Department: School Psychology ![[clear]](close-x.png "Remove this limiter")
33 matches in the database.
These are records: 1 - 30.
[1] [2]
1.
Albrecht, Michael J.
The Effects of Repeated Readings and Question Generation on Reading Fluency and Comprehension.
Degree: Specialist in Education, School Psychology, 2009, Miami University
► Identifying effective intervention strategies for improving reading comprehension skills is a critical…
(more)
▼ Identifying effective intervention strategies for improving reading comprehension skills is a critical task for modern educational professionals. Research has pointed many efforts firmly toward development of early reading skills. The current study focused on the strong but sometimes idiosyncratic link between reading fluency and comprehension of text. Eight elementary school students were identified as having deficits in oral reading fluency skills. The effects of a paired intervention strategy combining reading fluency skill improvement with comprehension strategy instruction were examined over the course of several weeks of treatment. Progress was monitored using both oral reading fluency probes and a questioning assessment designed to measure comprehension skills. Results help to demonstrate the linear relationship between oral reading fluency and comprehension as well as illuminate the variance in degree and nature of effect between individuals. Strengths and limitations of the study as well as ideas for future research are discussed.
Advisors/Committee Members: Jones, Kevin.
Subjects: Educational psychology
Keywords: RAAC; reading fluency; reading comprehension; question generation; repeated readings; school psychology
More Like This
2.
Annable, David Edwin.
Using Short Presentations to Increase Student Teacher Knowledge of School Psychology.
Degree: Specialist in Education, School Psychology, 2008, Miami University
► This research evaluates the effects of a short presentation to increase student…
(more)
▼ This research evaluates the effects of a short presentation to increase student teachers knowledge of the role of school psychologists. Also, analyzed was whether attending the presentation results in more interactions with school psychologists. During the academic semester, a group of student teachers was divided into control and experimental groups. Throughout the semester, the experimental group completed surveys on their knowledge, desire to consult, and interactions with school psychologists. They also attended a brief presentation on the roles of school psychologists. Those participants in the control group did not attend the presentation. The levels of knowledge, desire to consult, and number of interactions with psychologists were compared. There was not a significant difference between the experimental and control groups for levels of knowledge, desire to consult and for interactions. Qualitative phone interviews with student teachers were conducted to gather more information on their interactions and experiences with school psychologists.
Advisors/Committee Members: Bergen, Doris.
Subjects: Education; Educational psychology; Psychology
Keywords: school psychology practice; student teachers; attitudes school psychology
More Like This
3.
Behrle, Sarah H.
EFFECTIVENESS OF PEER-MEDIATED SOCIAL SKILLS TRAINING ON MEASURES OF SOCIAL ACCEPTANCE OF AFRICAN AMERICAN CHILDREN DISPLAYING ANTISOCIAL BEHAVIORS.
Degree: Specialist in Education, School Psychology, 2011, Miami University
► The purpose of this paper is to communicate the findings of a…
(more)
▼ The purpose of this paper is to communicate the findings of a study assessing the effectiveness of a school-based social skills program that was conducted with urban elementary students demonstrating behavior problems. This program was designed to increase positive social skills in students who meet literature-based criteria for being “at risk” for emotional behavioral disorders. It was predicted that participation in the program would result in an increase in measures of social acceptance by both teachers and peers. An analysis of the dependent variables indicates an increase in measures of social acceptance by teachers for nearly all participants. An increase in social acceptance by peers was inconclusive for this study based on the pre/post measure used, however, teachers did report an increase in areas related to interactions with peers. The importance of implementing social skills interventions in schools as part of a positive behavior support initiative is explored.
Advisors/Committee Members: Woodin, Michael.
Subjects: Counseling Education; Education; Educational Psychology; Minority and Ethnic Groups; Psychology; School Counseling
Keywords: social skills training; role playing; peer monitoring; social acceptance; antisocial behaviors; African American; urban students
More Like This
4.
Brown, Leonard Dale.
The effects of alternative reading and math strategy treatments on word problem-solving.
