-Focus on Verbal Expression with Technology (JAML-FVET) strategy across four families was conducted. The researcher provided the intervention while training the parent. Specifically, the …

Bibliotherapy As An Intervention For Aggressive Elementary Children, Kari Newman

Theses and Dissertations

This study investigated the effect of bibliotherapy as an intervention for aggressive elementary children at a residential treatment center in the western United States. Bibliotherapy was provided for six children, three boys and three girls, ages 9 to 11, Caucasian and Hispanic, who took part in one of two groups. The study involved a multi-baseline design, beginning with a baseline phase, followed by two separate intervention phases comprised of eight sessions of bibliotherapy. Data gathered from almost daily observations along with pre- and post-intervention ratings of aggressive behaviors indicated that four of the six students demonstrated notable decreases in observed …

Bibliotherapy And Bullying: Teaching Young Childrento Utilize Peer Group Power To Combat Bullying, Rebecca Lyn Spencer

Theses and Dissertations

Bullying is a major concern for school-age children. This study compares the use of bibliotherapy and didactic instruction techniques for teaching anti-bullying strategies to young children. The study explores 36 first graders' perceptions of bullying and their perceptions of their roles and responsibilities in bullying situations. In comparison to the control group, students who were taught specific bully intervention skills, both through didactic instruction and bibliotherapy, reflected an increased understanding of bullying, used a larger bully vocabulary, and demonstrated more specific and varied actions in response to bullying from pre-test to post-test conditions. Participants in the group who received didactic …

School Psychologist Leadership In Rti Implementation: Administrators' View Of School Psychologists As A Resource In Rti, Allison Rice

Theses and Dissertations

The purpose of this study is to examine the leadership role of school psychologists in Response to Intervention (RTI) implementation, as well as school psychologists' usefulness to principals in successful implementation of RTI. The researcher asserts, that through the fulfillment of certain roles, school leaders recognize the benefit of involving school psychologists in RTI implementation. The study asks the following questions: 1) To what extent are the specific leadership characteristics associated with school psychologists' roles related to the level of RTI implementation being exemplified? 2) To what extent are the specified school leadership characteristics present in school psychologists in Dorchester …

Social Validity Of Teacher-Written Praise Notes In A Title One Elementary School, Angela Howell

Theses and Dissertations

Praise notes have the potential to positively influence student behavior and relationships. Few studies have examined the social validity of praise, however, and these studies have focused on students' perceptions. The purpose of this study was to describe student, parent, and teacher perceptions of a school-wide praise note intervention at a Title I elementary school. Twenty-three teachers, 203 parents, and 203 students completed surveys regarding a pre-existing praise note intervention. Surveys consisted of 13 quantitative items and two open-ended questions. Quantitative and qualitative results indicate that participants had positive perceptions of praise notes. Participants also believed that praise notes helped …

High School Teachers' Perceptions Of Cyber Bullying Prevention And Intervention Strategies, Sterling V. Stauffer

Theses and Dissertations

Results from recent meta-analyses have indicated that bully prevention programs tend to produce little discernable change in student behavior. Possible reasons include a lack of teacher buy-in and teachers' questioning about the effectiveness of such programs. Teacher buy-in is an essential ingredient when implementing and maintaining effective school-based interventions, including bully prevention programs. In order to examine teachers' perceptions, a questionnaire was administered to 66 high school teachers in a western U.S. urban high school. The questionnaire examined teachers' attitudes regarding the impact of cyber bullying on students; which intervening strategies teachers were likely to use when dealing with cyber …

Parent Perceptions Of The Effectiveness Of Interventions For Sleep Problems In Children With Autism, Sarah Lynn Lemmons

Theses and Dissertations

The purpose of this study was to learn what interventions have been effective in alleviating sleep problems among children with autism spectrum disorders (ASD) according to parent report. This study also investigated resources from which parents received information regarding possible interventions and to what degree these resources were helpful. The participants in this study were 48 parents and caregivers of children with ASD from both the United States and Canada. Background information was attained from participants regarding themselves and their child with ASD. Participants then answered likert-type and open-ended questions regarding their child's sleep problem(s) and the resources they have …

Superficial Self-Harm Behavior: Helping Young Women Who Hurt Themselves, Katherine D. Ryan

Theses and Dissertations

Roughly 1 to 4% of the population engages in self-harm. Superficial self-harm is reported by more young women, than young men. Appropriate responses from family, friends, and other important individuals are a key ingredient in facilitating recovery. Non-therapists, such as family, friends, and school personnel often wish to assist young women who self-harm, but the problem is complex and they are often unsure of how to respond. Current studies primarily focus on the clinical interventions for self-harm, while very few have investigated the perspectives of the individuals who self-harm. This study investigated the perspectives of young women who self-harm in …

School Psychologists' Perceived Concerns Regarding Crisis Intervention With Diverse Populations, Ana E. Kemple

Theses and Dissertations

With the ever-increasing diversity among students in the United States, American schools are seeing more of a mismatch between school personnel and students. Service provision has traditionally addressed multicultural competencies in the area of assessment and more recently in counseling procedures. With the increased attention given to school-related crises, the role of school psychologists has expanded to include crisis intervention. The current study will present information on the need for multicultural competencies in crisis intervention and assess the current concerns of nationally certified school psychologists in this area of service provision. Responses from a random sample of school psychologists (n= …

School Counselors' Concerns Regarding Effective Crisis Intervention For Students Of Diverse Backgrounds, Michelle Lynn Canada

Theses and Dissertations

Although school counselors routinely provide crisis intervention, minimal research has focused specifically on providing such services in a manner sensitive to multicultural and ethnically diverse students. Responses of a random national sample of school counselors (n = 276, 69% return rate) indicate that approximately half voice some sort of concern related to providing crisis intervention services to students from diverse backgrounds. The purpose of this study is to summarize school counselor's concerns, providing an initial understanding for this aspect of school-based crisis intervention. Additionally, school counselors' comments were further analyzed to examine possible relationships between the type of concern and …