School Psychology Commons^™

Examining The Effects Of Interdependent Group Contingencies As A Classwide Intervention To Reduce Unsafe Behavior On The Playground, Elizabeth K. Linton

LSU Doctoral Dissertations

The purpose of this study was to evaluate the effects of different class wide interdependent group contingencies on unsafe playground behavior and student preferences for each intervention. In Experiment 1, we assessed the effects of the Good Behavior Game (GBG) on unsafe behavior across three third-grade classes. The GBG effectively reduced unsafe playground behavior relative to baseline, though student-choice data indicated that students did not prefer the intervention. This finding prompted Experiment 2, in which we evaluated synchronous schedule of reinforcement (SSR) as a classwide interdependent group contingency and compared its effectiveness and preference to the GBG. Participants in Experiment …

Be Mindful: Examining A Brief Mindfulness Intervention On Educator Well-Being, Oceann S. Gittens

LSU Doctoral Dissertations

Teaching is currently rated as one of the topmost stressful occupations. Concerningly, chronic levels of stress can lead to poor mental and physical health, occupational burnout, and teacher attrition; all of which have a negative impact on student outcomes. Mindfulness-based interventions (MBIs) are commonly used to combat occupational stress by enhancing educator well-being. There is compelling evidence to support these types of interventions with teachers. However, the length of many MBIs may make them prohibitive for the average educator to participate in them. The literature suggests that a briefer format may be just as effective at reducing stress, but more …

A Confirmatory Factor Analysis Of The Psi-4-Sf In Parents Of Children With Autism Spectrum Disorder, Paige Weir

LSU Doctoral Dissertations

The factor structure of the Parenting Stress Index - Short Form (PSI-4-SF) was evaluated among parents of children with autism spectrum disorder (ASD). Two hypotheses were tested: (1) the original PSI-4-SF model would yield an unsatisfactory fit, and (2) a three-factor alternative model would improve fit compared to the original and other models. A sample of 205 parent-child dyads was analyzed using confirmatory factor analysis (CFA) with the lavaan package in R Studio. Preliminary analyses included descriptive statistics, normality checks, and assessments of skewness and kurtosis. Results supported the first hypothesis, showing poor fit indices for the original PSI-4-SF model. …

Language Discrimination Using Bilingual Picture Exchange For Culturally And Linguistically Diverse Children With Autism Spectrum Disorder, River Waits

LSU Doctoral Dissertations

Recent research suggests that one-fifth of United States households use non-English languages in the home setting. Ethically and effectively supporting culturally and linguistically diverse (CLD) clients (e.g., autistic individuals) presents a growing challenge to practitioners of Applied Behavior Analysis (ABA). Though efforts to address the linguistic needs of the population have grown in recent years, current literature focuses on language selection for monolingual services and underemphasizes the need for bilingual service provision. Studies were conducted to (I) evaluate the efficacy of bilingual picture exchange (i.e., mand response) across items, speakers, and languages (i.e., English and Spanish) as well as (II) …

Consumer Behavior Analysis Approach To Teacher Choice Of Reading Interventions, Rochelle N. Picardo

LSU Doctoral Dissertations

The use of Evidence-based Practices (EBPs) in schools is heavily emphasized in educational research and policy; however, many teachers do not use EBPs for reading instruction and intervention. Previous research on the limited use of EBPs in classrooms has primarily focused on teacher characteristics, such as their attitudes or beliefs toward these practices. As an alternative to this view, this study applied a behavioral economic approach to understanding teacher choice (i.e., EBPs over other alternatives, such as interventions with a base of limited empirical support; low-value practices [LVPs]). Hypothetical Intervention Choice Tasks were developed and used to evaluate how both …

Examining The Relations Between Number Of Opportunities To Self-Monitor And Self-Monitoring On-Task Or Accuracy In Children, Alison Ruby

LSU Doctoral Dissertations

Difficulties in academic achievement have been linked to adverse outcomes such as increased problem behavior and delays in development (Hinshaw, 1992). Early education should include training to self-monitor, as self-monitoring can improve academic performance and has a wide range of uses (Harris et al., 2005). Previous literature typically uses frequent self-monitoring opportunities ranging from every 30 seconds to 1 minute. The purpose of this study was to identify the effects of the number of self-monitoring opportunities when self-monitoring on-task behavior and self-monitoring accuracy of task completion, on-task behavior, disruptions, and accuracy of self-monitoring (types of errors) and determine the preferences …

