Perceptions Of The Effectiveness Of School-Based Services Among Mental Health Therapists,
2013
California State University, San Bernardino
Perceptions Of The Effectiveness Of School-Based Services Among Mental Health Therapists, Jolene-Fe Caguicla Balancio, Suzette Carolina Covarrubias
Theses Digitization Project
The purpose of this research project was to gather the perceptions of mental health therapists regarding the effectiveness of providing school-based services to children and adolescents in grades K-12. The methodology used in this study included face-to-face interviews with fourteen mental health therapists from diverse educational backgrounds and various fields of practice.
Assessing Stages Of Team Development In A Summer Enrichment Program,
2013
Marshall University
Assessing Stages Of Team Development In A Summer Enrichment Program, Marcella Charlotte Wright
Theses, Dissertations and Capstones
Collaborative problem solving teams are an important component of successful schools. Groups move through a predictable pattern of development and it has been proposed that teams move through a similar development. The main objective of this study was to determine whether the teams that were formed during the Marshall University Summer Enrichment Program in 2012 displayed a pattern of development similar to group development. The study found that high performing teams develop similarly to groups.
The Persistence Of Bullying At School And Public Policy Responses: What Ails?,
2013
Pace University Dyson College of Arts and Sciences
The Persistence Of Bullying At School And Public Policy Responses: What Ails?, Rajeet Guha
Master in Public Administration Theses
No abstract provided.
Student Characteristics And Targeted Based Cognitive Tier Ii Interventions,
2013
Marshall University
Student Characteristics And Targeted Based Cognitive Tier Ii Interventions, Patrick M. Billups
Theses, Dissertations and Capstones
The purpose of this study was to examine the relationship between Tier II student characteristics and outcomes on a standardized reading assessment. Ninety students who scored in the lowest third on a Virginia standardized reading test were placed into one of three instructional groups: 1) a control group consistent with instruction from previous years, 2) a “teacher selected” treatment group in which teachers determined students’ cognitive processing deficits and administered a chosen intervention, and 3) a “tested” treatment group in which students were administered the Woodcock Johnson III Tests of Cognitive Abilities (WJ-III) and assigned interventions based on the results. …
School Psychology Crossroads In America: Discrepancies Between Actual And Preferred Discrete Practices And Barriers To Preferred Practice,
2013
Minnesota State University, Mankato
School Psychology Crossroads In America: Discrepancies Between Actual And Preferred Discrete Practices And Barriers To Preferred Practice, Kevin J. Filter, Sara Ann Ebsen, Rebecca Dibos
Psychology Department Publications
A nationally representative sample of American school psychology practitioners were surveyed to analyze discrepancies that they experience between their actual discrete practices and their preferred discrete practices relative to several domains of practice including assessment, intervention, meetings, and continuing education. Discrepancies were also analyzed relative to service delivery in three levels of prevention (primary, secondary, and tertiary). Results indicate that practicing school psychologists experience significant discrepancies between actual and preferred practices in all discrete practices, with the largest discrepancies by hours noted in the discrete practices of report writing, prevention screening, CBA/CBM administration, IQ testing, and conducting research. Respondents also …
Examining Kentucky Teachers' Encounters With Grieving Students: A Mixed Methods Study,
2013
University of Kentucky
Examining Kentucky Teachers' Encounters With Grieving Students: A Mixed Methods Study, Ashley M. Candelaria
Theses and Dissertations--Educational, School, and Counseling Psychology
The research on bereaved children’s outcomes is mixed, with the course of grief in young people prone to variation. Each child’s reaction following a loss is unique and should be considered in relation to psychological, academic, familial, social, environmental, and a number of additional factors. However, what is known is the important role that a supportive environment, stable adult figures, and early intervention may have for grieving youth. Teachers could be considered the first line of defense in identifying youth who are struggling with a loss, as they are significant adults with whom students have consistent contact on a daily …
Interpretation Of The Wisc-Iv Working Memory Index As A Measure Of Attention,
2013
Marshall University
