An Assessment Of Resiliency And Life Satisfaction In High School-Aged Students In Belize,
2014
Minnesota State University - Mankato
An Assessment Of Resiliency And Life Satisfaction In High School-Aged Students In Belize, Rachel Youngblom, Daniel Houlihan, Julene Douty Nolan
Psychology Department Publications
This study assesses resiliency and life satisfaction of high school youth from Belize. Due to the contrast of geography, culture, and economic characteristics, between Belize and the U.S. many differences were hypothesized to be found. Resiliency and life satisfaction were hypothesized (a) to be lower in the youth from Belize when compared with previous studies of youth conducted in the United States, (b) youth in Belize, who have high resilience, will also have high life satisfaction and (c) youth who has low life satisfaction will also have very little resiliency.
Social Defense: An Evolutionary-Developmental Model Of Children’S Strategies For Coping With Threat In The Peer Group,
2014
University of Rochester
Social Defense: An Evolutionary-Developmental Model Of Children’S Strategies For Coping With Threat In The Peer Group, Meredith J. Martin, Patrick T. Davies, Leigha A. Macneill
Department of Educational Psychology: Faculty Publications
Navigating the ubiquitous conflict, competition, and complex group dynamics of the peer group is a pivotal developmental task of childhood. Difficulty negotiating these challenges represents a substantial source of risk for psychopathology. Evolutionary developmental psychology offers a unique perspective with the potential to reorganize the way we think about the role of peer relationships in shaping how children cope with the everyday challenges of establishing a social niche. To address this gap, we utilize the ethological reformulation of the emotional security theory as a guide to developing an evolutionary framework for advancing an understanding of the defense strategies children use …
Student Engagement,
2014
Minnesota State University - Mankato
Student Engagement, Isalt Team
iSALT Resources: Theories, Concepts, and Measures
No abstract provided.
Growing Ideas - Partnering With An Early Childhood Mental Health Consultant,
2014
The University of Maine
Growing Ideas - Partnering With An Early Childhood Mental Health Consultant, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Early Childhood Mental Health Consultation (ECMHC) is a collaborative relationship between a mental health consultant and families, care and education professionals, and/or early care and education teachers. ECMHC strives to improve the ability of families, teachers, and care and education professionals to promote, sustain and restore healthy social and emotional development for all children. Early Childhood Mental Health Consultation approaches challenging situations with children from a problem solving perspective. ECMHC is not a therapeutic intervention: it occurs in the children's natural settings - child care, home, and school.
Growing Ideas - Early Childhood Mental Health Consultation,
2014
The University of Maine
Growing Ideas - Early Childhood Mental Health Consultation, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Early Childhood Mental Health Consultation (ECMHC) is a collaborative relationship between a mental health consultant and family members, child care providers, early care and education teachers, and/ or child development professionals. ECMHC strives to improve the ability of families, teachers, and caregivers to promote, sustain and restore healthy social and emotional development for all children. It supports building and maintaining healthy working relationships between care and education professionals and families.
Efficacy Of The Getting Ready Intervention And The Role Of
Parental Depression,
2014
University of Nebraska-Lincoln
Efficacy Of The Getting Ready Intervention And The Role Of Parental Depression, Susan M. Sheridan, Lisa Knoche, Carolyn P. Edwards, Kevin A. Kupzyk, Brandy L. Clark, Elizabeth M. Kim
Department of Educational Psychology: Faculty Publications
This study reports the results of a randomized trial of a parent engagement intervention (the Getting Ready Project) on directly observed learning-related social behaviors of children from families of low-income in the context of parent-child interactions. The study explored the moderating effect of parental depression on intervention outcomes. Participants were 204 children and their parents, and 29 Head Start teachers. Semi-structured parent-child interaction tasks were videotaped two times annually over the course of two academic years. Observational codes of child behaviors included agency, persistence, activity level, positive affect, distractibility, and verbalizations. Controlling for gender and disability concerns, relative to children …
Gaining Control: Changing Relations Between Executive Control And Processing Speed And Their Relevance For Mathematics Achievement Over Course Of The Preschool Period,
2014
University of Nebraska-Lincoln
Gaining Control: Changing Relations Between Executive Control And Processing Speed And Their Relevance For Mathematics Achievement Over Course Of The Preschool Period, Caron A. C. Clark, Jennifer Mize Nelson, John Garza, Tiffany D. Sheffield, Sandra A. Wiebe, Kimberly Andrews Espy
Department of Educational Psychology: Faculty Publications
Early executive control (EC) predicts a range of academic out comes and shows particularly strong associations with children’s mathematics achievement. Nonetheless, a major challenge for EC research lies in distinguishing EC from related cognitive constructs that also are linked to achievement outcomes. Developmental cascade models suggest that children’s information processing speed is a driving mechanism in cognitive development that supports gains in working memory, inhibitory control and associated cognitive abilities. Accordingly, individual differences in early executive task performance and the irrelation to mathematics may reflect, at least in part, underlying variation in children’s processing speed. The aims of this study …
Graduate Bulletin, 2014-2015 (2014),
2014
Minnesota State University Moorhead
Graduate Bulletin, 2014-2015 (2014), Minnesota State University Moorhead
Graduate Bulletins (Catalogs)
No abstract provided.
