School Psychology Commons^™

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 …

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 …

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

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 …

Patterns Of Parenting In Relation To Adolescent Achievement In Ninth Through Twelfth Grades, Kimberly D. Hofmann

Masters Theses

The purpose of this study was to explore how the characteristics of parenting change during the adolescents' ninth through twelfth grade years and how these changes effect achievement. In addition, this study explored adolescents' and parents' perceptions of parenting. Subjects were 120 ninth, tenth, eleventh, and twelfth graders recruited from public high schools in the Midwest. Measures of maternal and paternal demandingness, responsiveness, values toward achievement, involvement in schoolwork, and involvement in-school functions, designed for this program of research, were obtained from both adolescents and their parents. Results showed adolescents' reports of maternal parenting significantly predicted their achievement outcomes. Adolescents …

The Effects Of Positive Peer Reporting On Children's Social Involvement, Kristyn B. Moroz

Masters Theses

This investigation examined the effectiveness of positive peer reporting (PPR) on increasing the social involvement behavior and peer acceptance of four socially withdrawn children within a general education setting. PPR is a social skills intervention where children are taught how to publicly praise a target classmate's appropriate behavior. The positive peer reporting procedure was implemented daily by each participant's classroom teacher and its effects were observed during recess using behavioral observations. The results indicated that PPR had no effect on peer status. However, results from the behavioral observations indicated that three of the participants exhibited higher rates of social involvement …

Ratings Of Assessment Procedures By Learning Disabilities Teachers And School Psychologists, Raquel A. Williams

Masters Theses

This study surveyed the perceptions of school psychologists and learning disabilities teachers (LD teachers) on the frequency of use and usefulness of the following assessment procedures: Standardized tests, curriculum based measures (CBMs), classroom observations, interview with general education teachers, and analysis of class assignments for initial placement of a child, instructional planning, and evaluation of student progress. Further, this study investigated how proficient the two groups felt in administering each of the five assessment procedures. Fifty four school psychologists and 32 LD teachers completed the questionnaire. Results indicated that school psychologists and LD teachers agreed on the frequency of use …

Depressive Symptoms And Academic Achievement In Fourth Grade Students, Michelle L. Harrison

Masters Theses

The relationships among depressive symptoms, peer acceptance, and academic competence were examined in 43 fourth-grade students using a self-report measure of depression (Children's Depression Inventory); a teacher-rated measure of depression (Behavior Assessment System for Children — Teacher Rating Scale); peer acceptance and peer rejection; and grade point average. Results indicated higher levels of self-reported depression than previously found in children of this age. Correlations between self-reports of depression and peer rejection and self-reports of depression and grade point average were significant. The current study also found a significant positive correlation between the two depression scales (Children's Depression Inventory and Behavior …

The Construct Validity Of The Behavior Assessment System For Children (Basc) And The Preschool And Kindergarten Behavior Scale (Pkbs), Lindsay A. Barton

Masters Theses

The Behavior Assessment System for Children (BASC) and the Preschool and Kindergarten Behavior Scales (PKBS) are two relatively new behavior assessment scales that measure emotional and behavioral problems of children. The BASC is designed to evaluate the behavior and self-perceptions of children aged two and a half to eighteen years old. The PKBS is designed to evaluate social skills and problem behavior patterns of preschool and kindergarten aged children including the ages of three, four, five, and six years old. There are no studies in the empirical literature comparing the preschool form of the BASC and the PKBS behavior rating …

The Effects Of Gender And Parental Marital Status On Late Adolescent Risk-Taking, Jeff Daugherty

Masters Theses

Risk taking behavior among the adolescent population has increased in recent years putting America's youth in danger of many detrimental outcomes. Many adolescents currently engage in behaviors that represent health risks as well as those that are potential criminal risk. This study attempted to assess late adolescent risk-taking as a function of gender and parental marital status. Similarly, the self-esteem of late adolescent participants was also measured within the contexts of gender and family status. This study provides partial support for the idea adolescents with divorced parents engage in a significantly greater amount of risk-taking behavior than those with married …

Effects Of Guided Compliance On The Disruptive Behavior Of Two Students Diagnosed With Attention Deficit Hyperactivity Disorder, Nicole L. Weber

Masters Theses

The current study attempted to determine the effects of the environmental manipulations of partial task instruction, whole task instruction, and guided compliance on the disruptive behavior of two students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The participants included two elementary-aged students diagnosed with ADHD who were referred by their parent or legal guardian to a university-based summer assessment program. A functional analysis established that the disruptive behavior of both participants was motivated by contingent peer attention. Students were exposed to treatment conditions consisting of whole versus partial tasks as well as the guided compliance. While a single subject multi-element …

