Department: Education : School Psychology ![[clear]](close-x.png "Remove this limiter")
24 matches in the database.
These are records: 1 - 24.
Did you mean instcode:ucii?
1.
Bonner, Michael L.
Accountability of School Psychology Practicum: A Procedural Replication.
Degree: PhD, Education : School Psychology, 2001, University of Cincinnati
► This research seeks to evaluate the outcomes of a school psychology training…
(more)
▼ This research seeks to evaluate the outcomes of a school psychology training practicum by replicating accountability procedures used in prior research. These procedures emphasize the use of single case design data and follow a procedural checklist developed for intervention-oriented service delivery. Results are reported in terms of trainees' adherence to service delivery procedures, consultees' adherence to intervention procedures, and intervention outcomes. Intervention outcomes are derived from visual analysis of graphic data, calculation of effect size and percent of non-overlapping data, goal attainment scaling, and social validity ratings. The outcomes are discussed as indicators of accountability for the school psychology student cohort and are discussed in the context of data from previous cohorts. Implications for establishing the application of these accountability procedures in applied settings are discussed, as is the need for further research in the use of meta-analysis techniques for single-case design studies.
Advisors/Committee Members: Barnett, David W.
Keywords: school psychology training; school psychology service delivery; accountability
More Like This
2.
BOYER, JEAN ANNE.
META-ANALYSIS OF SINGLE CASE DESIGN: LINKING PRESERVICE TEACHER PREPARATION COURSEWORK TO OUTCOMES FOR CHILDREN.
Degree: PhD, Education : School Psychology, 2003, University of Cincinnati
► In the current study, teacher interns were instructed in the knowledge and…
(more)
▼ In the current study, teacher interns were instructed in the knowledge and skills of collaborative problem solving. Single case A/B design progress monitoring graphs (n=52) were maintained for children taught by teacher interns during the applied component of the course. Individual progress monitoring graphs from 4 sections of the course over two years were synthesized to determine course effects, using meta-analysis of single case design. Additionally, the study compared the use of single case design effect size statistics for meta-analysis, including the Busk-Serlin (type I), percentage of non-overlapping data points (PND), and goal attainment scaling (GAS). Meta-analysis of single case design offers a methodology to strengthen the relationship between course work in collaborative problem solving and its effects on child academic and behavioral outcomes. The current study systematically replicates the work of a prior study using meta-analysis of single case design data where coursework in collaborative problem solving for teacher interns showed strong effect sizes on academic and behavioral outcomes for children (Allen and Boyer, 1998). Results of this study demonstrated moderate to strong effect sizes for all cases. Of the three metrics used for meta-analysis, the Busk-Serlin (type I) emerged as the most liberal statistic, with most cases showing strong positive effect sizes. The GAS was the most conservative statistic, with most cases emerging in the moderate range of effect. The PND statistic showed slightly less than half of the cases as having strong effects. Based on the results of this study, the PND offers advantages the advantages over the other metrics, such as, of (a) not over identifying cases as showing strong effects (i.e., a more conservative statistic); (b) maintaining the integrity of the underlying assumptions of single case design methodology; and (c) providing modal data to interpret what happens for most people (i.e. most preservice teachers and the children they teach most of the time).
Advisors/Committee Members: Allen, Dr. Sarah J.
Keywords: meta-analysis; single case design; pre-service teacher preparation
More Like This
3.
Bunger, Carrie Elizabeth.
The Degree of Effectiveness of CAI with Sixth Grade Students Found to be at the Frustrational Level in Multiplication and Division Computation.
Degree: PhD, Education : School Psychology, 2010, University of Cincinnati
► This study investigated whether computer-assisted instruction (CAI) was effective in increasing the…
(more)
▼ This study investigated whether computer-assisted instruction (CAI) was effective in increasing the mathematics computational fluency of three female sixth grade students performing at the frustrational level (Shapiro & Lentz, 1986; Deno & Mirkin, 1977) in multiplication and division. The Key Skills (Sunburst Technology, 2003) computer program served as the independent variable. A multiple baseline design across subjects was chosen to evaluate the effectiveness of this CAI intervention (Cooper, Heron, & Heward, 1987) with correct digits per minute on timed skills probes serving as the dependent variable. In addition, work completion and accuracy were compared between CAI and seatwork. As a result of the CAI intervention, two of the three participants increased their fluency rates from baseline to intervention, although drastic changes in level or trend were not apparent. Definitive comparisons between each participant’s work completion and accuracy during the CAI and seatwork conditions could not be made due to varying seatwork session length, inequitable opportunities to practice, and varying independent variable complexity. Teacher and student treatment acceptability ratings were highly favorable. Post-completion analysis of error rates led to discussion of future directions and next steps.
