Parent-Teacher Communication About Children With Autism Spectrum Disorder: An Examination Of Collaborative Problem- Solving,
2016
Kennedy Krieger Institute & Johns Hopkins University
Parent-Teacher Communication About Children With Autism Spectrum Disorder: An Examination Of Collaborative Problem- Solving, Gazi F. Azad Phd, Mina Kim Med, Steven C. Marcus Phd, Susan Sheridan Phd
Department of Educational Psychology: Faculty Publications
Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and …
Evaluating A Skills-Based Approach To Bullying Prevention,
2016
Wilfrid Laurier University
Evaluating A Skills-Based Approach To Bullying Prevention, Rebecca Pister
Theses and Dissertations (Comprehensive)
In the following paper, I present an evaluation of the bullying prevention program designed and delivered by the John Howard Society of Waterloo-Wellington (JHS WW). A mixed-methods approach involving both quantitative and qualitative data collection was used to assess the program impacts on children receiving the primary stream of the program (Pre-Kindergarten through Grade 3), and the junior stream of the program (Grades 4 through 6). A case study was also conducted to assess the impacts of the program one year after program delivery and after two consecutive years of programming. Finally, all school staff members were invited to respond …
Developmental Trajectories Of Working Memory From Age 6 Through 25 Years,
2016
University of South Carolina
Developmental Trajectories Of Working Memory From Age 6 Through 25 Years, Kristin L. Roberts
Theses and Dissertations
Working memory (WM) has been shown to be closely related to measures of achievement and intelligence, as well as attention, illustrating the critical role WM plays in the learning process. Understanding the typical developmental trajectory of WM is essential if professionals are to recognize and intervene when a child’s WM development shows signs of delay. The current study evaluated the development of WM in a crosssectional sample of 303 children, adolescents, and adults from ages 6 through 25 years. The study utilized a comprehensive measure of WM, assessing verbal, static visualspatial, and dynamic visual-spatial WM capacity across various processing demands. …
Promoting Progress To Assist Youth With Disordered Eating In School Mental Health,
2016
University of South Carolina
Promoting Progress To Assist Youth With Disordered Eating In School Mental Health, Bryn Elizabeth Schiele
Theses and Dissertations
Disordered eating has become a significant issue among children and adolescents; nearly 14% of all youth displaying disordered eating patterns. Despite the prevalence of these disorders amongst school-age students, there is a deficit of empirical literature on the integration of eating disorder support services in schools, as well as a lack of knowledge and training of school mental health (SMH) professionals regarding the appropriate interventions for this population. While eating disorders have previously been considered as outside of the school mental health domain of practice (e.g., Judge, 2001), this view has changed and there exists a significant need to provide …
How Technology Supported Teacher Behaviors Impact Student Outcomes: Results From A 1:1 Computing Initiative,
2016
University of South Carolina
How Technology Supported Teacher Behaviors Impact Student Outcomes: Results From A 1:1 Computing Initiative, James Siddall
Theses and Dissertations
As computing technology has advanced over the last several decades, many schools and school districts have embraced the use of this technology in education. One way in which schools and school districts have adopted computing technology is through adopting 1:1 computer initiatives where each student is provided with a computing device. However, despite the widespread and continuously expanding use of 1:1 computer initiatives within the educational setting, surprisingly little is known about the classroom-level factors that may impact student educational outcomes. Only one study to date (Shapley et al., 2010) has attempted to investigate specific classroom-level factors that may impact …
Adhd Symptoms, Social Problems, And Independence In Adolescent And Young Adult Males With Fxs,
2016
University of South Carolina
Adhd Symptoms, Social Problems, And Independence In Adolescent And Young Adult Males With Fxs, Marjorie Lee Grefer
Theses and Dissertations
Adolescents and young adults with fragile X syndrome (FXS) typically report a range of comorbid, impairing conditions including cognitive deficits, autism, and attention deficit/hyperactivity disorder (ADHD). Similarly these individuals experience social problems and very low levels of proficiency in independent living, which makes it extremely important to better understand what contributes to these deficits and how to potentially intervene and improve outcomes. Despite this importance, very little attention has been paid to the developmental period of adolescence in the FXS population. In addition, no previous work has utilized specific narrow band measures to probe for ADHD symptoms and instead has …