The Effects Of Diagnostic Status, Assessment Information, And Intervention Type On Teachers' Acceptability Of Treatment Recommendations, Rebecca Hassell Fogarty

Masters Theses

This study explored the effects of diagnostic status, assessment information and intervention type on teachers' acceptability of treatment recommendations in an analog procedure. Teachers from both a suburban and a rural school district read one of eight vignettes that varied diagnostic status (ADHD vs. no diagnosis), assessment information (traditional vs. functional), and intervention type (behavioral vs. pharmacological). Teachers' ratings of treatment acceptability were examined as a function of diagnostic status, assessment information and intervention type. Results indicated a significant main effect for assessment information, with the traditional method rated as more acceptable than the functional method, and a significant main …

Elementary Teachers And School Psychologists Actual And Ideal Role Perceptions Of The School Psychologist, Blake E. Martin

Masters Theses

Survey materials included original questionnaires utilizing categories proposed by Rechsly and Wilson (1997) and a job satisfaction scale utilized by Rechsly and Wilson (1995), and a demographic data sheet. Psychologists in Illinois (n=87) and Illinois K-6 elementary teachers (n=100) were surveyed as to actual and ideal roles and functions of the school psychologist. In addition school psychologists were questioned about job satisfaction. Results indicated a great deal of discrepancy between actual and ideal role from both the viewpoints of psychologists and teachers. Teachers also demonstrated little understanding of the actual role and functions of psychologists in the schools. Job satisfaction …

Grade Equivalents: Accuracy And Certainty Of Interpretations Among Parents, Teachers, And School Psychologists, Eric R. Smith

Masters Theses

Scores on standardized tests (e.g., Iowa Test of Basic Skills, Wechsler Intelligence Scale for Children III, Wechsler Individual Achievement Test) can be represented by a number of different metrics. One of the ways scores can be represented is with grade equivalents, which tend to be popular with parents and teachers because they seem to be fairly easy to understand. However, several researchers have claimed that grade equivalents are often misinterpreted. Standard scores are viewed by many researchers as the superior type of derived score. However, standardized scores can be difficult to understand, particularly for individuals with little or no training …

An Investigation Of The Construct Validity Of The Children's Skills Test, Cynthia D. L. Ladd

Masters Theses

The Children's Skills Test (CST) is an aptitude and achievement test for children in grades Kindergarten through Nine, developed from the American School Psycho-Educational Assessment Battery (ASPAB). It is designed for home administration via the computer, and no examiner is present. At this time, no technical information has been released regarding the CST, nor has any research been published.

The Kaufman Brief Intelligence Test (K-BIT) is a brief measure of general intelligence with sound technical properties. It is administered by an examiner. The K-BIT has been correlated with the Wechsler Intelligence Scale for Children, Third Edition (WISC-III), the most commonly …

An Investigation Of Convergent And Divergent Validity Between Asca And Basc Trs, Jennifer L. Ingles

Masters Theses

The Behavior Assessment Scale for Children - Teacher Rating Scale (BASC - TRS) and the Adjustment Scales for Children and Adolescents (ASCA) are both teacher rating scales which may be used by school psychologists to assess psychopathology. To date, these scales have not been compared in professional literature, although they assess similar social, emotional, and behavioral constructs. According to research, both scales appear to be technically superior teacher report rating scales. The current study analyzed ASCA and BASC TRS ratings which were completed on randomly selected students between the ages of 6 and 11 (n = 124). Convergent validity was …

Collaborative Versus Prescriptive School-Based Behavioral Consultation: An Analysis Of Verbal Resistance, Brandon M. Royer

Masters Theses

Audiotaped problem analysis interviews involving actual referrals from 25 elementary school teachers were examined. A Teacher Resistance Code (TRC) was developed from Patterson's (1985) Client Noncompliance Code and used to evaluate verbal resistance in both "collaborative" and "prescriptive" problem analysis interviews. The relationship between resistance, interview condition, and treatment acceptability was assessed. Results indicated no significant differences in resistance between the collaborative and prescriptive conditions. Analysis of Intervention Rating Profile-15 (IRP-15) (Martens, Witt, Elliott, & Darveaux, 1985) scores between collaborative and prescriptive cases also revealed no significant differences. Analysis of the association between resistance on the Teacher Resistance Code and …