Interpretation Of The Wisc-Iv Working Memory Index As A Measure Of Attention, Talya J. Colliflower
Theses, Dissertations and Capstones
The WISC-IV Working Memory Index is often interpreted as a valid measure of attention and concentration. Students who score low on the WMI are frequently viewed as having attention difficulties. If the WMI is accurately interpreted as a measure of attention, then students who score low on this composite should present with attention deficits in the classroom. Data of students who were referred for an evaluation to determine special education eligibility were compared to determine the accuracy of the interpretation of the WMI and its relationship with the Inattention and other scales on the Conners 3rd Edition – Teacher Form. …
Validity And Diagnostic Utility Of The Learning Behaviors Scale,
2013
Eastern Illinois University
Validity And Diagnostic Utility Of The Learning Behaviors Scale, Cassandra N. Ledvina
Masters Theses
Psychological assessment is a critical component in educational decision making and planning; therefore it is important to investigate the validity and diagnostic utility of the tools that we use. The current study examined the construct validity and diagnostic utility of the Learning Behaviors Scale (LBS; McDermott, Green, Francis, & Stott, 1999). Two hundred and seventy-three third grade students were rated by their classroom teacher using the LBS. LBS data were analyzed along with TerraNova achievement scores and In View Cognitive Skills Index. Overall, statistically significant distinct group differences were found for the LBS between the Gifted and Typical groups, as …
Relational Aggression: The Relationship Between Parents' Perceptions And Adolescents' Perceptions And Actions Involving Relational Aggression,
2013
Eastern Illinois University
Relational Aggression: The Relationship Between Parents' Perceptions And Adolescents' Perceptions And Actions Involving Relational Aggression, Mallory Foster
Masters Theses
Relational aggression, best defined as behavior that is meant to harm or significantly damage another's friendships, has been shown to peak in adolescence. Additionally, the parent-adolescent relationship has been shown to be related to relational aggression in adolescents' relationships in several ways. The purpose of this study was to examine adolescent relational aggression and how such behaviors are related to the parent-adolescent relationship. Specifically, this study assessed whether parent perceptions of relational aggression were similar to adolescent perceptions of the same behaviors. Moreover, the study examined whether there was a relationship between parent perceptions of relational aggression and whether or …
Teacher's Knowledge And Attitudes Regarding Grade Retention As An Intervention,
2013
Eastern Illinois University
Teacher's Knowledge And Attitudes Regarding Grade Retention As An Intervention, Timothy G. Snodgrass
Masters Theses
Despite the research demonstrating that grade retention is ineffective for improving students' academic and social-emotional functioning, this practice continues to be used prevalently in schools. This correlational study investigated teachers' knowledge and attitudes regarding grade retention. Additionally, this study attempted to understand teachers' past retention practices based on attitudes, subjective norms, and perceived behavioral control as specified by the Theory of Planned Behavior. Participants included 129 teachers. Results showed that teachers had limited knowledge of research and positive attitudes toward retention. Retention practices for the last three years were predicted by the Theory of Planned Behavior, but these variables accounted …
Assessing Intern Impact Factors For Program Evaluation And Improvement,
2013
Chapman University
Assessing Intern Impact Factors For Program Evaluation And Improvement, John Brady, Randy T. Busse, Jeanne Anne Carriere, Michael Hass, Kelly S. Kennedy
Education Faculty Articles and Research
We present the results of a program evaluation system for examining school psychology interns' impact on the academic and behavioral functioning of children. Outcome data from a variety of single-case problem-solving interventions conducted from 2008-2012 indicated overall moderate, positive effects. Global supervisor ratings indicated strong perceptions of the interns' positive impact on the children they served.
Graduate Bulletin, 2013-2014,
2013
Minnesota State University Moorhead
Graduate Bulletin, 2013-2014, Minnesota State University Moorhead
Graduate Bulletins (Catalogs)
No abstract provided.
Arts Enrichment And Emotion Expression And Regulation For Young Children At Risk,
2013
West Chester University of Pennsylvania
Arts Enrichment And Emotion Expression And Regulation For Young Children At Risk, Eleanor D. Brown, Kacey L. Sax
Psychology Faculty Publications
No abstract provided.
