A Comparison Of The Effects Of Choice And Differential Reinforcement On The Computation Fluency Of Students With Escape-Maintained Academic Performance Problems,
2015
University of Nebraska-Lincoln
A Comparison Of The Effects Of Choice And Differential Reinforcement On The Computation Fluency Of Students With Escape-Maintained Academic Performance Problems, Maureen A. O'Connor
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This dissertation compared antecedent- and consequence-based strategies to determine which treatments or combination of treatments produced the strongest improvements in math computation fluency with four elementary-aged students who displayed escape-motivated behaviors. Functional analyses were conducted to identify elementary-school students whose academic responding was under a negative-reinforcement contingency. Next, a preference assessment was administered to each student to identify potentially effective reinforcers in the form of permissible school activities. These high-preference activities were used during the DRA and Task-Choice + DRA conditions. A multielement design was used to examine the impact of four treatments – Task Choice, DRA, Task Choice+DRA, and …
Impact Of Athletic Identity And Emotional Competence On Athletes’ Attitudes Toward Seeking Professional Psychological Help,
2015
Western Michigan University
Impact Of Athletic Identity And Emotional Competence On Athletes’ Attitudes Toward Seeking Professional Psychological Help, Garett V. Weatherhead
Dissertations
Athletes have been found to have more negative attitudes toward seeking professional psychological help than non-athletes (Watson, 2005) despite experiencing comparable amounts of mental illness (Markser, 2011). The purpose of the present study was to examine factors that are associated with athletes’ help-seeking attitudes, including athletic identity and emotional competence. A sample of 144 college student-athletes from a small, private Midwestern college in the United States participated in the study. The athletes competed at the NCAA Division III level. Participants were asked to complete the following measures: Athletic Identity Measurement Scale (Brewer, Van Raalte, & Linder, 1993), Attitudes Toward Seeking …
Investigating The Use Of A Positive Variation Of The Good Behavior Game In A High School Setting,
2015
University of Southern Mississippi
Investigating The Use Of A Positive Variation Of The Good Behavior Game In A High School Setting, Shauna Lynne
Master's Theses
The Good Behavior Game (GBG) is an example of an interdependent group contingency that can be used in classrooms to manage behavior. The purpose of this study is to evaluate the effectiveness of a positive variation of the GBG in which teachers attend to rule-following behavior, as opposed to the original version of the game in which teachers attend to rule-breaking behavior. In previous studies, researchers have demonstrated the effectiveness of the GBG in decreasing problematic behavior and/or increasing productive or desired behavior in classroom settings and in hospital settings and spanning preschool-aged, elementary toddlers to high school-aged adolescents. An …
The Effects Of Tootling On Disruptive And Academic Behaviors In High School,
2015
University of Southern Mississippi
The Effects Of Tootling On Disruptive And Academic Behaviors In High School, John Dylan Ken Lum
Master's Theses
Considered the opposite of tattling, tootling is a procedure where students report their classmates’ positive behavior instead of inappropriate behavior. This study examined the effects of tootling on students’ behavior in three general education high school classrooms. An A-B-A-B withdrawal with follow-up design was used to assess the effects of the intervention on decreasing classwide disruptive behavior and increasing academically engaged behavior. Students wrote tootles anonymously on paper slips, and deposited them into a marked container. An interdependent group contingency procedure was used to create a class goal for the number of submitted tootles, which led to a class reward …
Direct Training Of Teachers In The Use Of Praise: Implementation And Generalization,
2015
University of Southern Mississippi
Direct Training Of Teachers In The Use Of Praise: Implementation And Generalization, Linda-Mai Thanh Nguyen
Dissertations