Direct And Indirect Effects Of And Preference For Feedback During The Good Behavior Game In Elementary Classes, Jensen Chotto

LSU Doctoral Dissertations

The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. In this study, students in 3 fifth grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback delivery for rule violations (vocal and visual, vocal only, visual only, no feedback) on disruptive classroom behavior in a multielement design. All versions of the GBG substantially reduced disruptive behavior below baseline levels. Additionally, in 1 of 3 classes, losing the GBG produced an increase in negative peer interactions immediately following the GBG. Subsequently, students selected which condition they previously experienced …

Managing Student Behavior: Occupational And Discrimination-Related Stress As Moderated By Coping Resources, Madeline S. Blocker

LSU Doctoral Dissertations

Student behavior management is a critical component of efficacious teaching and a leading contributor to teachers’ stress. Prior research has shown that teachers experiencing greater levels of workplace stress may utilize more punitive and exclusionary disciplinary techniques. However, these strategies often do not effectively manage student problem behavior and are associated with adverse student outcomes. In contrast, positive behavior management techniques have shown efficacy in managing student behavior while promoting students’ success and wellbeing. This study explored the relationship between teachers’ perceptions of workplace stress (i.e., work-related and discrimination-related) and their use of positive or punitive behavior management techniques. Additionally, …

Implicit Bias In School-Based Suicide Risk Assessment, Jessie Munson

LSU Doctoral Dissertations

Suicide remains a leading cause of death for youth, and the prevalence of suicidal behaviors continues to increase while demographic trends shift. Despite the considerable scope and impact of this global public health issue and robust evidence that cultural minority and gender-diverse youth are at particular risk, there is a significant dearth in the literature with respect to nonrandom variance or possible systematic error in suicide risk assessment practices. Moreover, studies related to school-based risk assessment are scarce despite the ethical and legal imperative to identify and serve at-risk youth as well as the unique ecological position of schools to …

A Comparison Of Self-Report Measures To Screen For Mental Health Concerns In Youth, Jacob Landon Deboer

LSU Doctoral Dissertations

Proactive screening for treatable conditions is not a new concept. Instead, screening has been present in the United States since at least the early 1900s. Accordingly, many schools actively screen for academic problems, yet the same attention is not paid to mental health. Past research estimates that one out of five children in the U.S. has a mental health disorder. However, recent research conducted during the COVID-19 pandemic has found these numbers to be increasing. Additional estimates suggest that only one-third of children with a mental health disorder receive treatment. Schools have a role to play in addressing the identification …

Investigating The Relational Element Of Trust In Teacher-Principal Relationships: An Autoethnographic Case Study, Angela Bradley

LSU Doctoral Dissertations

This autoethnographic case study was designed to investigate the relational aspect of trust, a characteristic of servant leadership, in the teacher-principal relationship. This trusting bond is an often overlooked, foundational element of a school’s success. I examined the role that trust plays in enhancing a school’s culture and how trust is established and maintained among one principal and teachers under my supervision. In addition, as researcher, I sought to uncover specific indicators that trust was present on a school campus. Finally, I sought to examine trust’s effects on collaboration and organizational commitment.

Through weekly reflections, I sought to examine my …

Factors Associated With Racial And Ethnic Minority Youths' Mental Health Help-Seeking At School, Sam Allouche

LSU Doctoral Dissertations

Despite the high prevalence and associated consequences of mental health problems in youth, adolescents with these problems are often left untreated. This service gap is even greater in racial and ethnic minority youth who not only engage in treatment less frequently, but also experience far greater discrimination and systemic inequality than non-ethnic or racial minority students; factors further contributing to a need for service. Schools may provide an ideal location to treat mental health problems in youth, in part because schools eliminate structural barriers, but also because school staff have an opportunity to observe students across a range of functioning. …

The Effects Of Paired Kinesthetic Movements And Embedded Pictures On Literacy Skills With Preschoolers, Erica Lozy