The Effects Of The Caterpillar Game On Classroom Behavior And Teacher Stress,
2016
Eastern Illinois University
The Effects Of The Caterpillar Game On Classroom Behavior And Teacher Stress, Amber Jacoby
Masters Theses
A single-case, multiple baseline design was utilized to evaluate the effects of the Caterpillar Game, a classroom management system, on disruptive student behavior, teacher praise, and teacher stress. Three classrooms were included in the study (preschool, kindergarten, and second grade). When the Caterpillar Game was implemented across the three classrooms, student disruptive behavior decreased and teacher behavior-specific praise increased. Disruptive behavior and teacher praise results remained similar to intervention two to four weeks later and teachers reported being highly satisfied with the Caterpillar Game. One of the three teachers reported a decrease in stress. This study adds further support to …
Examination Of Externalizing Behaviors Within General Education, At-Risk, And Special Education Preschool-Aged Classrooms,
2016
Eastern Illinois University
Examination Of Externalizing Behaviors Within General Education, At-Risk, And Special Education Preschool-Aged Classrooms, Rebecca A. Rader
Masters Theses
This study examined the natural occurrence of externalizing behaviors within six preschool classrooms (two general education classrooms, two at-risk classrooms, and two special education classrooms). Approximately 100 direct observation minutes were collected in each of the six classrooms to obtain measures of student off-task and disruptive behavior. No significant off-task differences were found across the three classroom types. However, a significant difference in disruptive behavior was found between special education and general education classrooms and also between special education and at-risk classrooms. The most commonly observed disruptive behaviors across all six classrooms were talking out, being out of area, and …
An Investigation Of Reliability And Validity Of The Bully Participant Behavior Questionnaire In An Elementary Sample,
2016
Eastern Illinois University
An Investigation Of Reliability And Validity Of The Bully Participant Behavior Questionnaire In An Elementary Sample, Morgan B. Nesbitt
Masters Theses
The goal of this study was to investigate the factor structure, reliability, and validity for the Bullying Participant Behaviors Questionnaire (BPBQ) in an elementary sample. Previous research provided preliminary evidence of reliability and validity of the BPBQ scores with middle school students (Demaray, Summers, Jenkins, & Becker, 2014). The BPBQ is a self-report survey that purports to measure participation in five roles of bullying. These roles include bully, victim, assistant to the bully, defender of the victim, and outsider. Another goal of the study was to analyze possible sex and grade differences in the bullying roles. The current sample included …
Empathy, Perceived Popularity And Social Anxiety: Predicting Bystander Intervention Among Middle School Students,
2016
Eastern Illinois University
Empathy, Perceived Popularity And Social Anxiety: Predicting Bystander Intervention Among Middle School Students, Nicole Menolascino
Masters Theses
Bullying is a prevalent issue in today's schools, and the importance of bystanders has been recognized; however, there are few studies that examine personal characteristics that relate to the five bystander behaviors within Latané and Darley's (1970) Bystander Intervention Model (notice the event, interpret as an emergency, accept responsibility, know what to do, and act). This study examined personal characteristics (i.e., cognitive and affective empathy, perceived popularity, and social anxiety) and their relation to each of the five steps of the Bystander Intervention Model in Bullying (Nickerson, Aloe, Livingston, & Feeley, 2014), as well as exploring gender as a moderator …
Depression Intervention Programs In Low-Income High Schools,
2016
Virginia Commonwealth University
Depression Intervention Programs In Low-Income High Schools, Gopika Hari
UROP Posters
It is estimated that 2.6 million adolescents suffer from major depressive episodes each year. Research has noted that symptoms in youth have become indicators of mental health complications later in life. Studies reveal that low income is a risk factor for depression and that socioeconomically-disadvantaged teenagers are more than twice as likely to develop mental illnesses. Only roughly 25% of children with mental illnesses receive adequate help and 80% of these resources come from schools. This study focuses on establishing the importance of depression intervention programs in low-income high schools and on designing novel guidelines for effective protocols. A compilation …
