School Psychology Commons^™

Preventing Food Fights: A Meta-Analytic Review Of Single Case-Design Research In The Cafeteria Setting, Mary Ware

Dissertations

Disruptive behavior is one of the most prevalent problems in schools, with nearly 50% of all disruptive behavior occurring in non-classroom settings (e.g., cafeteria; Colvin, Sugai, Good, & Lee, 1997). However, the extent to which intervention strategies exist to address these behaviors in these settings is unknown. The purpose of the current study was to conduct a meta-analytic review in order to identify, review, and determine the effectiveness of interventions implemented within the cafeteria setting. Eighteen articles were identified through a comprehensive database search and application of inclusion criteria were included. Overall results determined that interventions implemented in the cafeteria …

Test-Driving Interventions For Teachers: A Proactive Method For Improving Treatment Integrity, Stefanie Schrieber

Dissertations

Test-driving is an antecedent method utilized to improve the extent to which teachers adhere to implementation procedures of student interventions (i.e., treatment integrity). The current study aimed to extend the literature on the test-driving intervention with three teacher-student dyads in a high school setting using a multiple baseline design. Teacher/student dyads were recruited based on teacher referral to the schools’ behavioral consultants. Recruited teachers began in a consultation-as-usual phase, where procedures were implemented consistent with the problem-solving consultation model (e.g., problem identification, problem analysis, treatment implementation, and treatment evaluation). Teachers who demonstrated 50% or lower adherence to treatment components were …

Predicting Parent Attendance For Group-Delivered Pcit Workshops In Head Start Centers, Jennifer Tannehill

Dissertations

Group PCIT was offered to parents of Head Start children as part of a larger study that investigated the Impact of a Preschool Obesity Prevention (IPOP) Program Enhanced with Positive Behavioral Supports. The dependent variable (DV) in this study was number of group PCIT sessions attended. The independent variables were marital status, income, education level, parenting practices measured by the Alabama Parenting Questionnaire-PR, and responses from the Caregiver Feeding Style Questionnaire. Predictions were made regarding the impact each of these variables had on attendance to group PCIT sessions. An ordinal logistic regression model was used to analyze the data. No …

The Compliance Training For Children Model On Child Compliance: A Meta-Analysis, James Derieux

Dissertations

The current study was the first study to conduct a systematic review and meta-analysis of the literature on The Compliance Training for Children Model developed at The University of Southern Mississippi. Twenty-five studies incorporating treatment components from the model (e.g., effective instruction delivery, time-in, time-out, and contingent praise) were included in the study and evaluated for their effects on levels of child compliance. Results of the study yielded predominately large effect size calculations. A moderator analysis was conducted to evaluate treatment components, intervention setting, primary interventionist, and What Works Clearinghouse Standards (WWC, 2010) as potential moderator variables. Findings determined that …

Development Of A Scale To Measure School Psychologists' Self-Efficacy For Working With Gifted Populations, Brittany Marie Dodds

Dissertations

School psychologists are specialists in educational assessment, consultation, youth mental health, and social-emotional-behavioral development. As a result of their training, school psychologists are positioned to serve students with exceptionalities, including gifted students. However, research indicates that school psychologists' familiarity with gifted issues is lacking and that information regarding school psychologists' self-efficacy for working with this population is nonexistent. Therefore, the aim of the present study was to create a tool to assess school psychologists' self- efficacy for working with gifted populations. The Dodds Inventory of Gifted Self- Efficacy for School Psychologists (DIGS-SP) was developed and administered to 229 practicing school …

Teacher Biases And Expectations: Impact On Self-Esteem, Self-Efficacy, Delinquent Behavior Among Black Grade School Students, Rhonda Lloyd

Dissertations

Black children and adolescents in today’s society face so many challenges that come about from the hands of authority figures in their life, their environment, the education system, and society as a whole. Through a critical review of literature, the author sought to answer three research questions: (1) What are the indications that teachers may be more biased toward Black students? (2) How do perceived teacher biases and discrimination impact the self-esteem and self-efficacy of Black students? (3) How are teacher bias and the school-to-prison pipeline connected? The literature review exposed a need for a teacher training model, which was …

On Blending Active Student Responding With Synchronous Instruction To Evaluate Response Accuracy, Nicole A. Hollins

Dissertations

As of 2016, approximately 28% of college students in the United States were taking at least one online course (U.S. Department of Education, 2016), and it was projected that the percentage of students enrolled in online courses would continue to increase 33% each year (Pethokoukis, 2002). The COVID-19 pandemic hastened further shifts from in-person to virtual learning for many institutions of higher education. Given this rapid shift to online instruction, it is critical to evaluate the effectiveness of online instructional procedures. Providing multiple opportunities for students to respond to instruction has proven to be an effective procedure across most educational …

Barriers To Post-Secondary Success, Douglas Swanson, Najeana Henderson, Maritza Sloan

Dissertations

This study reviews factors that prior studies have identified or failed to consider as barriers to post-secondary success. The three main areas include academic success for Latinx students after high school, organizational systems and their impact on African-American students’ postsecondary readiness, and what workers think of their high school education with regards to career preparedness.

Five factors are identified as major barriers for Latinx students to continue in a higher education system. A survey of former students from Saint Louis, Missouri, and Dallas, Texas, metroplex area identified 56 Latinx students that participated in an initial survey. This led to a …