Degree: Specialist in Education, School Psychology, 2010, Miami University
► This study examines the relationship between reading comprehension and mathematical word problem-solving.…
(more)
▼ This study examines the relationship between reading comprehension and mathematical word problem-solving. Specifically the study utilizes a single-subject alternating treatments design to compare three different math word problem-solving treatments and their effects on solution accuracy for three third grade students who were exhibiting difficulties in reading and math. The three treatments consisted of a reading fluency and comprehension intervention, a math strategy intervention, and an intervention that integrated both strategies. The current study did not result in conclusive findings regarding the relative effectiveness of the three treatments, but did begin to show some promising trends that suggest the importance of including reading comprehension components to math word-problem lessons and interventions. The current study discusses both the results and limitations of the study, and provides recommendations for further research.
Advisors/Committee Members: Cole, Jane.
Subjects: Educational psychology; Mathematics education
Keywords: math; mathematics; word problem solving; math word problem solving; mathematical word problem solving; reading; reading comprehension; repeated reading
More Like This
5.
Byers, Amanda J. H.
The Effectiveness of Web-Based Instruction in Supporting Teachers in Implementing Inquiry-Based Instruction.
Degree: Specialist in Education, School Psychology, 2005, Miami University
► The purpose of this paper was to investigate the effectiveness of a…
(more)
▼ The purpose of this paper was to investigate the effectiveness of a web-based learning environment in supporting the participants in implementing a new instructional technique. This paper also investigated the expectations of those participants enrolled in the web-based learning environment. The data in this study was obtained during a previous study of a graduate-level on-line course. Pre and post-surveys were given to the participants of the course and a group of teachers who had participated in a previous, more traditional course. The data was analyzed through MANCOVA and ANCOVA. Open-ended questions were summarized to obtain more information about the expectations of the course. The results showed that those who participated in the web-based course felt more supported in implementing the instructional technique in their classrooms than those who had not participated. Qualitative analysis resulted in a variety of course expectations listed by those enrolled in the web-based learning environment.
Advisors/Committee Members: Wang, Aimin.
Keywords: Web-Based Instruction; Education
More Like This
6.
Claassen, Amy Michelle.
Organizational Membership and its Relationship to School Psychologists' Job Satisfaction in Ohio.
Degree: Specialist in Education, School Psychology, 2005, Miami University
► The purpose of this paper is to examine the relationship between school…
(more)
▼ The purpose of this paper is to examine the relationship between school psychologists’ job satisfaction and their organizational membership status. Surveys were mailed to 600 school psychologists in Ohio who belong to one of four groups: National Association of School Psychologists (NASP) members, Ohio School Psychology Association (OSPA) members, NASP and OSPA members, and practitioners who belong to neither of these organizations. Results indicated that school psychologists are overall satisfied, but their job satisfaction is neither higher nor lower based on organizational membership. Results did, however, reveal a set of statements distinguishing members from non-members. This set of statements was defined and resulted in a collegiality score for each group. Implications and limitations within the study, as well as directions for future research, are discussed.
Advisors/Committee Members: Thomas, Alex.
Subjects: Education, Educational Psychology
Keywords: School Psychology; Job Satisfaction; Organizational Membership
More Like This
7.
Dumford, Nathan Michael.
THE EFFECTS OF EXTERNAL REWARDS ON INTRINSIC MOTIVATION.
Degree: Specialist in Education, School Psychology, 2009, Miami University
► This paper reports on an experiment designed to test the effects of…
(more)
▼ This paper reports on an experiment designed to test the effects of external rewards on intrinsic motivation. The study involved giving rewards to four participants for doing high interest tasks through four different conditions. Specific conditions included expected non-contingent, expected contingent, unexpected non-contingent, and unexpected contingent rewards. Motivation was measured by task persistence, task performance, and a free-period choice. Results were analyzed via visual inspection of performance data in graphical representation. Across all conditions and participants detrimental effects of rewards were not found. Limitations with the study and directions for future research are discussed.
Advisors/Committee Members: Watson, T. Steuart.
Subjects: Psychology
Keywords: external rewards; overjustification effect; cognitive evaluation theory; intrinsic motivation; alternating treatment design
More Like This
8.
Florkey, Laura Elizabeth.
Effectiveness of Peer-mediated Social Skills Instruction on Indicators of Psychopathology in African American Youth.
Degree: Specialist in Education, School Psychology, 2011, Miami University
► The purpose of this study was to evaluate the effect that a…
(more)
▼ The purpose of this study was to evaluate the effect that a multicomponent small-group intervention that includes social skills training, role playing and peer monitoring had on indicators of psychopathology in at-risk African American elementary students. Twelve 4th and 5th grade students from an urban school district participated in the four week intervention. A weekly repeated measure completed by teachers and a pre-post measure were collected and analyzed to evaluate the effectiveness of the program. Decreases in indicators of psychopathology were observed across all participants. The impact of this study on future research and the importance of preventative school-based interventions are explored.