The Reliability And Validity Of The Children's Conscientiousness And Procrastination Scale, Nicole M. Osterman

Masters Theses

The purpose of the present study was to further examine the reliability and validity of a self-report measure of procrastination and conscientiousness for elementary-aged children. The research participants were 120 male and female students in grades 3-5, drawn from two different schools. The Children's Conscientiousness and Procrastination Scales (CCAPS; Lay, Kovacs, & Danto, 1998) exhibited high internal consistencies. Procrastination and Conscientiousness were highly, negatively related, consistent with previous research with related measures and with adult samples. Teacher and parent ratings of students were moderately correlated with the student's self-reports, thereby providing support for the convergent validity of the self-report measure. …

A Comparison Of The Social Skills Rating System And The Preschool And Kindergarten Behavior Scales, Susan Hayner

Masters Theses

The Preschool and Kindergarten Behavior Scales (PKBS) and the Social Skills Rating System (SSRS), Teacher Form, at the Preschool and Elementary Levels, are fairly new instruments that purport to evaluate children's prosocial abilities and deviant problem behavior. Little research exists comparing the two instruments. Both scales have been determined to be globally technically adequate. However, the research has been limited thus far. The purpose of the current research was to further investigate the relationship between the two scales. A sample of children (n=136) in west central Illinois public and private preschools were used to collect the data. Of these, 64 …

The Use Of Noncontingent Reinforcement In The Regular Education Classroom With Attention-Deficit Hyperactivity Disorder Children, Heather A. D. Ochs

Masters Theses

A problem that exists in many regular education classrooms is excessive disruptive behavior of students. This study will examine the disruptive behavior of two children, age 8, who have been diagnosed with Attention-Deficit Hyperactivity Disorder, in a simulated regular education classroom. Due to a renewed emphasis on linking treatment to functional analysis, noncontingent reinforcement was utilized to determine whether teacher mediated or peer mediated attention can decrease the disruptive behavior. This study used a multi-element design for the functional analysis and a reversal (ABAB) design to evaluate the effects of the noncontingent reinforcement treatment. Results indicated that peer attention was …

Relations Of Explanatory Style, Learning Orientation, And Gender With Children's Academic Performance, Jennifer Grubar

Masters Theses

Several explanations have been offered to account for sex differences in academic achievement patterns. Two in particular have been looked at extensively in past research: learned helplessness/mastery orientation theory and attribution theory (explanatory style). Most studies look at these two explanations separately, but it seems important to examine them together. The present study explored how learning orientation, explanatory style and gender relate to children's academic performance.

The hypotheses of this study were that more girls would fall into the helpless category, but would still be optimistic and would have higher grade point averages (GPA' s). More boys were expected to …

Comparison Of Ability-Achievement Discrepancies Among The Wechsler Individual Achievement Test, Woodcock-Johnson-Revised Tests Of Achievement, And Wechsler Intelligence Scale For Children-Third Edition In A Sample Of Students Referred For Evaluation Of Learning Disabilities, Tracy L. Cole

Masters Theses

Under current IDEA definitions, a significant or severe discrepancy between intellectual ability and academic achievement is the primary criterion by which a student may be classified as having a specific learning disability. By recommendation of the Work Group on Measurement Issues in the Assessment of Learning Disabilities (1984), the most common method of determining such a discrepancy is to calculate the discrepancy between an individual's score on an individually administered intelligence test and his/her score on an individually administered achievement test using a regression-based formula to correct for the regression of IQ on achievement.

Because two previous studies suggested that …

Teachers' Acceptability Ratings Of Arbitrary Versus Functional Based Reinforcers, Cheryl Lungaro

Masters Theses

Whether teachers find a reinforcer based on a functional assessment more acceptable than an arbitrarily selected reinforcer was investigated. Participants consisted of 94 elementary school teachers from 11 (8 rural, 3 suburban) schools in Illinois. Teachers were asked to complete the Intervention Rating Profile-15 after reading one of the three problem vignettes that described a common behavior problem that was maintained by peer attention. In one condition the proposed treatment included peer attention as a reward; the two remaining conditions included teacher attention and tangible items as rewards. A one-way ANOVA revealed a significant preference for the treatments based on …

A Study Of Convergent Validity Between The Adjustment Scales For Children And Adolescents (Asca) And The Behavior Assessment System For Children-Teacher Rating Scale (Basc-Trs), Joseph M. Keusch