Advisors/Committee Members: Lentz, Francis.
Keywords: CAI; fluency; intervention; seatwork; Math; digits; correct digits
More Like This
4.
HILL, KIMBERLY MOORE.
IMPROVING FIRST GRADE READING OUTCOMES: AN ANALYSIS OF A SCHOOL DISTRICT READING ACCOUNTABILITY SYSTEM.
Degree: PhD, Education : School Psychology, 2004, University of Cincinnati
► Learning to read is at the heart of the United States’ guaranteed…
(more)
▼ Learning to read is at the heart of the United States’ guaranteed free and appropriate public education. The standard-based educational reform movement prescribes high standards for student performance, assessment tools to measure performance against these standards, opportunities for schools to change curricula and instruction, and accountability for student outcomes. Ohio has responded to the standards-based reform movement by implementing accountability systems centered on summative statewide assessments. These summative systems are appropriate for demonstrating global reading performance, but formative assessment tools are needed to make decisions about individual students’ reading skills. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are formative tools used to measure pre-reading skills. This study examined the relationships among three of the DIBELS measures, and among DIBELS, student placement in their reading curricula (Reading Mastery), and student performance on the Ohio Off-Grade Proficiency reading test (OOPT-2). DIBELS measures included: phoneme segmentation fluency (PSF), nonsense word fluency (NWF) and oral reading fluency (ORF). Approximately 110 first grade students and 14 teachers from a Midwestern urban school district were participants in the study. Students’ fall, winter, and spring DIBELS scores, their scores on the OOPT-2 reading test, and their fall, winter, and spring placements in the Reading Mastery curricula were utilized for analysis. Across the school year, students demonstrated an increase in their performance on NWF and ORF, but their PSF performance remained stable. Both NWF and ORF were well correlated with the OOPT-2, with ORF being the best predictor of students’ proficiency on the OOPT-2. Students who reached recommended year end levels in both NWF and ORF were rated as proficient on the OOPT-2 at a higher than 70% rate. Nearly all students considered deficit by the two DIBELS measures were rated as non-proficient on the test. Utilizing students’ placement in the curricula to predict performance on the OOPT-2 proved tenuous, possibly because of uneven teacher implementation. These results do not support the use of PSF with first grade students, but do substantiate the use of NWF and ORF with first grade students. Implications for professional practice are provided as well as directions for future research.
Advisors/Committee Members: Lentz, Dr. Francis E.
Keywords: DIBELS; Dynamic Indicators of Basic Early Literacy Skills; reading; CBM; accountability; summative assessment; formative assessment; NCLB; first grade; elementary school; pre-reading skills; statewide testing
More Like This
5.
HORVATH, MELANIE J.
EFFECT OF PRACTICE METHOD ON PROBLEM-SOLVING SKILL ACQUISITION AND PROCESS ACCEPTABILITY.
Degree: PhD, Education : School Psychology, 2006, University of Cincinnati
► This study examined the effects of two practice methods on problem identification…
(more)
▼ This study examined the effects of two practice methods on problem identification skill acquisition and process acceptability. Participants included 47 preservice teachers enrolled in two sections of a 10-week course designed to teach skills in collaborative problem solving. Following didactic instruction, one section practiced collaborative problem solving with actual students in a field-based setting; the other section practiced using case scenarios. Participants in both conditions demonstrated problem identification skills by responding to a case scenario using prompts related to key components of problem identification prior to and following course instruction. Acceptability of the collaborative problem-solving process was measured at the end of the course using an 18-item Acceptability Questionnaire (Ostrom, 2001). An independent samples t-test revealed no difference in baseline problem identification skills between groups. Following instruction and practice using problem identification components, both groups of participants demonstrated an increase in skills. However, there was significantly higher skill acquisition for the case scenario practice method group than the field-based practice group. Descriptive statistics confirmed participants’ high acceptability ratings of collaborative problem solving, without significant difference in overall acceptability ratings between groups. Findings have implications for those teaching and learning collaborative problem-solving skills including preservice and practicing teachers, school psychologists and members of building and district planning teams for systems change. Training for these current and future educators should be based on the instructional hierarchy and informed by data on learners’ existing knowledge and experience. Findings on acceptability of collaborative problem solving support previous research that teachers find the process acceptable and useful. In addition, legislative mandates and professional standards for training and practice support the acquisition of these skills. Replication of this research with experienced teachers and other educational personnel is needed.