LSU Doctoral Dissertations

Reading difficulties during childhood often continue during adulthood and result in adverse effects (e.g., unemployment, poverty). A common method to teach early literacy skills is via multisensory instructional programs, which use combinations of mnemonic devices, such as visual, auditory, tactile, and kinesthetic movements. The current literature on the effects of pairing visual mnemonics and kinesthetic movements with literacy skills, either in isolation or in combination, is sparse. The purpose of Study 1 and Study 2 was to compare the efficacy, generalization, and maintenance of and preference for letter sound interventions with and without mnemonic devices. Study 1 evaluated a traditional …

The Use Of Problem Solving Skills Training To Treat Disruptive Behavior In Schools, Emma Larson

LSU Doctoral Dissertations

Disruptive behaviors in children are a class of behaviors that involve problems with impulse control, regulating emotions, compliance, aggression, and respecting the rights of others or societal norms (American Psychiatric Association, 2013; Nelson, 1996). The presence of these disruptive behaviors take a negative toll on the environment including the education setting, criminal justice system, public health services, and families (Tolan and Leventhal, 2013; Cuffel, 1997). Meta-analyses have shown several evidence-based treatments for disruptive behavior with cognitive-behavioral therapy being an effective approach (Eyeberg, Nelson, & Boggs, 2008; McCart & Sheidow, 2016). One such cognitive-behavioral therapy that is effective for decreasing disruptive …

The Role Of School Sociocultural Factors On The Mental Health And Academic Competence Of Elementary Aged Children, Aijah Kai Baruti Goodwin

LSU Doctoral Dissertations

Due to the diversification of school systems, schools are being challenged to engage in more culturally responsive practices to meet the needs of diverse students. Therefore, this study utilized Gay’s (2002) model of culturally responsive teaching to assess the relationship between sociocultural factors and the academic competence and mental health of elementary-aged children. This study also aimed to investigate the mediating and moderating relationship that culturally responsive classroom practices play on children’s academic competence and mental health. One hundred thirty-one diverse parents (97.7%), and legal guardians (2.3%) with children in elementary school (M_age = 8.05) were recruited for participation …

Effects Of Planning And Repeated Writing Interventions On Writing Fluency, Katherine Lea Moore

LSU Doctoral Dissertations

Writing is an essential skill for academic success. Evidence shows students with writing difficulties experience lower overall academic performance (Graham & Perin, 2007). The development of fluent writing is particularly important, as it has been shown to be a strong predictor of global writing quality (Malecki & Jewell, 2003). Limited research exists on writing interventions specifically targeting writing fluency. While performance feedback procedures have been found effective for increasing writing fluency (Hier & Eckert, 2016), interventions such as story-mapping and self-regulation strategy development (SRSD), which target higher order writing skills, have also been shown to improve writing fluency abilities (Harris, …

Generalizability Of Multiple Measures Of Treatment Integrity: Response Card Intervention, Elizabeth Kelsey Wilson

LSU Doctoral Dissertations

Treatment integrity is essential for the implementation of interventions in schools as it determines the accuracy or consistency with which different components of a treatment are implemented. There are no current standards regarding the best practices in treatment integrity measurement; however, higher treatment integrity is associated with enhanced student outcomes. At present, there is no database that provides information related to treatment integrity for practitioners, researchers, and policy-makers to reference when choosing an appropriate level of treatment integrity needed for a given intervention. Consequently, there is a need to establish convergent validity among different methods of treatment integrity measurement using …

Components Of Psychological Flexibility And Inflexibility That Predict Risk-Taking Behaviors, Shelley Renee Upton

LSU Doctoral Dissertations

Psychological flexibility is conceptualized as contact with the present moment and the ability to persist or change one’s behavior to achieve valued ends. The opposite of this process is known as psychological inflexibility, which is posited to lead to the development and maintenance of various psychological disorders. There are 6 components underlying psychological inflexibility—these are cognitive fusion, experiential avoidance, fixating on the past or future, self-conceptualization, lacking contact with values, and inaction toward valued ends, as well as 6 components underlying psychological flexibility (i.e., defusion, acceptance, present moment awareness, self-as-context, contact with values, and committed action). Psychological inflexibility may be …

A Component Analysis Of Implementation Planning: Examining Mechanisms That Underlie A Teacher Implementation Support Strategy, James Jaran Upright

