School Psychology Commons^™

Prospective Predictors Of Receiving Disclosures Of Intimate Partner Violence And Sexual Assault Among College Students, Christina M. Dardis, Katie R. Davin, Lindsey M. Rodriguez, Emily R. Dworkin, Katie M. Edwards, Sarah E. Ullman, Emily A. Waterman

Department of Educational Psychology: Faculty Publications

Objective: Previous research has indicated that many undergraduates receive disclosures of sexual assault and intimate partner violence (IPV) from their peers; however, much of this research has been cross-sectional. The present study assessed the extent to which demographic characteristics and victimization history predicted whether participants received disclosures over the subsequent 6 months. Directional hypotheses assessed whether psychological symptoms and attitudes predicted, or were consequences of, disclosures at follow-up.

Method: College students (n = 867) from a broader treatment intervention study completed pretest (Time 1) and 6-month follow-up surveys (Time 2).

Results: Individuals who reported new disclosures at follow-up (56%) were …

The Relationships Between School Counselor Ratios And Student Outcomes In One Predominantly Hispanic Texas School District, Myra Ortega

Open Access Theses & Dissertations

Research has demonstrated that lower school counselor ratios are associated with better student outcomes: attendance, discipline and achievement. The American School Counselor Association (ASCA) recommends a student-counselor ratio of 250:1 to best support and address the needs of students. However, student-counselor ratios are much higher, diminishing the effectiveness of school counselors.The purpose of this study is to determine if school counselor ratios are related to campus attendance, campus State of Texas Assessments of Academic Readiness (STAAR) or End-of-Course (EOC) testing performance, and campus discipline for substance use or other reasons, while considering the ethnicity and gender of students in each …

Self-Regulated Learning In A Pandemic: Implementing The See Framework In An Online Teaching Environment, Haley Hand

Undergraduate Honors Capstone Projects

Self-regulated learning (SRL) is a cyclical process that motivates students and facilitates achievement in a variety of domains (Wang, 2013). It entails several processes, such as planning, setting goals, using learning strategies, self-monitoring, reflecting, and holding adaptive motivational beliefs. Moreover, SRL can be developed through interventions and classroom practices. However, there is a shortage of trained interventionists. Teachers can also use a variety of classroom practices to develop students’ SRL skills. A framework of practices, known as the Settings, Events, and Exchanges (SEE) framework, was developed to organize these classroom practices for teachers (Callan et al., 2020).

The practices in …

Adaptive Video Gaming In The Classroom, Lauren Ferrell, Daniela Mari Recinto, Desarae Finck-Fugazi, Christine Angela Manalang, Noémie Von Kaenel

Occupational Therapy | MSOT Capstone Projects

Background: Limited resources exist to support adaptive gaming in school programming using Microsoft® Xbox Adaptive Controller for children. On the other hand, there is abundant evidence supporting motor, cognitive, and social benefits to gaming in rehabilitation.

Objectives: The goal of this program development project was to create a virtual gaming toolkit to support the interdisciplinary team’s use of adaptive gaming during school programming.

Methods: Through our needs assessment and collaboration with our community partner, we discussed the parent and caregiver need for guidance in order to use the Microsoft® Xbox Adaptive Controller and facilitate gameplay with peers. Through an extensive …

Moderating Effects Of School Ethnic Composition On The Associations Between Cultural Variables And Academic Outcomes Among Latinx Youth, Juan Estrada

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Cultural factors such as acculturative stress, discrimination and ethnic identity have been shown to relate to Latinx students’ academic outcomes, with the first two being risk factors, while the last one primarily plays a protective role. Factors that modify or change these relationships have been studied by both psychological and educational researchers, in efforts to inform interventions. One area of interest is school ethnic contexts, specifically school ethnic representation (number of same-ethnic peers) and school ethnic diversity (proportion of different ethnic groups in student body). This study investigated whether these two school ethnic variables changed or influenced the relationship between …