Examining The Influence Of Parents, Teachers, And Neighborhood Safety On African American Adolescents’ Motivation And Achievement,
2013
University of Kentucky
Examining The Influence Of Parents, Teachers, And Neighborhood Safety On African American Adolescents’ Motivation And Achievement, Clarissa R. Roan-Belle
Theses and Dissertations--Educational, School, and Counseling Psychology
Guided by the theoretical frameworks of Baumrind’s parenting style theory, interpersonal expectations, Self Determination Theory, and self-efficacy, this study examines factors that influence African American students’ GPA and motivation, specifically associations between parents’ and teachers’ control, warmth, and educational expectations and African American adolescents’ GPA, self-efficacy, and intrinsic motivation were examined. The moderating effects of neighborhood safety on the aforementioned associations were also assessed. Using data from the Educational Longitudinal Study of 2002, this study found that parents’ warmth and expectations were positive predictors of all educational variables, while parents control was a negative predictor of GPA and intrinsic motivation. …
A Look Into The Lived Experiences Of College Students With Asperger's Disorder,
2013
Antioch University - New England
A Look Into The Lived Experiences Of College Students With Asperger's Disorder, Joshua Bryan Lafortune
Antioch University Dissertations & Theses
Currently there is confusion about how to meet the educational needs of students diagnosed with Asperger's Disorder (AD). This is a growing concern for schools where there has been a significant increase in the use of this diagnostic category (Barnhill, 2001). This research project was developed to investigate the lived experiences of college students with a previously identified diagnosis of AD. The aim of this study was to gain a greater understanding of how these students managed the academic and social demands of middle school and high school. Of particular importance were the transitional years during adolescence, where social competence …
Multidimensional Perfectionism And Social Connectivity Among Youth: Findings And Implications,
2013
University of Kentucky
Multidimensional Perfectionism And Social Connectivity Among Youth: Findings And Implications, Alexander Nounopoulos
Theses and Dissertations--Educational, School, and Counseling Psychology
Although traditional researchers exploring perfectionism frequently cast the construct in a negative light, a steady stream of recent studies have demonstrated that perfectionistic beliefs can yield both positive and negative outcomes. Despite this progression in the research, perfectionism remains an understudied phenomenon among youth, especially as it relates to the ways in which these individuals are perceived by others. The current study builds on the previous literature by exploring adolescent perfectionism across a variety of psychological and psychoeducational dimensions. Moreover, a unique addition to the literature offered by this study was the inclusion of peer-reports along with self-reported measures in …
Integration Of School Psychology And Neuropsychology: An Inquiry,
2013
Central Washington University
Integration Of School Psychology And Neuropsychology: An Inquiry, Megan Colleen Moerke
All Master's Theses
A state level survey was conducted to examine interest regarding the integration of a neuropsychological perspective into school psychology practice among practicing school psychologists in Washington State. Potential respondents were contacted through e-mail and invited to participate in the original survey developed by the author. The 25 question survey sought to answer questions regarding neuropsychological training, attitudes and beliefs toward the incorporation of a neuropsychological perspective, current professional practices, interaction with neuropsychologists through referral and consultation, and potential barriers to the incorporation of a neuropsychological perspective. A total of 433 school psychologists completed the online survey for an approximate response …
An Analysis Of A Suburban School District's Referral, Assessment, And Identification Processes For Gifted Evaluations,
2013
Philadelphia College of Osteopathic Medicine
An Analysis Of A Suburban School District's Referral, Assessment, And Identification Processes For Gifted Evaluations, Brandie Tallman Arnold
PCOM Psychology Dissertations
A review of the literature pertaining to giftedness reveals a myriad of differing conceptualizations, as well as varied recommendations for procedures within the referral and identification processes. With such diverse frameworks for understanding components of giftedness, as well as competing views about how giftedness is most accurately identified, a universally agreed upon process for defining and identifying giftedness has yet to be achieved. The purpose of this proposed study will be to examine the referral, identification, and outcomes process of one Pennsylvania public school district’s gifted evaluation process. Specifically, this action-oriented research study sets out to determine (1) the demographic …
Exploration Of Gifted Subtypes Differentiated Across Standardized Cognitive Variables,
2013
Philadelphia College of Osteopathic Medicine
Exploration Of Gifted Subtypes Differentiated Across Standardized Cognitive Variables, Bridgette M. Vecchio
PCOM Psychology Dissertations
The field of gifted education has evolved through the 20th century, with legislative efforts by the federal government providing the framework necessary to highlight the needs of gifted learners. Gifted and talented learners are not a homogeneous group, to the contrary, they are varied and unique (Reis & Sullivan, 2010). Ideally, researchers and educators could collaborate to compile a conclusive list of characteristics of gifted learners, which could guide identification, teaching strategies, and curriculum selection for this population (Reis & Sullivan, 2010). Little is known about the cognitive profiles of gifted children. This study will review the utilization of the …
Cultural Differences Between Parent And Teacher Report Of Adhd Symptoms: Implications For Disparities In Diagnosis,
2013
Philadelphia College of Osteopathic Medicine
Cultural Differences Between Parent And Teacher Report Of Adhd Symptoms: Implications For Disparities In Diagnosis, Elisabeth Troffo
PCOM Psychology Dissertations
Despite lack of empirical support for differing incidence of ADHD, African American children are diagnosed with ADHD at significantly lower rates than Caucasian children. Research suggests that parents of African American children report ADHD symptoms less frequently than parents of Caucasian children; however, teachers are more likely to report more symptoms and more behavioral problems for African American children than for Caucasian children. The present study attempted to discern what some of these differences can be attributed to by controlling for the variables of age, gender, IQ score, diagnosis, and socioeconomic factors. The present study did not find differences in …