LSU Doctoral Dissertations

To maximize instructional time, teachers must be able to effectively manage student behavior. However, surveys consistently reveal that a significant portion of teachers feel underprepared to address challenging classroom behavior. One of the most effective ways to reduce problem behaviors in school is with systematic classroom management strategies, such as the good behavior game. However, teachers often struggle to effectively implement such procedures. Promising evidence has emerged for implementation planning as an effective support strategy to improve teachers’ intervention implementation. Implementation planning is a one-time consultation process for intervention procedure planning (action planning) and identification and resolution of implementation barriers …

Video-Based Interventions: Teaching Adults And Preschoolers, Philip Ross Richard Iii

LSU Doctoral Dissertations

Long gone are the days in which technology is looked upon as a trivial novelty. Whether evoking positive or negative reactions, advancements in technology continue to alter our daily environments. One such example is Video Based Interventions (VBI). VBI utilize video recording to facilitate the acquisition of various skills and behaviors (Rayner, Denholm, & Sigafoos, 2009). While it may sound like a simple intervention at first, many procedural variations of have been examined in research and practice. The two experiments comprising the current study examined the effectiveness of video models when used in conjunction with other instructional methods. Experiment I …

A Longitudinal Study Of Two Teacher-Report Screening Measures For Student Mental Health: Comparing The Swtrs And Saebrs, Anthony Joseph Roberson

LSU Doctoral Dissertations

This study compared the comparative utility of two teacher-report universal screeners for student mental health, the Student Wellbeing Teacher-Report Scale (SWTRS) and the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), across two occasions during the school year. Both instruments measure aspects of academic, social, and emotional student behavior from the teacher’s perspective but differ in their inclusion of both positive and challenging behaviors (i.e., SAEBRS) or positive behaviors only (i.e., SWTRS). Results suggest that both have strong concurrent and predictive validity characteristics in identifying student risk but differ in which outcomes they are better at predicting.

Examining Two Self-Assessment Measures Of Teacher Multicultural Competence And Their Predictive Value To Student Behavior Outcomes, Melissa Jo Hamilton Grisdale

LSU Doctoral Dissertations

Multicultural competence is a construct that has been discussed in the education literature as an essential skill for teachers' success in reaching all children in the classroom. The current study advances the literature on multicultural competence, specifically pertaining to teachers within their classrooms. Additional evidence was found building upon the technical adequacy of two, theoretically different, measures of teacher multicultural competence. Teachers who received a greater number of hours of multicultural training had significantly higher self-efficacy regarding engaging in culturally responsive teaching practices, than those who had received fewer hours. This study also replicated previous research (Hamilton, 2016) finding that …

An Examination Of The Technical Adequacy, Classification Accuracy, And Usability Of The Ssis Sel Screening/Process Monitoring Scales In Elementary School Populations, Shelby Mccoy Byrd .

LSU Doctoral Dissertations

Social emotional skills and competencies are integral to student success at home, school, and in the larger community. Extant research also consistently demonstrates that social emotional skill deficits are associated with various adverse outcomes. Universal screening for social emotional and behavioral risk in schools facilitates early identification and targeted intervention, with the primary goal to mitigate and reduce these potential adverse outcomes for students. Research on the technical adequacy and classification accuracy of universal screening is essential to this process to ensure efficient and accurate identification, as well as subsequent implementation of social emotional interventions targeting deficits in skills.The purpose …

Process Dimensions Of Intervention Implementation: Evaluating The Quality Of Professional Development Delivered To Teachers, Sarah Petters Fletcher

LSU Doctoral Dissertations

It is well-established that having a high-quality teacher can lead to long-lasting, significant effects on students’ achievement. We know that teacher effectiveness reliably has an impact on student outcomes, but what impacts teacher effectiveness? One regularly recommended and prominent method for improving teacher effectiveness is through coaching. However, to date, the active components of coaching interventions have yet to be adequately specified, measured and investigated. The primary aim of the proposed study is to address this gap in the teacher coaching literature by examining which aspects of a coaching intervention, Making the Most of Classroom Interactions (MMCI), may lead to …

Rule-Governed Behavior: Teaching Essential School Readiness Skills Via Rule-Following To Children With Autism, Rachel Lorraine Bradley