Life Adversity, Social Support, Resilience, And College Student Mental Health,
2016
Central Washington University
Life Adversity, Social Support, Resilience, And College Student Mental Health, Joshua Mello
All Master's Theses
This study investigated how adverse childhood experiences (ACEs), current college student hassles, and perceived social support relate to college student resilience. This study also explored how ACEs, current college student hassles, perceived social support, and resilience relate to college student mental health. A sample of 507 students from a public university in Washington State completed an online study which consisted of surveys operationalizing each variable. The results showed that current college student hassles and perceived social support significantly predicted resilience. Current college student hassles, resilience, and perceived social support also significantly predicted mental health. The study revealed that ACEs had …
Behavior Speak: Does Use Of Behavior Jargon Affect Teacher Acceptability Of Positive Behavior Interventions?,
2016
Philadelphia College of Osteopathic Medicine
Behavior Speak: Does Use Of Behavior Jargon Affect Teacher Acceptability Of Positive Behavior Interventions?, Katie Shemanski
PCOM Psychology Dissertations
The purpose of the present study was to examine acceptability and usage among elementary school (kindergarten through sixth grade) teachers of a positive behavioral intervention described in jargon terms and in nonjargon terms during the process of behavioral consultation, as measured by the Usage Rating Profile – Intervention Revised (URP–IR). Specifically, the study evaluated whether elementary school teachers’ acceptability and usage ratings differed on a positive behavioral intervention described in jargon versus nonjargon terms. In addition, this study assessed whether differences in acceptability and usage existed when considering type of classroom (i.e., general education, special education, or specialized [e.g., art, …
Experiences Of Neurotypical Siblings Of Children With An Autism Spectrum Disorder: A Qualitative Exploration,
2016
Antioch University
Experiences Of Neurotypical Siblings Of Children With An Autism Spectrum Disorder: A Qualitative Exploration, Stacie R. Keirsey
Antioch University Dissertations & Theses
In recent years, the diagnosis of autism spectrum disorder (ASD) has been on the rise, prompting a simultaneous increase in scientific study regarding cause, impact, and intervention (Hughes, 2009; Ravindran & Myers, 2012). Research has proposed advances in the treatment of the individuals diagnosed and focused efforts on scholastic, parental, and professional intervention and supports. However, the siblings of ASD children have largely been neglected in this scientific investigation. The purpose of this hermeneutic phenomenological study was to explore neurotypical siblings’ experiences in living with a child diagnosed with ASD. Seven adolescents were selected using criterion, convenience, and snowball sampling. …
Yuli's Story: Using Educational Policy To Achieve Cultural Genocide,
2016
University of the Pacific
Yuli's Story: Using Educational Policy To Achieve Cultural Genocide, Katrina Johnson Leon
University of the Pacific Theses and Dissertations
All children residing in the United States have the right to a quality education. At least that is our collective expectation. Through the lived experience of Yuli, a Native American woman from the Southwest, you will discover, due to her birth on a remote reservation, she was not given the same access to education you or I would expect. On Yuli’s reservation, the school system is managed by the Bureau of Indian Education (BIE). Rather than provide K-12 schooling, the BIE operates K-8 on her reservation and then Native youth who want to go to high school must move off-reservation. …
Solidifying Segregation Or Promoting Diversity? School Closure And Rezoning In An Urban District,
2016
University of Richmond
Solidifying Segregation Or Promoting Diversity? School Closure And Rezoning In An Urban District, Thomas J. Shields
Jepson School of Leadership Studies articles, book chapters and other publications
Purpose: Layered with myriad considerations, school closure and rezoning processes in urban school systems are politically fraught with the potential for damaging consequences. This article explores the politics and impacts of a closure and rezoning process in Richmond, Virginia, through the lens of themes applicable to urban school systems and students across the nation. These include the intersection of closure and rezoning with growing White reinvestment in urban school systems, as well as the importance of focusing on diversity and equity during a time of intense pressure to close schools.