Effectiveness Of The Language! Comprehensive Literacy Curriculum For 6th Graders,
2014
Marshall University
Effectiveness Of The Language! Comprehensive Literacy Curriculum For 6th Graders, Laura N. Fields
Theses, Dissertations and Capstones
The purpose of this evaluation was to determine if the Language! Comprehensive Literacy Curriculum-Fourth Edition would have a positive impact on students’ Lexile scores. The participants included 86 sixth grade students from a rural middle school in the Mid-Atlantic region. A paired samples t-test revealed a significant difference (p < .001) between pre-test mean score 647.52 and post-test mean score 736.22. Further calculation indicated the program had a medium effect size. According to post-test scores, 12.5% more of the students were within the appropriate Lexile range making them on target with the Common Core Standards Initiative. When looking at pre and post test comparisons, students with the lost pre-test scores made the greatest gains while students with the highest pre-test scores made little or no gains.
A Home Literacy Intervention To Improve Student Reading And Parental Self-Efficacy,
2014
Marshall University
A Home Literacy Intervention To Improve Student Reading And Parental Self-Efficacy, Holly Bond Farrell
Theses, Dissertations and Capstones
Parental involvement is an important factor in student academic achievement. Parental involvement is strongly influenced by parental self-efficacy, a parent’s feeling that they can successfully help their child succeed. Parents with high self-efficacy are more involved; if parental self-efficacy can be increased, involvement should increase. Parent involvement has been shown to be most effective academically when tied to a specific intervention in a targeted academic skill, such as reading. It was hypothesized that teaching parents how to conduct simple literacy tutorial sessions at home would lead to an increase in both student reading scores and parental feelings of self-efficacy. An …
Teacher Efficacy Beliefs: How General Teachers Feel Towards English Language Learners,
2014
Marshall University
Teacher Efficacy Beliefs: How General Teachers Feel Towards English Language Learners, Lauren Elizabeth Fraser
Theses, Dissertations and Capstones
The purpose of this study was to examine general teacher efficacy beliefs towards English Language Learners by school-level in a college-town in West Virginia. A modified version of Gibson and Dembo’s Teacher Efficacy Scale (TES) and an author-developed demographic questionnaire were used. This scale has been well-researched, but not in the area of ELL, and so this study was the first to modify the scale to reflect that population. Participants included 40 teachers. Factor analysis revealed appropriate loadings by dimension for the modified TES (22-items), with the exclusion of 2 items. Next, a Pearson correlation showed significant relationships for living …
A Comprarison Of Scores On The Rias And Wisc-Iv In A Referred Sample,
2014
Marshall University
A Comprarison Of Scores On The Rias And Wisc-Iv In A Referred Sample, Racheal R. Gliniak
Theses, Dissertations and Capstones
The purpose of this study was to examine whether or not the Reynolds Intellectual Assessment Scales (RIAS) and the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) measure the same type of intellectual abilities and if the two tests yield similar scores when administered to the same student. Archived data from counterbalanced administrations of each assessment tool were examined for twenty-nine students who were referred for a multi-factored evaluation to determine special education eligibility. Significant positive correlations were found between similar composite score pairs. The t tests indicated that the RIAS Composite Memory Index was significantly higher than the …
Iq And Targeted Based Cognitive Tier Ii Interventions,
2014
Marshall University
Iq And Targeted Based Cognitive Tier Ii Interventions, James B. Justice
Theses, Dissertations and Capstones
The purpose of this study was to examine the relationship between IQ and response to intervention. Thirty six students were administered the Woodcock Johnson III tests of Cognitive Abilities (WJ-III) and assigned interventions based on the results. The IQ scores from the 'tested' group were grouped by highest and lowest and then compared to the students' outcomes on the standardized reading assessment after all students had received the intervention. Results indicated that students in the high IQ group performed significantly better on the standardized reading assessment. The results also indicated a moderate positive correlation between the students' IQ and performance …
Examination Of Consistency On The Ohio Achievement Assessments And Ohio Graduation Test,
2014
adamfox
Examination Of Consistency On The Ohio Achievement Assessments And Ohio Graduation Test, Adam R. Fox
Theses, Dissertations and Capstones
This study investigated a cohort of students’ performance on the Ohio Achievement Assessments (OAA) and Ohio Graduation Tests (OGT). The purpose of this study was to investigate the consistency of a cohort’s reported scores on the OAA over a four-year period (5th, 6th, 7th and 8th grades) and reported scores on their OGT assessment; this was accomplished through the examination of OAA and OGT data from a rural school district located in central Ohio. The data were analyzed using correlations, regressions, and repeated measures ANOVA. A Pearson product-moment correlation coefficient was computed indicating positive correlations between all OAA and OGT …
Teacher Attitudes Toward Post-Secondary Transition Planning,
2014
Marshall University
Teacher Attitudes Toward Post-Secondary Transition Planning, Vicki Wallen
Theses, Dissertations and Capstones