LSU Doctoral Dissertations

Rule-governed behavior (RGB) is behavior that is controlled by verbal descriptions of contingencies rather than by direct contact or a history of direct contact with the contingencies. Humans rely on RGB to navigate a multitude of life experiences, and in doing so, we avoid direct contact with destructive or harmful contingencies or contingencies that would be inefficient to contact. However, individuals with autism spectrum disorders (ASD) do not naturally demonstrate RGB, leaving them at increased risk of contacting dangerous consequences. Thus, acquiring RGB is a critical concern that affects the development and wellbeing of individuals with ASD. The current study …

Differential Effects Of Mindful Breathing And Loving-Kindness Meditation Exercises On College Students' Mental Health, Sarah J. Bolognino

LSU Doctoral Dissertations

Mindfulness and loving-kindness are two concepts with associated meditation exercises that have been evaluated as part of mindfulness-based treatment approaches (MBTAs) to improve mental health. A common MBTA, Mindfulness Based Stress Reduction (MBSR) includes multiple component exercises including mindful breathing meditation (MBM), and loving-kindness meditation (LKM). The purpose of the present study was to examine differential effects of MBM and LKM on the proposed process variables of social connectedness, cognitive fusion and experiential avoidance, present moment awareness, affect, and compassion for self and others, as well as across outcomes measures of general anxiety, social anxiety, depression, and wellbeing. Additionally the …

Evaluating The Predictive Validity Of The Implementation Beliefs Assessment On Classwide Management Components, Sarah Alexa Metallo

LSU Doctoral Dissertations

Given the broad framework of the Positive Behavioral Interventions and Supports model, its barriers to adaptability and implementation in schools have affected an increased emphasis on exploration and measurement of treatment integrity. A tool directly linked with a model of treatment integrity is the Implementation Beliefs Assessment (IBA; Sanetti, Long, Neugebaur, & Kratochwill, 2012). The IBA has preliminary evidence indicating it is a psychometrically sound measure; however, since it is a measure related to behavior change, assessing its predictive validity of treatment integrity is a useful indicator of this tool’s value during the consultation process. The current study utilized multiple …

A Preliminary Examination Of The Time And Organization Preparation System-College (Tops-C) With Undergraduate Students, Ashley Elizabeth Bordelon

LSU Doctoral Dissertations

Many factors contribute to the educational success of undergraduate students, including personal beliefs, effort, and the ability to self-manage. Many students are not prepared for the rigors of post-secondary education. This need is particularly striking given the limited availability of manualized evidenced based interventions available to support college students with academic task demand management. This study sought to determine the efficacy of the Time and Organization Preparation System-College (TOPS-C), a program aimed to increase study skills, organization, self-regulated learning, and time management through direct instruction, group contingency, and performance feedback. To determine changes in skill level, students completed the Learning …

What Motivates Children To Respond? Functional Analysis And Intervention Of Math Computation Fluency, Catherine Rose Lark

LSU Doctoral Dissertations

An abundance of research exists supporting the use of functional analyses to assess and treat problem behavior. In contrast, little research has been conducted on the application of functional analysis (FA) procedures to academic behaviors. The current study attempted to fill this research gap by conducting an FA of academic responding for five elementary students with low math fluency. Sessions were conducted using both a traditional reinforcement schedule of a fixed ratio of one (FR-1) as well as a more practical reinforcement schedule of a fixed ratio of ten (FR-10) to examine the effects of the reinforcement schedule on the …

Disproportionality In Discipline Practices: Assessing The Impact Of Unique Contextual Factors Resulting From School Reforms On Discipline, Stephanie Marie Grant

LSU Doctoral Dissertations

With the implementation of the No Child Left Behind act (NCLB, 2001) sweeping school accountability reforms were instituted across the country. Failure to meet the accountability expectations set forth in the law resulted in punitive measures including school closure, restructuring, and chartering. The impact of the NCLB school reforms on student discipline outcomes at the school level, were assessed. Schools in the state of Louisiana were compared along two dimensions of reform, school type, (Charter vs Traditional) and school governance (Local vs State Run). Analyses indicated differences in student discipline outcomes based on reform variables.

School reforms impacted student outcomes, …