Education Commons^™

Early Identification Of Students In Accelerated Curricula With Signs Of Academic And Emotional Risk: Working With Teachers To Identify At-Risk Students, Elizabeth D. Storey

USF Tampa Graduate Theses and Dissertations

As part of a comprehensive, multi-tiered system of support for students’ emotional, academic, and behavioral success, effective universal screenings are essential to identify students who may benefit from early intervention and targeted prevention services (Strein, Kuhn-McKearin, & Finney, 2014). Although many screening procedures and methods have been developed and evaluated for general education populations, more research is needed on screening procedures designed for one traditionally underserved population in school-based mental health services—students in accelerated curricula (namely, students in Advanced Placement classes or in the International Baccalaureate program; AP/IB). When teachers are involved in universal screening procedures, regardless of student population …

Evaluating The Efficiency And Correspondence Of Trial-Based And Session-Based Functional Analyses In Controlled Settings, Sarah M. Gonzalez

USF Tampa Graduate Theses and Dissertations

Functional analyses (FAs) are used to identify the maintaining contingencies of problem behavior. However, FAs present some limitations. Functional analyses can be time consuming. In this study we evaluated the efficiency and correspondence of a modified trial-based FA versus a session-based FA, in a controlled setting. We conducted both the trial-based and session-based FAs with five subjects that engaged in problem behavior. On average, the trial-based FAs were completed in 32.8% less time than the session-based FAs, and took 40% less meeting and calendar days than the session-based FAs. Based on the analyses of four Board Certified Behavior Analysts (Doctoral), …

The Intervention Path: The Experiences Of Mothers Seeking Help For Their Child With Atypical Behavioral Development, Renee Hoopes

USF Tampa Graduate Theses and Dissertations

Pre-school aged children experience challenging behaviors at a relatively common rate. Research shows that approximately 10–25 % of preschool-aged children engage in challenging behaviors to a greater degree than would be expected for their age (Lavigne, Gibbons, Christoffel, Arend, Rosenbaum, Binns, Sawon, Sobel & Isaacs, 1996). Problem behaviors are often the result of a child not following a typical developmental trajectory. Atypical development appears when a child either lags behind or jumps ahead of typical peer progress in physical, cognitive, behavioral, and social development or in adaptive life skills. When children with challenging behaviors are left untreated, their everyday functioning …

Deaf Lesbian Identity, Noël E. Cherasaro

USF Tampa Graduate Theses and Dissertations

Deaf lesbians are a population that is underrepresented in the academic literature. Through the use of narrative inquiry, the researcher conducted in-depth interviews with a woman who self-identified as Deaf and lesbian. She shared her experiences growing up as a woman who is Deaf and later in her life, realized she is lesbian. The researcher juxtaposed her experiences as a hearing, lesbian woman and an ally to the Deaf community to better illuminate the Deaf lesbian experiences. The research delved into how these dual minority identities have affected the Deaf lesbian participant as she makes her way in the world …

A Participatory Action Research Using Photovoice To Explore Well-Being In Young Adults With Autism, Gary Yu Hin Lam

USF Tampa Graduate Theses and Dissertations

Young adults with autism transitioning from school to adulthood are commonly described as exhibiting poor outcomes. Although there has been research efforts measuring quality of life and life satisfaction in individuals with autism, these conceptualizations of well-being are still predominantly deficit-focused and based on normalizing ideals of the dominant culture. Only by incorporating individuals with autism’s perspectives and involving their meaningful participation in research can we better understand and promote well-being among individuals with autism. The present study aims to explore young adults with autism’s ideas about well-being. I conducted a Photovoice project using a participatory action research approach with …

Investigating Transformation: An Exploratory Study Of Perceptions And Lived Experiences Of Graduate Teaching Assistants, Christina M. Partin

USF Tampa Graduate Theses and Dissertations

Graduate teaching assistants (GTAs) are becoming increasingly responsible for undergraduate instruction in the landscape of higher education. These experiences may serve as a pipeline for career readiness and success in faculty positions. Yet, the experiences of graduate teaching assistants are largely unexplored. This study describes the perceptons and experiences of a selected sample of GTAs, including their perceptions of available support, and the role of that support in navigating potential disorienting dilemmas.