Advisors/Committee Members: Woodin, Michael.
Subjects: Behavioral Psychology; Education; Educational Psychology; Minority and Ethnic Groups; Psychology; School Counseling
Keywords: social skills instruction; african american; urban students; role playing; antisocial behavior; peer-mediation; peer monitoring; psychopathology
More Like This
9.
Frato, Patrick.
FACTORS INFLUENCING THE PASSAGE OF THE EDUCATION FOR ALL HANDICAPPED CHILDREN ACT OF 1975.
Degree: Specialist in Education, School Psychology, 2005, Miami University
► This paper examined how the advocacy movement leading up to the passage…
(more)
▼ This paper examined how the advocacy movement leading up to the passage of the Education for All Handicapped Children Act of 1975 (P.L. 94-142) succeeded. Extensive interviews were conducted with key players in this movement and findings were triangulated with the literature to generate a more comprehensive schema of the factors involved in the passage of P.L. 94-142. The P.L. 94-142 schema was then compared and contrasted with advocacy schemas from other landmark movements to highlight the unique nature of this movement and to illustrate that different movements require different advocacy schemas. This paper also presents limitations and recommendations for future research and practices.
Advisors/Committee Members: Bergen, Doris.
Subjects: Education, Special
Keywords: IDEA; Special Education Law; Special Education Legislation; The Education for All Handicapped Children Act 1975; Special Education Advocacy
More Like This
10.
Green, Sharin Palladino.
An Examination Of Gender Bias In Requests For Assistance For Students With Academic And Behavioral Concerns.
Degree: Specialist in Education, School Psychology, 2006, Miami University
► The fact that gender bias exists in education is well documented, but…
(more)
▼ The fact that gender bias exists in education is well documented, but can a school psychologist assume gender bias in all school psychological referrals? This study tested this assumption by investigating gender bias in requests for assistance for students with academic and behavioral concerns. One hundred forty-six teachers and teacher education majors read and responded to four gender-neutral vignettes. In each vignette they rated the severity and likelihood of seeking assistance. Results suggest that although female teachers rated the vignettes as more severe than males, overall the likelihood of seeking assistance did not differ based on the gender of the student in the vignette. Among the implications of this finding for school psychologists is that while gender bias is prevalent in a number of areas within education, when given gender-neutral vignettes teachers did not report a bias in seeking assistance for students based on gender
Advisors/Committee Members: Shriberg, David.
More Like This
11.
Hackney, Tiffany Ann.
The Relationship Between FBA Knowledge and the Convergence of FBA Measures.
Degree: Specialist in Education, School Psychology, 2011, Miami University
► A variety of studies have shown the need for further training in…
(more)
▼ A variety of studies have shown the need for further training in FBA methods and procedures for teachers and practitioners in schools as well as pre-service teachers. This paper presents the results of a study that examined pre-service teachers’ ability to identify antecedents and consequences of behavior based on their knowledge of FBA. The study included 29 participants from Miami University. Participants viewed a video clip of a child with problematic behavior and were asked to complete FBA forms based on the child’s behavior. Data were analyzed using a correlation and a t-test. Implications for practicing school psychologists include using caution to interpret the results of indirect assessment measures, as well as being aware that those asked to complete these forms may have limited knowledge of how to do so. The paper also discusses limitations of the study and implications for further research.
Advisors/Committee Members: Watson, Dr. Thomas.
Subjects: Behaviorial Sciences; Education; Psychological Tests; Psychology; Teacher Education
Keywords: Functional Behavior Assessment; FBA; convergence; pre-service teachers; knowledge of FBA; FBA measures
More Like This
12.
Hayes, Katherine Jeanne.
Know your enemy, know yourself: Clarifying the meanings and implications of mental illness stigma in research and theory.