Advisors/Committee Members: Allen, Dr. Sarah J.
Subjects: Education, Educational Psychology
More Like This
6.
IHLO, TANYA BETH.
EXAMINING THE USE OF A SYSTEMATIC PROBLEM-SOLVING PROCESS FOR INCREASING TEACHER ADHERENCE TO INTERVENTION PLANS.
Degree: PhD, Education : School Psychology, 2004, University of Cincinnati
► Many schools are adopting a collaborative problem-solving approach to consultation to address…
(more)
▼ Many schools are adopting a collaborative problem-solving approach to consultation to address the academic and behavioral needs of students. Examination of treatment integrity or adherence to intervention plans developed through consultation is critical to evaluating intervention effectiveness. If an intervention is not being implemented as planned, it is not possible to have confidence in decisions made about intervention effectiveness. This study: (a) investigated the effects of systematic problem-solving procedures on teachers’ adherence to collaboratively developed intervention plans; (b) examined the relationship between adherence and student intervention outcomes; (c) assessed the acceptability of collaboratively developed interventions and intervention scripts to teachers; and (d) assessed teacher ratings of the acceptability of the systematic problem-solving procedures for addressing intervention adherence concerns. Participants in this study were 4 preschool and 1 elementary teachers. For this study, school psychologists and school psychology trainees consulted with teachers to collaboratively develop intervention plans for students with behavioral needs. Following implementation of the intervention plans, consultants used systematic collaborative problem solving to increase teacher adherence to intervention plans. Direct observations of teacher intervention adherence and student outcomes were conducted and a single-case design was used to evaluate data. Questionnaires used to assess teachers’ acceptability ratings of the use of systematic problems solving for addressing intervention adherence found strong support. Four of the five teachers in the study showed increases in intervention adherence and all teachers rated the use of systematic problem solving for adherence concerns and adherence plans developed through the process acceptable. Although past research has studied increasing intervention adherence, the focus has been on using one particular method, performance feedback. This study is unique because it applies systematic problem solving to improving adherence. Use of this process involves those responsible for implementing interventions as key collaborators in examining factors affecting intervention adherence. This research has important implications for school psychology practitioners who use collaborative problem solving with teachers to develop interventions to address student concerns. With increased emphasis on response to intervention, examination of intervention adherence and ways to increase adherence is crucial for making data-based decisions.
Advisors/Committee Members: Allen, Dr. Sarah J.
Keywords: intervention adherence; treatment integrity; collaboration; problem solving; consultation
More Like This
7.
Kosmac, Annette.
Cover, Copy, and Compare: The Analysis of a Self-Managed Intervention to Increase Spelling Accuracy Across Task and Time.
Degree: PhD, Education : School Psychology, 2009, University of Cincinnati
► Cover, copy, and compare (CCC) is a self-managed academic intervention that can…
(more)
▼ Cover, copy, and compare (CCC) is a self-managed academic intervention that can be adapted across many subjects and skill domains. The purpose of this study was to evaluate CCC as a class-wide spelling intervention to increase spelling accuracy on written exams, and to determine whether results would generalize across task and maintain over time for a group of second grade participants (N = 45). Spelling performance was assessed using a multiple-baseline across subjects design. Results demonstrated differential effects on spelling accuracy as well as differential acceptability of procedures by participating students. Students in the first quartile of spelling performance demonstrated increases in accuracy and were more likely to select CCC when given a choice of study strategies than students in the second, third, and fourth quartiles. Follow-up data demonstrated mixed effects, and generalization data revealed higher percentages of words being spelled consistently across tasks. Acceptability of the CCC procedures was documented for teachers through positive responses on a questionnaire.
Advisors/Committee Members: Hawkins, Renee Oliver.
Subjects: Behaviorial sciences; Educational psychology; Elementary education
Keywords: spelling intervention; self-managed; class-wide intervention; Cover, Copy, and Compare; Choice
More Like This
8.
Magnan, Joselyn Emily.
The Efficacy of Training Kindergartners in Assisted Self-Graphing as a Supplemental Intervention Within a Response-To-Intervention Model.