Unlearning Myths One Question At A Time, Jessica K. Kolman

Honors College Theses

People may believe in myths such as “you only use 10% of your brain” that are related to psychology. Additionally, belief in these myths may prevail despite education, or in some cases, because of education. Indeed, some research suggests students acquired false memories by remembering the wrong answers instead of the correct information (Nitschke et al., 2019). However, research on how leading questions affects memory can provide insight to this problem. Specifically, research shows that subjects who are presented with leading questions or content are more likely to recall an event consistent with that question (Miller & Loftus, 1976). Such …

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, …

Assessing The Needs For Early Childhood Mental Health Consultation Upon Return To School After Covid-19, Emily Kurland

Undergraduate Research and Scholarship Symposium

School-based mental health consultation recognizes and understands the importance of children’s emotional and behavioral needs in conjunction with educator/caregiver competencies. In early childhood classrooms, mental health consultation utilizes a problem-solving approach, creating collaborative relationships with educators to build their skills and expertise (Duran et al., 2009). Early Childhood Mental Health Consultation (ECMHC) works to maximize the social-emotional skills of all children while minimizing the vulnerabilities of children experiencing behavioral difficulties (Low & Shepard, 2010). As emotional and behavioral challenges are increasing in early childhood settings, it is evident that mental health consultation is becoming increasingly necessary and beneficial (Green, Everheart, …

Assessing Learning Community Practices To Implement Student Retention And Belongingness, Ruben Manuel Lopez, Eunice Z. Gomez

Research Days

In a brief review of seven literature articles, our research poster aims to present ways learning communities could improve belongingness and student retention. Our poster will include a review of the literature of the research conducted amongst undergraduate learning communities.

A Systematic Review Of Reading Interventions For English Language Learners, Alfredo Gomez

Masters Theses & Specialist Projects

The majority of fourth graders (65%) read below grade level, making it more likely for them to fall behind as curriculum progresses. English Language Learners (ELLs) are more likely to fall behind because of the additional risks and barriers they may face. In order to provide appropriate, evidence-based, reading instruction for this population of students, research was examined, summarized, and synthesized to determine which components of reading were targeted, their grade level, their native language, and intervention effectiveness.

A systematic review of the literature shows how fundamental the five components of reading are to the development of ELL students’ ability …

Gender Differences In Typed And Handwritten Probes For Written Expression Curriculum-Based Measurement, Allison Kaye Henderson

Masters Theses & Specialist Projects

Previous research has shown that there are gender differences in Written Expression Curriculum-Based Measurement (WE CBM) with female students scoring higher than male students (Fearrington et al., 2014; Jewell & Malecki, 2005; McMaster et al, 2017; Scheiber et al., 2015). However, research looking at a different transcription mode (i.e., typed) in WE CBM is a new area of development (Mercer et al., 2019). Differences in gender with typed writing has not yet been examined. The purpose of this study was to examine if gender differences exist in typed, as well as handwritten WE CBM probes. The participants from this study …

Using Theatre To Teach Social Skills To Students On The Autism Spectrum, Meaghan Nicole Ritchie

Masters Theses & Specialist Projects

Theatre-based interventions are an emerging field to improve social skills in individuals with autism. This study analyzed 10 different articles using theatre-based interventions, combined with evidence-based practices, to increase social skills deficits in students, ages 8-17, diagnosed with autism. Results indicate improvement in social skills for individuals with autism after participating in theatre-based interventions.

Response To Intervention In Early Childhood Education, Kendyl Young Hinson

Masters Theses & Specialist Projects

The purpose of this study was to review literature on Response to Intervention (RTI) at the early childhood level. RTI has become increasingly prevalent within K-12 settings. Less research exists for the expansion within early childhood settings. A systematic review of literature was conducted and all available literature on RTI in early childhood education since 2004 was identified and reviewed. Articles were sorted into three broad categories for review: (a) combined, (b) academics, and (c) social emotional behaviors. The review indicated the different behaviors recommended to be examined within the early childhood setting, types of assessment methods used, and interventions …