Degree: MA, School Psychology, 2012, Miami University
► Researchers and theorists disagree on the definition of mental illness stigma, its…
(more)
▼ Researchers and theorists disagree on the definition of mental illness stigma, its cause, and what problems result from it. Unsurprisingly, they also disagree on how to interpret the results of social and political programs enacted to reduce stigma: some associate labeling with stigma and seek to prevent it, while others associate deviant behavior with stigma, and labeling with treatment and social reintegration. For this paper, I surveyed and interviewed college students to study the association of social stigma with labels and behaviors associated with mental illness. Participants indicated in interviews that they were unlikely to engage in relationships with people identified mentally ill, in contrast to their reports of high social comfort via survey. I discuss the limits of this study and the implications of its results for research definitions of mental illness stigma.
Advisors/Committee Members: Leitner, Larry.
Subjects: Clinical Psychology; Psychology
Keywords: stigma, schizophrenia, mental illness
More Like This
13.
Henkin, Melissa B.
SHAME AND GUILT: PERCEPTIONS OF AMERICAN AND CHINESE COLLEGE STUDENTS.
Degree: Specialist in Education, School Psychology, 2004, Miami University
► This study explored the similarities and differences between the cross-cultural experiences of…
(more)
▼ This study explored the similarities and differences between the cross-cultural experiences of shame and guilt in American and Chinese cultures. The manners in which shame and guilt are experienced by American and Chinese college students were analyzed within the framework of categorized and coded themes and categories. The themes and categories were created using an open coding procedure (Urquhart, 2000), and were utilized in a cross-cultural comparison of shame and guilt. Findings suggest shame is more closely related to the Chinese culture, and guilt is more closely related to the American culture. Results also indicate that similar scenarios experienced in different cultures can evoke dissimilar emotional responses. Limitations and implications of this study, as well as directions for future research are discussed.
Advisors/Committee Members: Wang, Aimin.
Subjects: Education, Educational Psychology
Keywords: shame; guilt; cross-cultural emotions; shame and guilt in American and Chinese cultures
More Like This
14.
Hofstadter, Kristi L.
Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance.
Degree: Specialist in Education, School Psychology, 2007, Miami University
► Peers exert considerable influence on the behavior of one another, and positive…
(more)
▼ Peers exert considerable influence on the behavior of one another, and positive peer reporting (PPR) has emerged as one method for successfully incorporating peer attention into social interventions. PPR consists of reinforcing classroom peers using a group contingency for making praise statements regarding the social behavior of target students. The current study employed an increasing intensity design to evaluate the effects of two levels of PPR, targeted and class-wide PPR, on the class-wide average of disruptive behavior for seven first and second grade students in a classroom for children with emotional disturbance. Targeted PPR consisted of one to two target students serving as recipients of praise statements, and class-wide PPR represented an increase in intensity, as all seven students became recipients of praise. Results indicated that class-wide disruptive behavior decreased by 15% during targeted PPR, and by an additional 7% during the class-wide PPR phase.
Advisors/Committee Members: Jones, Kevin M.
Keywords: positive peer reporting; disruptive behavior; emotional disturbance; peer-mediated; class-wide; behavioral intervention
More Like This
15.
Kovacs, Denise.
THE INCLUSION EXPERIENCE OF STUDENTS WITH MODERATE AND SEVERE DISABILITIES IN GENERAL EDUCATION CLASSROOMS.
Degree: Specialist in Education, School Psychology, 2006, Miami University
► Students with severe disabilities are joining general education classrooms under the standards…
(more)
▼ Students with severe disabilities are joining general education classrooms under the standards of Least Restrictive Environment, but little is known about the system changes that occur to support this transition. This qualitative study explores the factors that are specific to this subgroup which benefit, challenge and stabilize the Inclusion process. Those that create the educational experience for these students, the parents, teachers and aides, detail their concerns, successes, goals, philosophies, and training related to this population of students which can guide the development of successful inclusive classrooms. The influences of the stakeholders are described, with attention to the relationship of the student with their non-disabled peers and instructional aide. Conclusions discuss parent roles, the responsibility and training of the aide, the impact of personal philosophies or ideologies, and the progress of inclusive practices based on literature definitions and standards.
Advisors/Committee Members: Bergen, Doris.
Keywords: Inclusion; Severe disabilities; Qualitative
More Like This
16.
McComb, Elizabeth.
Analysis of the Collaborative for Academic, Social and Emotional Learning (CASEL) Student Needs Assessment using the Theory and Factors of School Connectedness.