The purpose of this study is to survey special education teachers in a rural high school in a rural Mid-Atlantic state. The survey collected data about attitudes and perceptions of the transition planning process and how these attitudes impact the amount of instructional time that is spent teaching self-determination skills to their students. Generally, the survey results indicated that although teachers feel that transition planning is important, they also find it difficult to incorporate self-determination instruction with the Common Core curriculum. Less than half of the respondents indicated that they feel as though the transition curriculum that they use effectively …
The Effectiveness Of The Concordance-Discordance Model: Identifying Learning Disabilities In School-Aged Children,
2014
Philadelphia College of Osteopathic Medicine
The Effectiveness Of The Concordance-Discordance Model: Identifying Learning Disabilities In School-Aged Children, Bryan Hendricks
PCOM Psychology Dissertations
After the reauthorization of Individuals with Disabilities Education Act (IDEA) in
2004, the federal regulations indicated that there are three possible methods for the identification of a Specific Learning Disability (SLD). The three methods include the ability-achievement discrepancy (AAD), Response to Intervention (RTI), and the addition of a third method, which consists of other alternative research-based procedures. Hale and Fiorello (2004) proposed the use of a Concordance-Discordance Model (CDM), which suggests that learning disabled students have discordance between processing strength and both processing weakness and achievement deficit. In addition, SLD students have a concordance between the achievement deficit and processing …
Autism Interventions In Educational Settings: Delivery Within A Response To Intervention Framework,
2014
Philadelphia College of Osteopathic Medicine
Autism Interventions In Educational Settings: Delivery Within A Response To Intervention Framework, Caitlin E. Gilmartin
PCOM Psychology Dissertations
Monitoring the progress of and delivering services to students with Autism present a unique challenge. Numerous interventions exist without a common, mandated progress monitoring system or service delivery system. The current study examined the principles of Response to Intervention (RTI) programs in the context of service delivery for students with Autism. An innovative service delivery system, the Autism Response to Systematic Intervention (ARTSI), was designed utilizing these principles. Outcomes of the study included a manual for the program, as well as forms and necessary materials to provide initial program implementation. Initial comment from stakeholders, future directives, and limitations are also …
Effectiveness Of A Brief Parent Training Intervention,
2014
Philadelphia College of Osteopathic Medicine
Effectiveness Of A Brief Parent Training Intervention, Brian Legg
PCOM Psychology Dissertations
This study examined the effectiveness of a brief parent-training intervention in reducing defiance in children. Four African American single mothers with children demonstrating clinically diagnosable levels of defiance participated in this study. Parental stress and general maladaptive behaviors of children were evaluated pre- and post-treatment. In addition, participants completed treatment-satisfaction questionnaires to assess the perceived value of the accommodations and training structure. Results indicated some reduction in child defiance in three of the four participants. Parental stress and overall child maladaptive externalizing behaviors were both reduced over the entire study for two participants. Participants reported that the flexibility of individually …
Attention-Deficit Hyperactivity Disorder: Teachers' Perceptions And Acceptability Of Interventions,
2014
Philadelphia College of Osteopathic Medicine
Attention-Deficit Hyperactivity Disorder: Teachers' Perceptions And Acceptability Of Interventions, Betti Stanco Vitanza
PCOM Psychology Dissertations
The purpose of this study was to examine elementary and middle school teachers’ perceptions of attention deficit/ hyperactivity disorder (ADHD) and acceptability of interventions commonly used in the treatment of ADHD. Eighty-one teachers from three elementary schools and one middle school participated in this study by completing an online survey containing the Perception of Attention Deficit Disorder Survey (PADDS) and Intervention Acceptability Survey (IAS). Results indicate that teachers feel adequately trained on the topic of ADHD and feel confident when implementing interventions for students with ADHD; however, teachers would like to receive additional in-service training on the topic of ADHD. …
Visual Efficiency And The Relationship Between Reading And Behaviors Indicating Difficulties In The Classroom In Elementary School-Age Children,
2014
Philadelphia College of Osteopathic Medicine
Visual Efficiency And The Relationship Between Reading And Behaviors Indicating Difficulties In The Classroom In Elementary School-Age Children, Patricia A. Broadbent
PCOM Psychology Dissertations
The purpose of this study is to determine if there is a relationship between visual efficiency, reading levels and behaviors indicating difficulties in the classroom. The sample consisted of thirty–three school-aged children, from four elementary schools. Visual efficiency was measured through a multi-step vision screening process, the Visual Efficiency Rating (VERA) software program. Behaviors indicating difficulties in the classroom were measured using the Behavioral Indicator Checklist, Indicators of Visual Performance Difficulties. This behavior checklist is part of the VERA process and is completed by the classroom teachers. The students’ reading levels were reported by the participating schools. The students were …