Praise has been shown to be an effective intervention for decreasing problem behaviors in the classroom when there is a hypothesized attention function. Unfortunately, studies have shown that teachers generally provide low rates of praise even after didactic instruction. Praise training consisting of didactic and direct training have been used to increase praise rates but few studies have examined the individual components within praise training to determine if didactic training is necessary. Additionally, while some studies have examined the maintenance of praise rate following praise training, few studies have focused on the generalization of praise towards other students. This study …
Generalization And Maintenance Of High School Teachers' Use Of Behavior Specific Praise Following Direct Behavioral Consultation In Classrooms,
2015
University of Southern Mississippi
Generalization And Maintenance Of High School Teachers' Use Of Behavior Specific Praise Following Direct Behavioral Consultation In Classrooms, Traci Ann Taber
Dissertations
This study tested the efficacy of in situ direct training on increasing high school teachers’ use of behavior specific praise in the classroom. Of further interest was the extent to which training led to teachers’ maintained praise and generalized praise use in untrained classes. Students’ disruptive behaviors were measured concurrently to test the relationship between increased praise use and decreases in students’ inappropriate behavior in the classroom. Increasing the frequency of teachers’ use of praise statements with students for engaging in appropriate behavior has shown subsequent reduction in the occurrence of classroom disruptions resulting in less time that a teacher …
Impact Of A Teacher Training Program To Increase Cognitively Stimulating Talk: Pretest And Immediate Post-Test Results,
2015
Western Kentucky University
Impact Of A Teacher Training Program To Increase Cognitively Stimulating Talk: Pretest And Immediate Post-Test Results, Laura E. Fisher
Masters Theses & Specialist Projects
The literacy skills that students develop in preschool are an imperative aspect of school readiness and later academic success. Research has established that some students begin their educational experience at a disadvantage due to the low socioeconomic status (SES) of their family and, as a result, low levels of conversation between parents and children, restricted access to books, and low values placed on literacy. Past research supports that shared book reading is one of the most beneficial activities in which teachers can partake in order to optimize their students’ language development. The Head Start program is intended to alleviate the …
Objectively Measuring The Effects Of Sleep On Reading Comprehension And Sustained Selective Attention,
2015
Louisiana Tech University
Objectively Measuring The Effects Of Sleep On Reading Comprehension And Sustained Selective Attention, Jennifer L. Thibodeaux
Doctoral Dissertations
The overall performance of a university is measured by retention rates of students. Because individuals who achieve lower grade point averages are at a higher risk of failing or dropping out of college, the academic performance of undergraduates should be the target of concern to maintain good retention rates. Academic performance, which is associated with attention and reading comprehension abilities, is affected by the sleep behavior of students. In regards to college students and sleep, research has indicated that college students demonstrate habitually poor sleep habits. Poor sleep habits have been linked to impaired attention and concentration abilities, but the …
Executive Function Predictors Of Children's Talk,
2015
East Tennessee State University
Executive Function Predictors Of Children's Talk, Jacqlyne D. Weber
Undergraduate Honors Theses
Relatively few studies have investigated the relationship between executive functioning (EF) and language development, and even fewer have researched hot and cool EF as a predictor language development. This study is an investigation into the relationship between EF and language development in preschool aged children. More specifically, the ability for hot or cool EF to predict language, this will be the focus of the study. It was found that hot EF was a better predictor of language development in preschool aged children.