Degree: PhD, Education : School Psychology, 2006, University of Cincinnati
► This investigation examined the efficacy of assisted self-graphing for improving early literacy…
(more)
▼ This investigation examined the efficacy of assisted self-graphing for improving early literacy skills within an urban public school that employed a response-to-intervention model. Self-graphing supplemented the classwide kindergarten reading instruction and an empirically-based small group literacy intervention. Effects were studied through a multiple baseline across participants design (N = 3). The efficacy and social validity of self-graphing also were analyzed. The study demonstrated that kindergarteners are capable of self-graphing with adult assistance. However, on 43% of occasions, children chose not to self-graph. Furthermore, while there is some evidence that the self-graphing intervention produced increases in students’ phoneme segmentation fluency (the primary dependent measure), findings were not strong overall and did not show effectiveness for the secondary dependent measure, nonsense word fluency, used to assess generalization of self-graphing skills. Sample selection may have attenuated findings in that students acquired some targeted skills prior to the onset of self-graphing. Recommendations for future use of self-graphing were suggested.
Advisors/Committee Members: Barnett, Dr. David.
Keywords: literacy; self-graphing; self-monitoring; response-to-intervention; single case design; kindergarten; DIBELS; CBM; phoneme segmentation fluency; nonsense word fluency; single-subject design
More Like This
9.
MORRISON, JULIE QUATMAN.
SCHOLARSHIP FOUNDATION.
Degree: PhD, Education : School Psychology, 2001, University of Cincinnati
► The purpose of this study was to evaluate the Cincinnati Scholarship Foundation…
(more)
▼ The purpose of this study was to evaluate the Cincinnati Scholarship Foundation (CSF) High School Program. Attrition rates, dropout rates, state-mandated proficiency test passing rates, and suspension rates were examined longitudinally to determine if differential outcomes existed for CSF Scholars when compared to a matched control group cohort and a district-wide cohort. The goal of the Cincinnati Scholarship Foundation (CSF) High School Program is to encourage students who might otherwise be "at risk" of dropping out of school to graduate with the highest level of academic achievement possible. The CSF Program is available to students in the urban school district at Grades 7-12 whose family income falls at or below the poverty level. Clear and specific behavioral expectations and explicitly stated contingencies are the defining features of the CSF Program. By meeting the specific academic and behavioral criteria, students have an opportunity to earn small monthly grants to meet their immediate financial needs. Positive outcomes in terms of higher proficiency passing rates and lower suspension rates were demonstrated for CSF Scholars who remained in the CSF Program two or more years, however, the confounding influence of selection bias and experimental mortality limit this study's ability to draw definitive conclusions about the merit or worth of the CSF Program.
Advisors/Committee Members: Lentz, Dr. F. Edward.
Subjects: Education, Educational Psychology
Keywords: dropout prevention; urban education; high schools
More Like This
10.
NANTAIS, MELISSA.
MEETING TRAINING GOALS FOR TIERED INTERVENTION-BASED SERVICES: A PILOT OF MODEL ADHERENCE AND OUTCOMES DURING INTERNSHIP.
Degree: PhD, Education : School Psychology, 2005, University of Cincinnati
► With recent legislative developments, such as the federal No Child Left Behind,…
(more)
▼ With recent legislative developments, such as the federal No Child Left Behind, and the reauthorization of the Individuals with Disabilities Education Improvement Act, the focus in education is on effective instruction, strong interventions, and prevention efforts. As a result discussion surrounding response-to-intervention (RTI) has increased substantially. These developments have direct implications for the profession of school psychology and its training programs. This study examined outcomes from an initial cohort of school psychology interns implementing response-to-intervention model. Outcomes were reported in terms of procedural adherence, the degree to which the response-to-intervention lead to improvements in student outcomes, and social validity of the use of this model. The results indicated an overall low procedural adherence to the model which restricted discussion with regards to both student outcomes and social validity. Limitations as well as implications for training programs and future research needs are discussed.
Advisors/Committee Members: Barnett, Dr. David.
Keywords: school psychology training; intervention-based services; multi-tiered model; three-tiered model; intervention; response to intervention
More Like This
11.
NELSON, KARIN L.
AN ECOBEHAVIORAL CONSULTATION MODEL FOR ADDRESSING NEEDS OF EARLY CHILDHOOD LANGUAGE MINORIITY STUDENTS: A PRELIMINARY STUDY.