Teacher Perceptions Of Grade Retention: An Update, Jillian Brianne Kintner

Masters Theses & Specialist Projects

The purpose of the current project was to replicate a previous study examining the beliefs and knowledge of grade retention (i.e., Witmer et al., 2004) and evaluate any changes in the past 17 years. Nineteen teachers completed all sections of the Teacher Retention Beliefs Knowledge Questionnaire (TRBKQ; Witmer et al., 2004). Support for the use of retention as an effective intervention was demonstrated. Influential factors differed by level of importance depending on the grade level the participant taught. Statistically significant correlations were also found between the practice of retention and propositional and practical knowledge before and during/after the Covid-19 pandemic. …

The Effects Of White Noise Exposure On Cognition: An Examination Of The Impacts Of White Noise Presentation On Recall And Cognitive Load, Cordelia Ann Witty

Masters Theses & Specialist Projects

White noise has historically been utilized as a tool for offsetting or masking sounds that may be perceived as disruptive, most commonly during the sleeping process. More recently, literature has begun to explore the possibility of using white noise as a tool to suppress these potentially distracting sounds within the area of cognitive processing. Present literature suggests that white noise may be a useful tool for masking noises like these in order to improve cognitive performance, especially for those individuals who may possess inattentive symptoms. However, this research has largely been conducted using tasks that involve working memory or visual …

Examining The Efficacy Of An Intervention Package Delivered Via An Online Learning Tool To Improve Prerequisite Algebra Skill Fluency, Nicole Bricko

College of Education and Human Sciences: Dissertations, Theses, and Student Research

This dissertation study investigated the efficacy of a multi-component intervention package delivered via an online learning tool on math fluency for prerequisite algebra skills for three 6^th-grade students. Students were referred by their math teacher due to concerns with academic performance. Target skills were individualized for each student based on screening assessments and measured continuously during both baseline and intervention. The multiple-probe across skills design demonstrated that students increased their math fluency on prerequisite skills. A staggered pattern of increases across skills for two participants indicated experimental control was achieved and student’s performance improved. The Quizlet^® intervention …

Enhancing Recruitment Efforts In School Mental Health: Pilot Assessment Of A Certificate Training Program, Samantha Martinez

Theses and Dissertations

The expansion of school mental health (SMH) has been critical for children and adolescents to access needed mental health services. Though SMH is needed to support children and adolescents, there have been challenges with recruitment and mental health professional retention. Individuals within the field indicate burnout as a primary predictor for retention issues, but little research has been done on intentional strategies to increase recruitment and retention. The South Carolina Department of Mental Health (SCDMH), a leader in SMH services, developed a strategic plan to address recruitment and retention concerns of clinicians working in schools within the state. The purpose …

Improving Access To Teacher Mentors For Black Students: The Mediating Role Of School Safety, Anna Flitner

Theses and Dissertations

Having a teacher mentor is associated with several positive outcomes, yet teacher mentors are not distributed evenly among youth, and children who are Black are substantially less likely to form mentoring relationships with teachers. In this study I tested a putative explanatory hypothesis for differences between Black and White children’s access to teacher mentors. Data from Waves I and III from the National Longitudinal Study of Adolescent Health were used. Linear regression models were used to predict the access to teacher mentors and a mediational analysis was conducted to determine the effect of school safety on the relationship between race …

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 …

Ethical And Equitable Psychological Assessment Of Black Youth In Chicago Public Schools: A Coaching Model For Cps School Psychologists, Haley Biddanda

School of Education Capstone Projects

This capstone seeks to examine multiple factors that affect Black youth in Chicago Public Schools (CPS) during the psychological evaluation process, and subsequently develops a coaching model for CPS school psychologists to provide more ethical and equitable psychological evaluations for Black youth. An analysis of the system of CPS finds that Black students are more likely to receive special education services and be placed within restrictive settings in special education than their white peers. Despite this, CPS school psychologists receive no training specific to evaluating or working with Black youth. A review of the literature reveals that there are multiple …