Degree: Specialist in Education, School Psychology, 2011, Miami University
► This paper examines the existing literature on school connectedness and establishes the…
(more)
▼ This paper examines the existing literature on school connectedness and establishes the most commonly identified factors, which were then used to analyze the internal reliability of the CASEL Student Needs Assessment. School climate factors and theory are also compared and explored as they relate to the CASEL measure. Internal reliability was measured using Cronbach’s alpha for both the school climate subscales as well as the school connectedness constructs. Correlations between the seven identified school connectedness constructs were also assessed. Finally, a factor analysis was completed on the CASEL measure. No significant differences in reliability were found using either school climate factors or school connectedness constructs. Additionally, the correlation matrix and the factor analysis confirm the notion of one overall construct, as opposed to seven independent constructs. Theoretical implications of this and subsequent research are explored.
Advisors/Committee Members: Watson, T. Steuart.
Subjects: Educational Psychology
Keywords: school connectedness; school climate; school connection; needs assessment
More Like This
17.
McDonald, Anne Michelle Ms.
A Comparison of the Self-Esteem of Disadvantaged Students in Grades Four, Five and Six Identified as Artistically Talented and Students not Identified as Artistically Talented.
Degree: Specialist in Education, School Psychology, 2004, Miami University
► The purpose of this study was to examine the self-esteem of disadvantaged,…
(more)
▼ The purpose of this study was to examine the self-esteem of disadvantaged, artistically talented and disadvantaged, non-artistically talented students in grades four, five, and six. The talented students were receiving special programming in a specific area of the arts. The Culture-Free Self-Esteem Inventories-3rd (CFSEI-3) was used to assess the different domains of self-esteem. The study had four placement levels and two assessment times. Results were analyzed using independent sample t tests, mixed analysis of variance (ANOVA), as well as a chi-square test. The talented students receiving both years of arts intervention, showed significantly higher levels of self-esteem than the non-talented students at both Time 1 and Time 2. There were no significant changes in self-esteem across time, as a function of placement level. This group of talented students also had slightly higher than average self-esteem compared with published norms for the CFSEI-3.
Advisors/Committee Members: Luftig, Richard L.
Keywords: self-esteem; self-concept; talented; artistically talented; gifted; disadvantaged; children
More Like This
18.
Noltemeyer, Amity.
THE BRIEF ASSESSMENT MODEL FOR ORAL READING FLUENCY: EXAMINING SOCIAL VALIDITY ISSUES.
Degree: Specialist in Education, School Psychology, 2005, Miami University
► The brief assessment model is a method of linking assessment to intervention…
(more)
▼ The brief assessment model is a method of linking assessment to intervention for students experiencing reading difficulties. Specifically, this model involves briefly comparing four research-based reading interventions in order to determine which intervention or combination of interventions will produce the greatest improvement in reading fluency for a student. In this study, the process and social validity of the brief assessment model was examined. Five third grade students with oral reading fluency difficulties went through the brief assessment and an effective treatment package was identified for all students. Each student was tutored using his or her treatment package for approximately 16 weeks. The effectiveness of the treatment was evaluated based on growth in oral reading fluency during treatment sessions over the 16-week period, as well as socially valid measures such as teacher acceptability/perceived effectiveness and generalization of treatment effects to school-wide CBM benchmarking and the Ohio Third Grade Reading Achievement Test.
Advisors/Committee Members: Wickstrom, Katherine.
Keywords: brief assessment; reading fluency; curriculum based measurement; brief experimental analysis; social validity
More Like This
19.
Ojwaya, Jael A.
Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge.
Degree: Specialist in Education, School Psychology, 2008, Miami University
► Research suggests that re-reading the same text and repeated exposure to unknown…
(more)
▼ Research suggests that re-reading the same text and repeated exposure to unknown words in the same context maximizes the likelihood that previously unknown words will be learned. Repeated reading is recommended as one of the most effective instruction method for improving reading concerns with non-fluent readers. As to whether repetition is necessary for improving reading fluency remains a critical question. This study compared repeated reading to a non-repetitive reading strategy with second grade non-fluent readers. Effects of the two reading methods were compared in terms of oral reading fluency gains and word mastery. This study found that there were no significant differences in reading fluency and word mastery between repeated reading and the non-repetitive method on generalization measures. Both interventions were found to be effective methods of instruction. Implications for practice and future research have been discussed.
Advisors/Committee Members: Wickstrom, Katherine.
Subjects: Reading instruction
Keywords: repeated reading; sequential reading; oral reading fluency; sight-word acquisition
More Like This
20.
Pemberton, Julia Ann.