Degree: PhD, Education : School Psychology, 2002, University of Cincinnati
► Many preschool students with diverse cultural and linguistic backgrounds face challenges in…
(more)
▼ Many preschool students with diverse cultural and linguistic backgrounds face challenges in early childcare settings that often are not prepared to deal with their unique education needs. Early childhood educators and parents of language minority preschoolers may have questions as to how they can provide instruction and support to these children to make the most of their preschool experience. This situation is further complicated by the language and cultural communication barriers that may exist between the child's parents and teachers. This study was designed to examine the use of an ecobehavioral problem-solving consultation model (PASSKey) for addressing targeted needs of early childhood language minority students. The study involved replications of a single-case quasi-experimental design to evaluate the extent to which students demonstrated improvement in targeted areas of concern. In addition, the degree to which teachers and parents found the PASSKey process and results meaningful and acceptable was assessed. Three PASSKey consultation cases were conducted with language minority preschool students and their caregivers (mothers, teachers and teacher assistants). The behavioral data demonstrated some modest evidence for the potential of positive change in all three cases. However, the number of target variables that changed and the level of change varied across the three cases. Additionally, ratings by the caregivers indicated that they found the process to be acceptable and meaningful for their child.
Advisors/Committee Members: Barnett, Dr. David.
Keywords: early childhood; language minority students; english language learners; ecobehavioral; behavioral intervention
More Like This
12.
NICHOLS, ANGELA R.
THE EVALUATION OF THE TECHNICAL ADEQUACY OF A DIRECT OBSERVATION CODE DEVELOPED TO ASSESS TEACHER AND STUDENT INTERACTIONS IN A PRESCHOOL SETTING.
Degree: PhD, Education : School Psychology, 2007, University of Cincinnati
► In the past decade, there has been an increasing demand for the…
(more)
▼ In the past decade, there has been an increasing demand for the development of high academic standards for students, evaluation of student outcomes, and increased teacher accountability. Although the focus had previously been on the school-age population, the movement is now impacting early childhood education. With recent demands for student achievement and teacher accountability in early childhood education, as well as the existing gap between research and classroom practice, it is essential that methods for evaluating the adequacy of the instructional environment be developed within the context of the preschool classroom. This study examined preliminary technical adequacy data for an observation system to be used to assess teacher instructional and managerial practices and student engagement in the preschool classroom. Results show the code to have acceptable overall technical characteristics for use in conducting direct assessment of instructional environments. The observation system has possible utility for purposes of improving instructional practices through individual consultation and systemic professional development activities in order to assist agencies/preschools in meeting performance standards in line with strong instructional research. Limitations are discussed as well as suggestions for future research and development, such as modifying instructional definitions to minimize observer inference and refining estimates of prevalence.
Advisors/Committee Members: Barnett, Dr. David.
More Like This
13.
ODDO, MARIA ROSE.
RECIPROCAL PEER TUTORING USING REPEATED READING: A SYSTEMATIC REPLICATION USING SMALL GROUPS OF STUDENTS.
Degree: PhD, Education : School Psychology, 2007, University of Cincinnati
► This study investigated the effects of small group peer-mediated repeated reading practice…
(more)
▼ This study investigated the effects of small group peer-mediated repeated reading practice on reading fluency and comprehension for students at risk for reading failure. Previous research has investigated the efficacy of peer-mediated repeated reading interventions carried out by student dyads. This research extends the existing research by further investigating the impact of repeated reading on oral reading fluency and comprehension when carried out in a small group format with students in a fourth grade classroom. Results indicated that repeated reading practice in a small group format was effective in improving levels of reading fluency and reading comprehension skills of four targeted students, but there did not appear to be enough data to interpret trend (Christ, 2006). Evidence also indicated immediate class-wide changes in fluency and comprehension but these effects were diminished in follow-up. Acceptability ratings showed that the format was easy to implement and acceptable to stakeholders.
Advisors/Committee Members: Barnett, Dr. David.
Keywords: reciprocal peer tutoring; repeated reading; reading; tutoring; peer tutoring; special education; interventions; RTI; response to intervention; tiers; small group
More Like This
14.
Orcholski, Courtney Leigh.
Cover, Copy, and Compare: The Effect of Interspersal and Non-Interspersal and a Peer Tutoring Model on Reading and Spelling Skills.
Degree: PhD, Education : School Psychology, 2009, University of Cincinnati
► This study examined the use of 4th-grade peer tutors to implement cover,…
(more)
▼ This study examined the use of 4th-grade peer tutors to implement cover, copy, and compare using known and unknown words to increase the reading and spelling skills of 1st and 2nd-grade students. Previous research found each of these components to be effective in increasing various academic skills. This study extended prior research by integrating the components and examining their effects on sight-word knowledge in isolated word lists as well as reading in connected text and spelling in dictated sentences. An alternating treatments design, in which opportunities to respond was held constant, was used to compare the effectiveness and efficiency of cover, copy, and compare with and without the use of interspersal. Unlike previous research, results in the current study indicated that the non-interspersal condition resulted in more words mastered, but took longer to implement than the interspersal condition. Further results showed that reading skills were higher than spelling skills on the bi-monthly assessments as well as the maintenance and generalization assessments. Implications for practice include increased utilization of teachers and peer tutors to monitor progress and organize the intervention. The focus of future research should include the examination of assessment procedures and various interspersal ratios.