Research Methods/Approach: Drawing on the case of Richmond, Virginia, we …
The Matching Criterion Purification For Differential Item Functioning Analyses In A Large-Scale Assessment,
2016
University of Nebraska-Lincoln
The Matching Criterion Purification For Differential Item Functioning Analyses In A Large-Scale Assessment, Hyesun Lee, Kurt F. Geisinger
Department of Educational Psychology: Faculty Publications
The current study investigated the impact of matching criterion purification on the accuracy of differential item functioning (DIF) detection in large-scale assessments. The three matching approaches for DIF analyses (block-level matching, pooled booklet matching, and equated pooled booklet matching) were employed with the Mantel– Haenszel procedure. Five factors—the length of a test, the proportion of items exhibiting DIF, a sample size, a ratio of a reference and focal group, and the existence of an average ability difference between two groups—were manipulated. The three matching approaches were used with and without purification. Also, a systematic test form difference was considered. The …
Bullying Intervention In Adolescence: The Intersection
Of Legislation, Policies, And Behavioral Change,
2016
University of Nebraska–Lincoln
Bullying Intervention In Adolescence: The Intersection Of Legislation, Policies, And Behavioral Change, Susan M. Swearer, Meredith Martin, Marc Brackett, Raul A. Palacios Ii
Department of Educational Psychology: Faculty Publications
This article reviews current research on bullying during adolescence. The complexity of bullying behaviors during the adolescent time period are discussed and a review of the developmental literature on adolescence provides suggestions for why current bullying prevention and intervention programs are less effective for this age group. Current anti-bullying policies and legislation are reviewed under a framework of adolescent brain development and the development of consequential thinking. Suggestions for implementing social-emotional learning programming during the adolescent period are provided and a novel approach using social media is presented. In order to effectively combat bullying during this developmental period, programming must …
Does Child Temperament Modify The Overweight Risk Associated
With Parent Feeding Behaviors And Child Eating Behaviors?:
An Exploratory Study,
2016
University of Minnesota
Does Child Temperament Modify The Overweight Risk Associated With Parent Feeding Behaviors And Child Eating Behaviors?: An Exploratory Study, Allan D. Tate, Amanda Trofholz, Kathleen Moritz Rudasill, Dianne Neumark-Sztainer, Jerica M. Berge
Department of Educational Psychology: Faculty Publications
Background: Child temperament is a measure of an individual’s behavioral tendencies. The primary objective of this study was to examine whether child temperament modified the overweight risk associated with parent feeding behaviors and child eating behaviors. Methods: A sample of predominantly African American, Midwest families (N = 120) recruited from four metropolitan primary care clinics participated in this cross-sectional, mixed methods study. Parents reported on feeding practices, child eating behaviors, and child temperament. Results: Difficult temperament was not statistically related to parent feeding practices or child eating behaviors (p > 0.05). Tests of interaction indicated that the risk …
Temperament And Teacher–Child Conflict In Preschool:
The Moderating Roles Of Classroom Instructional And
Emotional Support,
2016
University of Nebraska-Lincoln
Temperament And Teacher–Child Conflict In Preschool: The Moderating Roles Of Classroom Instructional And Emotional Support, Kathleen Moritz Rudasill, Leslie Hawley, Victoria J. Molfese, Xiaoqing Tu, Amanda Prokasky, Kate Sirota
Department of Educational Psychology: Faculty Publications
Research Findings: This study is an examination of (a) links between preschool children’s temperament (effortful control, shyness, and anger) and teacher– child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher–child conflict. Children (N = 104) were enrolled in 23 classrooms in 9 preschools in a Midwestern city. Teachers provided ratings of children’s temperament and parents reported demographic information in the fall of the school year, classrooms were observed in the winter to assess instructional and emotional support, and teachers rated conflict with children in the spring. Multilevel models were estimated, and 3 …