Existing literature suggests that disorienting dilemmas lead to transformative experiences through an internal process of critical self-reflection, but neglects the possibility of differential outcomes to disorienting dilemmas. Further, …

Parent-Child Interaction Therapy For Children With Autism Spectrum Disorder: An Analysis Of Behavioral Patterns And Treatment Barriers, Kimberly A. Knap

USF Tampa Graduate Theses and Dissertations

Children diagnosed with autism spectrum disorder (ASD) experience difficulties with social communication and restrictive, repetitive, and stereotyped behavior patterns that place them at an increased risk for developing challenging behaviors that warrant early intervention (American Psychiatric Association, 2013). These problems are unlikely to decrease without intervention. Research indicates that parents’ involvement in behaviorally based interventions improves the functioning of children with ASD (Horner, Carr, Strain, Todd, & Reid, 2002). . Parent-Child Interaction Therapy (Eyberg & Funderburk, 2011) is an empirically supported intervention for young children with disruptive behaviors. PCIT shares similarities with numerous proven ASD treatments including caregiver involvement, structure …

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

USF Tampa 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 also …

A Longitudinal Analysis Of The Effect Of The Starting Right, Now Program On Unaccompanied Homeless Adolescents' Well-Being, Emily E. Esposito

USF Tampa Graduate Theses and Dissertations

To date, few multicomponent interventions focused on meeting the complex needs of unaccompanied homeless youth (UHY) have been developed. One intervention, called Starting Right, Now (SRN), provides unaccompanied homeless adolescents with a broad range of home-, school-, and community-based services and supports to meet the unique needs of each individual. Previous qualitative research has supported the effectiveness of SRN on student outcomes; there has not yet been an examination of the program using quantitative methods. Thus, the current study investigated the impact of Starting Right, Now on students’ well-being through the examination of longitudinal data collected over a 12-month period. …

Assessing Readiness To Seek Formal Mental Health Services: Development And Initial Validation Of The Mental Health Belief Model Assessment (Mhbma), Jennifer A. Greene

USF Tampa Graduate Theses and Dissertations

Only a small percentage of people with mental health issues utilize mental health services. This would seem contradictory given the increasing understanding of mental disorders, their high prevalence, and associated disability and distress. Research shows that individual level factors, such as perceptions of need, mental health knowledge, mental health attitudes, and mental health literacy, are related to individuals’ decisions to seek mental health services. The Health Belief Model (HBM) posits four types of health beliefs that affect an individual’s health behavior, in this case, the decision to seek mental health services. To date, researchers and clinicians have no assessment tool …

School Counselors' Role In Reducing Aggression In Children In Alternative Education Programs, Deirdra Sanders-Burnett

USF Tampa Graduate Theses and Dissertations

Despite efforts to reduce the occurrence of physical aggression in traditional school environments, some students persist in engaging in physical aggression and are assigned to alternative education programs as an alternative to expulsion. However, relatively little is known about the types of services that school counselors provide to help these students. This case study investigated the services that school counselors provide to the young children attending disciplinary alternative education programs in a public-school district in central Florida. The participants consist of two school counselors who provided services to the students assigned to the alternative disciplinary programs and two district-level administrators …

Transitions To Preschool Special Education: The Relationship Of Child, Family, And Early Intervention Characteristics, Tara B. Delach

USF Tampa Graduate Theses and Dissertations

Infants and toddlers with developmental disabilities and certain medical conditions are at risk for a variety of adverse outcomes in childhood as well as into adulthood. Early identification and early intervention are essential for improving the trajectories and outcomes of these children. The Individuals with Disabilities Education Act (IDEA) is a federal law that affords protections to children with disabilities and those at risk for developmental delays. IDEA provides guidance and regulations to early intervention programs, schools, and states for identifying and delivering intervention services to children ages birth through 21 years. Although the provision of early intervention services are …