Advisors/Committee Members: Graden, Janet.
Subjects: Education; Special education
Keywords: cover, copy, compare; interspersal; peer tutoring; reading; spelling
More Like This
15.
OSTROM, JENNIFER KAREN.
ACCEPTABILITY OF COLLABORATIVE PROBLEM SOLVING TO ELEMENTARY AND SECONDARY TEACHER INTERNS.
Degree: PhD, Education : School Psychology, 2001, University of Cincinnati
► This study investigated the acceptability of collaborative problem solving to elementary and…
(more)
▼ This study investigated the acceptability of collaborative problem solving to elementary and secondary teacher interns. Participants included 68 teacher interns in an 11-week course designed to teach skills in collaborative problem solving. As part of the course, teacher interns received direct instruction and guided practice in collaborative problem solving as they worked with consultants to design, implement, and evaluate classroom-based interventions to address the needs of their students. For this study, teacher interns in 2 elementary and 2 secondary sections completed five 18-item Acceptability Questionnaires (adapted from the Intervention Rating Profile, Witt and Martens, 1983); one after each step of the problem-solving process and at the end of the course. Descriptive statistics demonstrated high ratings for acceptability of collaborative problem solving. However, an independent samples t-test demonstrated significant differences between elementary and secondary teacher interns' ratings, with elementary interns' acceptability ratings of the overall collaborative problem-solving process higher than those of secondary teacher interns. Using a repeated measures 1-within design, significant differences also were found between teacher interns' acceptability of individual steps of collaborative problem solving. A visual analysis revealed a downward linear trend, with problem identification the highest rated step and problem evaluation the lowest. Additionally, a 1-within and 1-between repeated measures design found a significant difference between elementary and secondary interns in the level of their acceptability ratings across steps. Specifically, elementary interns rated all four steps higher than secondary interns. Significant positive correlations were found between teacher interns' ratings of overall acceptability of the collaborative problem-solving process and both their acceptability ratings for each of the four steps of problem solving and ratings of target student outcomes. Findings of this research have implications for practitioners using a collaborative problem-solving model of consultation, as well as researchers in this area. These findings support the social validity of using all four steps of collaborative problem solving to meet students' needs. However, different training supports may be needed for elementary and secondary teachers learning the process. Replications of this research with teacher interns as well as experienced teachers are needed.
Advisors/Committee Members: Allen, Dr. Sarah.
Subjects: Education, Educational Psychology
Keywords: consultation; collaborative problem solving; teacher interns; acceptability
More Like This
16.
SCHAEFFER, KAREN RUTH.
COLLABORATIVE DECISION MAKING ACROSS SYSTEM BOUNDARIES: ESSENTIAL ELEMENTS AND YOUTH-SPECIFIC OUTCOMES.
Degree: PhD, Education : School Psychology, 2001, University of Cincinnati
► This case study was designed to examine interagency collaborative teams' adherence to…
(more)
▼ This case study was designed to examine interagency collaborative teams' adherence to essential elements of collaborative decision making and to assess youth-specific goal attainment, participant satisfaction, and quality of life indicators. Participants in this study were parents and case coordinators of youths referred for interagency planning through Warren County, Ohio Family and Children First. Data Collection Worksheets were completed during interviews and record reviews to identify the degree to which essential elements of collaborative decision making were used during planning. Retrospective goal attainment scales were completed to address the degree to which goals established by the team were achieved. Participants also completed scales that addressed social validity and quality of life indicators. The intent of this study was to inform the practice of interagency collaboration, the training of personnel who participate on interagency planning teams, and the continuing research to improve youth-specific outcomes. Due to the exploratory nature of the study and the limited sample, the results are not generalizable across settings, time or individuals. Analysis of the data collected during the study suggested that essential elements of collaborative decision making were partially implemented by the interagency teams. Although teams convened and gathered significant amounts of information, that information was not consistently used during intervention planning. System-level barriers to planning individualized services were suggested. These included variable access to information and limited autonomy of teams to create individualized plans. In some instances, disagreements among team members resulted in strong negative impressions of the teams' work by some participants. Results of retrospective goal attainment scaling, participant satisfaction ratings, and quality of life indicators suggested that, in 3 out of the 7 cases, parents and case coordinators saw progress toward goals and believed that the planning experience was helpful and acceptable. In 4 out of the 7 cases, participants reported limited progress toward goals and disagreement regarding participant satisfaction and quality of life indicators. One potential contribution of the study is delineation of decision-making components that could form a basis for future research as well as be used in practice to enhance implementation of research-based components. Future research might use single-case and/or group designs to examine correlation between youth-specific outcomes and the degree to which essential elements of collaborative decision making are used during planning.