Identifying and Serving Gifted Students with Learning Disabilities: Challenges and the Influence of the School Context.
Degree: Specialist in Education, School Psychology, 2004, Miami University
► The purpose of this study was to explore issues surrounding students who…
(more)
▼ The purpose of this study was to explore issues surrounding students who are twice-exceptional, and how the context of the school affects service delivery. Four male twice-exceptional students in grades 4-6 from southwestern Ohio, as well as their teachers, school psychologists, and parents, were interviewed about the students’ identification and services. The results indicated that all students were identified as LD by standardized tests and that three were identified as gifted using the IOWA test. Services were typically pull-out programs. Participants said the label allowed students to receive extra support and boosted self-esteem and that ideal services should be individualized to students’ needs. Many said that the LD services helped students with their area of disability and with classwork and allowed them modifications for work and tests. Gifted services were perceived as requiring much transition, involving extensive work, or as difficult due to requirements involving the student’s disability. Context influenced perceptions of services delivery.
Advisors/Committee Members: Bergen, Doris.
Subjects: Education, Elementary
Keywords: Gifted students; special education; children with disabilities; school context; special needs
More Like This
21.
Polca, Melissa S.
Socioeconomic status and summer regression in reading performance.
Degree: Specialist in Education, School Psychology, 2009, Miami University
► The following study examines patterns in reading performance as students progress from…
(more)
▼ The following study examines patterns in reading performance as students progress from one grade to the next, while specifically exploring the potential of skill regression following summer vacation. In addition, the study also compared the post-summer vacation reading performance of students from distinct socioeconomic backgrounds, with the intention of examining the effects of socioeconomic status on summer regression. Trimester benchmarks measuring oral reading fluency were utilized in evaluating the reading performance of over 300 first and second grade students from a rural Midwestern school district. The results of the study indicated significant post-summer reading losses for all students participating in the study, with students from economically disadvantaged backgrounds incurring more severe deficits following summer break. With current federal objectives aimed at closing achievement gaps, such outcomes amplify the need for consideration in expanding the use of supplemental instruction throughout summer breaks.
Advisors/Committee Members: Woodin, Michael.
Subjects: Educational psychology; Elementary education; Reading instruction
Keywords: summer regression; socioeconomic status; DIBELS; oral reading fluency
More Like This
22.
Ret, Jennifer.
EFFECTS OF PLEASANT AMBIENT ODOR AND VERBAL PRIMING ON MEMORY RECALL.
Degree: Specialist in Education, School Psychology, 2007, Miami University
► Previous research suggests that odors emitted into a learning environment may facilitate…
(more)
▼ Previous research suggests that odors emitted into a learning environment may facilitate recall, and that telling people they are being exposed to something that will help them remember may further enhance the effects of the odors. The study examined the effects of a pleasant olfactory cue and verbal priming statements on a memory recall task. Two hundred eleven undergraduates were assigned to 1 of 4 conditions: odor/priming, odor/no-priming, no-odor/priming, or no-odor/no-priming. The odor participants were exposed to a pleasant scent during learning and recall. The priming participants were also alerted to the odor and told it had memory enhancing properties. Although no significant differences were detected between the odor and no-odor groups, women who were exposed to a priming statement recalled significantly more correct letter sequences than women who were not. This unobtrusive, highly cost-effective intervention should be investigated further with younger students to determine its potential in the classroom.
Advisors/Committee Members: Watson, T. Steuart.
Keywords: ODOR; OLFACTORY CUES; OSMANTHUS; VERBAL PRIMING; MEMORY; RECALL; SEX-DIFFERENCES
More Like This
23.
Russ, Laura Beth.
The Effects of Peer Reporting as Positive and Negative Reinforcements of Classroom Behavior.
Degree: Specialist in Education, School Psychology, 2009, Miami University
► Positive peer reporting (PPR) has significant empirical support for providing a positive…
(more)
▼ Positive peer reporting (PPR) has significant empirical support for providing a positive influence on students’ classroom behavior. PPR consists of peers providing positive compliments for their classmates’ appropriate behaviors. The current study examined the effects of PPR, as well as two other peer reporting strategies on classroom engagement and work completion. Negative peer reporting consisted of peers providing corrective statements for their classmates’ inappropriate behaviors. For these two conditions, positive and corrective statements were delivered following the class activity. Due to unclear effects for either strategy, an alternative peer reporting strategy was instituted, which provide immediate, within-session praise contingent on appropriate behavior. Each reporting strategy was implemented across two classrooms of second grade students. Results indicate negative effects on both academic engagement and work completion across all reporting strategies in comparison to baseline. On an individual basis, there are differential effects among the experimental conditions.