Hope Among Resilient African American Adolescents,
2015
Marquette University
Hope Among Resilient African American Adolescents, Jessica Briana Mcclintock
Dissertations (1934 -)
African American youth have historically been disproportionately affected by an array of environmental stressors that have put them at higher risk for poor adjustment outcomes (Adams III et al., 2003; Mcloyd, 1990). Despite their hardships, not all of these youth fall victim to negative environmental influences (Miller & MacIntosh, 1999). Many exceed expectations and their lives take positive trajectories that lead to positive adaptation (Hunter, 2012; Miller & MacIntosh, 1999). This positive adaptation in spite of significant risk is referred to as resilience (Cicchetti, 2010). While the importance of resilience has been well documented in European Americans, the majority of …
Cognitive Features Of Self-Stigmatization Among Juvenile Delinquents,
2015
Max-Plank Institute for Human Cognitive and Brain Sciences
Cognitive Features Of Self-Stigmatization Among Juvenile Delinquents, Artyom A. Zinchenko, Mamun Al-Amin, Elena Molchanova
Journal of Health Disparities Research and Practice
The present study investigates cognitive features of stigmatization phenomenon among juvenile delinquents in Kyrgyzstan. It attempts to describe certain peculiarities of juvenile delinquents’ self-schemas and self-stigmatization. The study, additionally, tackles the issue of currently existing stigmas regarding juvenile delinquency in the country. One hundred and fifty four university students were asked to complete a questionnaire that would measure the level of external stigmatization towards juvenile delinquents and those who were once placed into correctional institution. Students showed presence of stigmatization towards people with a criminal record. Fifteen juveniles from the detention school who attended a socio-psychological training as well as …
The Effects Of Inclusion Classrooms On Students With And Without Developmental Disabilities: Teachers’ Perspectives On The Social, Emotional, And Behavioral Development Of All Students In Inclusion Classrooms,
2015
University of Denver
The Effects Of Inclusion Classrooms On Students With And Without Developmental Disabilities: Teachers’ Perspectives On The Social, Emotional, And Behavioral Development Of All Students In Inclusion Classrooms, Allison E. Evins
Graduate School of Professional Psychology: Doctoral Papers and Masters Projects
In education settings, inclusive or mainstream classes are resisted at the secondary level and there is little research about the possible positive aspects of including students with and without disabilities or an Individualized Education Plan in classes together. In order to better understand the potential benefits of mainstream classrooms, it is important to understand the perspectives of teachers who work within these high school settings. The purpose of this study was to tell the stories of teachers and describe the development that teachers see in inclusive classrooms. Interviews with four teachers revealed insights on mutual learning between the two groups …
Manifestation Determinations: An Interdisciplinary And User-Friendly Guide To Best Practices,
2015
James Madison University
Manifestation Determinations: An Interdisciplinary And User-Friendly Guide To Best Practices, Molly E. Knudsen
Senior Honors Projects, 2010-2019
Rates of suspensions and expulsions are increasing in public schools in the United States, despite research stating that such exclusions have negative effects on students and are generally ineffective in addressing misbehavior. There is an overrepresentation of students with disabilities in the population of excluded students, which poses a threat to their right to a free and appropriate education (FAPE). When a student with a disability faces an exclusion, the Individuals with Disabilities Education Act (IDEA) requires a manifestation determination review (MDR) to be held by a committee of school personnel and the student’s parent(s)/guardian(s) to determine the cause of …
After-School Programming As Intervention For Students With Disabilities,
2015
James Madison University
After-School Programming As Intervention For Students With Disabilities, Edward D. Tynan
Educational Specialist, 2009-2019
After-school programs are increasing in popularity, with an estimated 6.5 million students attending organized after-school programs (Harvard Family Research Project, 2008). With the continuing rise in popularity of these programs, more students (including students with disabilities) have access to after-school programs. The purpose of the current research was to discover what current practitioners of school psychology recommend in regards to after-school programming for students with disabilities. All participants were school psychologists or staff members at after-school programs located within either the Richmond, VA region (including the City of Richmond, Chesterfield County, and Henrico County) or the Harrisonburg,VA region (including the …
Impacts Of Mindfulness On Disruptive Behaviors Associated With Characteristics Of Adhd,
2015
James Madison University
Impacts Of Mindfulness On Disruptive Behaviors Associated With Characteristics Of Adhd, Joseph L. Sims
Educational Specialist, 2009-2019