Advisors/Committee Members: Graden, Dr. Janet L.
Subjects: Education, Social Sciences
Keywords: interagency collaboration; collaborative problem solving; youth-specific outcomes; system change; collaborative consultation
More Like This
17.
SCHNEEGOLD, JENNIFER ANN.
PRELIMINARY ANALYSIS OF THE PSYCHOMETRIC PROPERTIES OF MEASURES TO ASSESS HEAD START OUTCOMES.
Degree: PhD, Education : School Psychology, 2007, University of Cincinnati
► Head Start programs have the mission of teaching preschool-aged children skills to…
(more)
▼ Head Start programs have the mission of teaching preschool-aged children skills to increase chances for school success. However, preschool curricula and instructional approaches vary by state, and from classroom to classroom. To help address variation in Head Start Centers, the Head Start Child Outcomes Framework legislation identified performance standards that encompass typical aspects of child development and learning. Head Start teachers are faced with the challenge of determining if preschool students are meeting these legislatively mandated outcomes. A major question is how to collect this information in an efficient and instructionally relevant manner so that data can be used formatively. The purpose of this study was to evaluate preliminary technical adequacy characteristics of five Head Start outcomes-referenced measures in the general areas of book knowledge, letter identification, phonological awareness, early writing, and mathematics. Sixteen classrooms within four local Head Start agencies were randomly selected to participate. Psychometric properties of reliability (i.e., internal consistency, test-retest reliability, and interscorer reliability) and validity (i.e., content-related evidence and criterion evidence) were analyzed. Results provided varying levels of support across the five measures, and further research and development are needed to validate their uses with the Head Start population.
Advisors/Committee Members: Barnett, Dr. Dave.
Subjects: Education, Tests and Measurements
Keywords: Psychometric Properties; Head Start Outcomes
More Like This
18.
SHRODER, JAYMI LYNN.
AN EXAMINATION OF THE RELATIONSHIP BETWEEN CURRICULUM BASED MEASUREMENT AND THE OHIO FOURTH GRADE PROFICIENCY TEST.
Degree: PhD, Education : School Psychology, 2002, University of Cincinnati
► This study examined whether reliable and efficient classroom-based assessment methods that allow…
(more)
▼ This study examined whether reliable and efficient classroom-based assessment methods that allow goal setting and ongoing progress monitoring can be linked to high stakes, statewide proficiency tests, thereby establishing a stronger rationale for the use of these classroom-based measures. As is occurring in many states, Ohio has established a state-mandated proficiency test, the Ohio Proficiency Test (OPT), for demonstrating student mastery on performance indicators. One tool for assessing reading progress that has strong empirical support as a reliable, valid, and efficient approach that is sensitive to growth is Curriculum Based Measurement (CBM). In this study, student performance on CBM reading was correlated to Fourth Grade OPT reading scores. As part of this initial validity study, the threshold of fluency related to passing scores on the reading section of the OPT was determined. Because Ohio’s open-ended reading tests require a written response, performance on writing fluency measures also was related to the OPT reading scores to determine if the addition of information from on-demand writing samples allowed better prediction of student reading performance. At four data collection periods, students from two local elementary schools were administered curriculum-based probes in reading and writing. The reading probes were scored for students’ oral reading fluency rate and the writing probes were scored on several quantitative criteria. The results of this research indicate that benchmarks of reading fluency that predict passing and failing scores on the reading section of the OPT can be determined, although writing did not increase the prediction. Implications for the application of these results in the classroom are discussed, including the use of the benchmarks for intervention planning and the anticipated impact on the social validity of CBM measures as a result of linking these measures to a statewide test.
Advisors/Committee Members: Graden, Dr. Janet.
Subjects: Education, General
Keywords: curriculum based measurement; proficiency test; high stakes testing; formative evaluation; accountability
More Like This
19.
SIEMOENS, SHERYL L.
CLASS-WIDE INTERVENTIONS FOR CHALLENGING BEHAVIORS: AN EXTENSION OF PASSKEY PROCEDURES.