Advisors/Committee Members: Jones, Kevin.
Subjects: Behaviorial sciences; Education; Educational psychology; Elementary education; Psychology
Keywords: Positive peer reporting; Classroom management; Behavioral intervention; Behavior modification
More Like This
24.
Sarr, Brianna Jenesse.
Comparing Bilingual and Monolingual Students' Response to Intervention.
Degree: Specialist in Education, School Psychology, 2008, Miami University
► The use of differentiated initial instruction incorporating the student's native language for…
(more)
▼ The use of differentiated initial instruction incorporating the student's native language for bilingual students is well supported in research. However, there is less support to indicate whether bilingual students' native language should be used in providing supplemental instruction or intervention. This study examined preliminary evidence for monolingual versus bilingual students' response to an early literacy intervention administered in English. Overall, the bilingual students demonstrated equal or greater response to the intervention than the monolingual students, suggesting that intensive academic supports delivered in English may be appropriate for ELL children. Implications and areas of future research are discussed.
Advisors/Committee Members: Jones, Kevin.
Subjects: Educational psychology
Keywords: RTI, Bilinguality
More Like This
25.
Schmidt, Jessica Lee.
The Effect Of Ability-Based Verse Effort-Based Praise On Task Performance And Persistence For Children With Giftedness.
Degree: Specialist in Education, School Psychology, 2012, Miami University
► The purpose of this study was to examine if there is a…
(more)
▼ The purpose of this study was to examine if there is a difference in students with giftedness in mathematics on task persistence and task performance on a tiered mathematical (e.g., Below, At, and Above the student’s capability level) task after receiving either ability- or effort-based praise. Four students in the 3rd grade that were identified as gifted/talented in mathematics participated in this study in a small group setting. While completing these mathematical tasks, either ability- or effort-based praise was delivered to the small group depending on the condition. Each student’s task performance was measured by the percentage correct on mathematical task. Each student’s task persistence was reported as the percentage of time the student was on task using the Behavioral Observation System. Results suggest task performance decreased with both the use of ability- and effort-based praise. Results also suggest that task persistence decreased when provided ability-based praise. Implications, limitations, and future directions are provided.
Advisors/Committee Members: Noltemeyer, Dr. Amity.
Subjects: Education; Educational Psychology; Gifted Education; Mathematics Education
Keywords: Task Performance; Task Persistence; Giftedness, Mathematics
More Like This
26.
Schneider, Chelsey Charl.
Comprehensive Evaluation of a Data-Based Problem Solving Reading Model.
Degree: Specialist in Education, School Psychology, 2008, Miami University
► The purpose of this study was to provide a comprehensive evaluation of…
(more)
▼ The purpose of this study was to provide a comprehensive evaluation of a data-based problem solving model for the assessment and intervention of reading problems. The research design was a multiple baseline across ten participants. The length of the baseline varied before the treatment phase was applied to indicate if the change in performance corresponded with the introduction of treatment. This design allowed the researcher to determine if the application of treatment was truly influencing the change in reading performance. First, the study examined if an individualized, data-based problem solving model leads to increased oral reading fluency for children at risk for poor reading outcomes. Second, the study examined if an individualized data-based problem solving model leads to generalized effects on comprehension, prosody, academic engagement, and self-efficacy. Third, the study examined if self-efficacy is a significant predictor to response to intervention.
Advisors/Committee Members: Jones, Kevin.
Subjects: Education; Educational psychology; Reading instruction
Keywords: reading model; data-base problem solving model; multiple baseline design
More Like This
27.
Schwarber, Laura A.
A COMPARISON OF GENERAL EDUCATION AND SPECIAL EDUCATION TEACHERS’ KNOWLEDGE, SELF-EFFICACY, AND CONCERNS IN TEACHING CHILDEN WITH AUTISM.