The prevalence of ADHD has drastically increased over the last decade, and children with this disorder often receive attention from their teachers for their disruptive behaviors (Visser, Danielson, Bitsko, Holbrook, Kogan, Ghandour,... & Blumberg, 2014). Students with ADHD often struggle with controlling their impulses that lead to these disruptions in the classroom. If not addressed, the classroom learning environment is likely to be negatively impacted (Lambert, Cartledge, Heward, & Lo, 2006). Introducing students with ADHD to the practice of mindfulness may help to create a space, or a delay in responding, between thoughts and actions which may, in turn, reduce …
How Does Perfectionism Influence Anxiety In Gifted Middle School Students?,
2015
James Madison University
How Does Perfectionism Influence Anxiety In Gifted Middle School Students?, Kelsey Owens
Educational Specialist, 2009-2019
Research has demonstrated that gifted students tend to experience a higher level of perfectionism when compared to their regular education peers. While perfectionism may aid these students in their academics, it can also contribute to negative consequences in terms of the social and emotional needs of these students, such as anxiety. This research study sought to add to the literature by examining whether perfectionism does influence anxiety in gifted middle school students. Twenty-two middle school students enrolled in a center-based gifted program participated in this study by completing two measures: one examining levels of perfectionism and another examining levels of …
Teacher Child Interaction Training As A Universal Prevention Program In Preschool And Kindergarten Classrooms,
2015
James Madison University
Teacher Child Interaction Training As A Universal Prevention Program In Preschool And Kindergarten Classrooms, Jessica Rossi
Dissertations, 2014-2019
The current study assessed the effectiveness of Teacher Child Interaction Training (TCIT), an adaptation of Eyberg’s Parent Child Interaction Therapy (PCIT), on teacher and child behaviors in preschool and kindergarten classrooms. The sample included four classrooms in urban, socioeconomically disadvantaged and culturally diverse settings. Two preschool classrooms were included in the first study and one preschool and one kindergarten classroom were included in the second study. Both studies used a concurrent multiple baseline design to evaluate the effects of training and coaching on teacher and child behaviors in the classroom. The intervention focused on the development of a friendly attachment …
Satisfaction Of Students With Visual Impairment Within Different School Settings,
2015
James Madison University
Satisfaction Of Students With Visual Impairment Within Different School Settings, Jeremiah Jordan
Educational Specialist, 2009-2019
This is an investigation of the satisfaction of students with visual impairment attending school in different educational settings, including students attending school in a specialized educational setting, as well as students with visual impairment attending school in a mainstreamed educational setting. This paper explores research on the effectiveness and perceptions of inclusion for children with disabilities, particularly children with visual impairment. Specific research on this topic is sparse and the researcher proposed a new research study, in which the satisfaction of students with visual impairment was targeted and explored in both a specialized educational setting and mainstreamed educational setting. High …
Teachers’ Beliefs And Practices Related To Student Self-Regulation In The Classroom,
2015
James Madison University
Teachers’ Beliefs And Practices Related To Student Self-Regulation In The Classroom, Marlana L. Webster
Dissertations, 2014-2019
Self-regulation serves as a pivotal skill for children to acquire early in life. Mastery of the skill leads to high academic achievement and increased sense of self-efficacy. Teachers play a major role in developing self-regulation in children. Consequently, the beliefs and practices that teachers hold regarding poor self-regulation (i.e. inattention and impulsivity) are to be understood and taken into account. The Self-Regulation Survey was created to capture teachers’ attributions for inattention and impulsivity along with subsequent chosen interventions in 52 participants. The results indicated that teachers attribute impulsivity to organic factors and family origin to a greater degree than classroom …
The Evaluation Of A Dual Language Reading Club For English Language Learner Students,
2015
James Madison University
The Evaluation Of A Dual Language Reading Club For English Language Learner Students, Sandra M. Gonzalez
Educational Specialist, 2009-2019
Reading is a crucial skill in our society that is needed in personal growth and academic achievement; it is a prominent area of concern in our schools and students. Schools in the U.S. are experiencing a substantial increase of students whose first language is not English and/or do not speak fluent English and are known as English Language Learners (ELLs). These students are typically at risk for having problems with reading if they do not receive the proper or adequate support and intervention. Many ELL students struggle in their ability to read at a proficient level, which has multiple negative …