Masters Theses

The Adjustment Scales for Children and Adolescents (ASCA) and the Behavior Assessment System for Children-Teacher Rating Scale (BASC-TRS) are two relatively new behavior assessment devices designed to measure youth problem behavior. Both scales are designed to be completed by the child's classroom teacher and evaluated by qualified professionals. Both scales are unique in their construction and are considered to be technically adequate. Many of their syndromes/subscales and global scales/composites are similar in their name, nature, and descriptions according to their respective manuals. However, no research has been conducted establishing convergent evidence of construct validity between the two instruments. The present …

Validity Of The Reynolds Adolescent Depression Scale With A Rural Sample, Julie A. Lindstrom

Masters Theses

The problem that was investigated in the current study was that the norms of the Reynolds Adolescent Depression Scale (RADS) (Reynolds, 1987) may have had limited generalizability to students attending Paris High School and Mayo Middle School in rural Paris, Illinois because it was normed on "normal" subjects in only one urban/suburban school district in Wisconsin. The purposes of the current study were to establish Paris norms for the RADS and to fulfill Paris' need for an instrument to efficiently and inexpensively assess students suspected of having depression. This investigator hypothesized that the norms on the RADS would differ between …

Examiner Errors In Scoring The Wisc-Iii Vocabulary, Comprehension, And Similarities Subtests, Ryan L. Neitzel

Masters Theses

Examiner errors when scoring the WISC-III Vocabulary, Comprehension, and Similarities subtests were examined. Twenty-one graduate students enrolled in school psychology training programs and twenty-three certified school psychologist practitioners participated in scoring a constructed record form containing both standard responses (items clearly accounted for in the WISC-III Manual) and ambiguous responses (items not specifically accounted for in the WISC-III Manual). Descriptive Statistics demonstrated that graduate students and practitioners made errors on all subtests and item types. However, the Vocabulary, Comprehension, and Similarities ambiguous responses contained the most errors. Furthermore, Analysis of Variance demonstrated that for each subtest, ambiguous responses …

Relations Between Consultant Characteristics And Measures Of Consultation Quality And Outcome, Ian R. Macleod

Masters Theses

The purpose of this study was to explore school-based consultation effectiveness (as perceived by classroom teachers) and important indices of consultation quality and student outcome. Specifically, the research explored 1) important characteristics of school-based consultants using the Consultant Effectiveness Scale (CES), 2) the relations between quality of the consultation process and student outcome, and 3) the measurement similarities between the CES and the measure of consultation process quality. Questionnaires were completed by 85 teachers working in grades K-12 in a suburban area of Chicago. To participate, teachers must have engaged in a consultative relationship within the past 12 months. Consultants …

An Analysis Of Parental Involvement At Iep Conferences For Students With Hearing Impairments, Kristina S. Kroeker Parker

Masters Theses

Legislation of the 1970's and 80's mandated parental involvement in the development of special education plans for children with disabilities. The literature has indicated that parents are often passive recipients of information (Goldstein, Strickland, Turnbull, & Curry, 1980) even though parent involvement in a child's education has been associated with academic success (Epstein, 1990). An observational analysis of eighteen IEP conferences for children with hearing impairments receiving services through the Eastern Illinois Area Special Education Cooperative was completed. Observers recorded the frequency of verbal participation by the parents, and parents and teachers completed questionnaires addressing satisfaction and perceptions of involvement …

Referral Biases In The Schools, Camela P. Hayes

Masters Theses

Biases influencing teachers' referral decisions for special education services were examined. Specific biases identified and addressed pertained to students' type of problem behavior, gender and socio-economic status (SES). Subjects included 120 regular elementary school teachers from the western Chicagoland area. A total of 8 vignettes describing a child with varying behavior difficulties, gender and SES, along with 2 questionnaires were utilized. An Analysis of Variance revealed that teachers are less tolerant of students who are disruptive and are more apt to refer them than students with emotional difficulties less overt in their manifestation. The effects of SES on referral decisions …

The Comparison Of The Academic And Behavioral Characteristics Of Children With Mild Traumatic Brain Injury And Children With Learning Disabilities, Leah R. Pace

Masters Theses

This study investigated the differences of academic and behavioral characteristics of children with a suggested history of mild traumatic brain injury (MTBI) and children with learning disabilities (LD). Parents were given a survey which asked about their child's history of any blow or hit to the head. Teachers were also given a survey which included a rating scale for specific academic and behavioral characteristics. Results indicated that the MTBI group was not different from the LD group. However, there was a significant difference between those children who had a blow or hit to the head that resulted in a loss …