Degree: Specialist in Education, School Psychology, 2006, Miami University
► This study examined teachers’ knowledge of symptoms, concerns, and self-efficacy in teaching…
(more)
▼ This study examined teachers’ knowledge of symptoms, concerns, and self-efficacy in teaching children with autism. The sample of 166 preschool through 12th grade general education teachers (n=105), special education teachers (n=29), and other educational professionals [i.e., 22 aides, 2 occupational therapists, 7 speech pathologists, and 1 Title teacher) (n=32)] attending an in-service from eleven elementary schools were selected from four school districts in the Midwest. Similar to previous studies, there was confusion regarding autism knowledge amongst all educators. Special educators had more knowledge, higher self-efficacy, and less concern in teaching children with autism than general education teachers. Differences amongst groups’ main teaching objectives also existed. Given the increase of mainstreaming children with autism in the general education classroom, results of this study warrant the need for additional workshops, teacher preparation courses, and fieldwork experiences on autism.
Advisors/Committee Members: Bergen, Doris.
Keywords: autism; self-efficacy; concern; knowledge; teaching objectives; inclusion; developmental disabilities; special education; regular education
More Like This
28.
Seaman, Sarah.
The Effectiveness of Social Skills Instruction on Pro-Social Behaviors In An Elementary, English Language Learner Population.
Degree: Specialist in Education, School Psychology, 2012, Miami University
► This paper reports on a study that examined the effect of participation…
(more)
▼ This paper reports on a study that examined the effect of participation in a tier two social skills program and the relationship between language proficiency and social skills acquisition in an ELL (English Language Learner) population. The participants were fourth grade students identified as ELL and who meet the English proficiency standards. This study also included non- ELL fourth grade students who teachers consider “leaders” in the classroom. A related samples, pre-post test research design was employed and results were analyzed via use of nonparametric measures including the Wilcoxon Signed Ranks and Spearman’s Rho tests. This analysis was used to (1) examine the effects of the tier two social skills intervention and (2) explore the relationship between language proficiency and social skills. Results are discussed within the context of best practices in school psychology and interventions for English Language Learners. Study limitations and directions for future research are also included.
Advisors/Committee Members: Woodin, Michael.
More Like This
29.
Shaffer, Elizabeth Ann.
Effects of Peer-Monitored Social Skills Training on Measures of Social Acceptance.
Degree: Specialist in Education, School Psychology, 2009, Miami University
► The purpose of this study was to measure the effect that intensive…
(more)
▼ The purpose of this study was to measure the effect that intensive social-skills training, peer monitoring and role modeling has on elementary students’ prosocial behavior. Twelve students in grades 3 – 5 served as participants in this intervention. Participants first received social-skills instruction, peer modeled during classroom skits, and peer monitored at recess while dispersing coupons to children demonstrating positive social-skills. Increases in positive social behavior in the classroom were found across all grade level participants.
Advisors/Committee Members: Watson, T. Steuart.
Subjects: Behaviorial sciences; Education; Educational psychology; Educational sociology; Elementary education; Personal relationships; Personality; Psychology; School administration; Secondary education; Social psychology; Sociology; Special education; Teacher education; Teachi
Keywords: social skills training; school behavior intervention; school positive behavior support; antisocial behavior; peer monitoring; role-modeling; prosocial behavior
More Like This
30.
Stephan, Sarah Allison.
THE PREDICTIVE VALIDITY OF STIMLULUS PREFERENCE ASSESSMENTS.
Degree: Specialist in Education, School Psychology, 2008, Miami University
► This study examined the predictability and stability of self-nomination and verbal forced…
(more)
▼ This study examined the predictability and stability of self-nomination and verbal forced choice reinforcer assessment methods. Reinforcers identified by self-nomination and verbal forced choice were compared to experimentally-established reinforcers to determine the ability of these two reinforcer assessment methods to accurately predict effective reinforcers. The study used an academically relevant maze passage to determine actual reinforcers. These methods were repeated four times within subjects to determine stability over time. These methods were completed with 15 elementary-age children in an analogue classroom setting. The results were analyzed using Kappa to eliminate chance agreement. Verbal forced choice was found to have more significant predictability than the nomination survey. When the procedures were replicated multiple times, nomination survey became more accurate, but verbal forced choice became more accurate as well. Ultimately, verbal forced choice was the most effective method for predicting reinforcers.
Advisors/Committee Members: Kevin, Jones.
Subjects: Behaviorial sciences; Educational psychology; Elementary education
Keywords: stimulus preference assessment; reinforcer assessment; reinforcement; classroom setting; nomination survey; forced choice
More Like This
[1] [2]