Degree: PhD, Education : School Psychology, 2001, University of Cincinnati
► This research examined the development of class-wide interventions for behavioral concerns. Class-wide…
(more)
▼ This research examined the development of class-wide interventions for behavioral concerns. Class-wide interventions, as distinct from individual child interventions, are based on modifications of instructional environments to target educationally-related variable(s) that effect classroom group or subgroup members, where the behavior of group members is of concern. Examples include changes in classroom activities, events, and routines that involve more than one child in order to target variables such as increasing engagement or reducing disruptive behaviors. Class-wide PASSKey procedures were implemented in three public preschool classrooms, with interventions developed and implemented in each classroom. PASSKey is an acronym for functional assessment procedures developed for Ohio preschool services (planned activities, strategic sampling, keystone behavior). Specific areas of investigation included: (a) the degree of procedural reliability with which class-wide PASSKey procedures were implemented; (b) the extent to which interventions developed through these procedures were carried out as planned; (c) the extent to which positive changes occurred in behavior; and (d) the extent to which teachers found these procedures acceptable. Overall, the interventions developed in each classroom led to positive changes in the children's behavior.
Advisors/Committee Members: Barnett, Dr. David W.
Subjects: Education, Educational Psychology
Keywords: early childhood education; consultation; class-wide intervention
More Like This
20.
SKELTON, SEENA M.
TEACHER-IDENTIFIED INFORMATION COMPONENTS FOR INDIVIDUALIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A DELPHI STUDY.
Degree: PhD, Education : School Psychology, 2001, University of Cincinnati
► This study employed Delphi methods to identify individual components of information that…
(more)
▼ This study employed Delphi methods to identify individual components of information that can provide technical assistance for teachers planning instruction for students with disabilities in general education settings. Legislation, educational reform movements, and special education trends are resulting in increasing number of students with a variety of educational disabilities receiving instruction in regular education classes, and being taught, at least in, part by general education teachers. Many teachers have voiced concerns regarding possessing the appropriate skills to adequately teach these children. A panel consisting of 13 special and general education teachers selected because of their expertise in effectively instructing students with disabilities in the regular education classroom participated in this study. Through analyses 41 information components were derived for school teams to address in order to provide information for teachers that would assist in daily lesson planning for children with disabilities in general education settings. The components ranged in information pertaining to the specific abilities of the student to addressing information focused at instructional practices that have been found effective for teaching the student.
Advisors/Committee Members: Graden, Dr. Janet.
Keywords: instruction; individualizing; disabled students; inclusion; teaching
More Like This
21.
STRICKLER, WENDY LORRAINE ALINE.
A DESCRIPTIVE STUDY OF INDICATORS OF EFFECTIVE INTERVENTIONS FOR SUPPORTING STUDENTS.
Degree: PhD, Education : School Psychology, 2004, University of Cincinnati
► As many students demonstrate academic or behavioral difficulties, there is a need…
(more)
▼ As many students demonstrate academic or behavioral difficulties, there is a need for effective interventions to support students. The school psychology and education literatures provide effective interventions (e.g. Rathvon, 1999; Shinn, Walker, and Stoner, 2002; Thomas and Grimes, 2002); however, studies of interventions implemented in schools (e.g. Safran and Safran, 1996) often show few positive results or lack of implementation. As federal and state governments recommend or require use of interventions to support students, it is crucial to examine whether research-based practices are being meaningfully implemented in the schools. This study explored indicators of quality interventions identified in the literature and their use in schools. Fifteen indicators were examined: (a) behavioral definition, (b) baseline data, (c) problem validation, (d) problem analysis, (e) goal setting, (f) intervention-hypothesis match, (g) intervention plan, (h) measurement strategy, (i) decision-making plan, (j) progress monitoring, (k) formative evaluation, (l) treatment integrity, (m) summative evaluation, (n) intervention content, and (o) social validity. The purpose of the study was to inform both researchers and practitioners about the quality of intervention implementation to allow educators to improve performance and researchers to focus upon training needs. The research question was: Based upon case studies in actual practice, how well do interventions align with the indicators of quality interventions identified in the literature? Three different aspects were addressed: (a) How many indicators are typically present in intervention cases? (b) Which indicators are most often present or missing? And (c) Which indicators are implemented to a higher degree? Results indicated that the quality of interventions being implemented in the schools is improving. This study found more indicators implemented to a higher degree than previous research (Flugum and Reschly, 1994; Telzrow, McNamara, and Hollinger, 2000; Upah 1998). The intensive training component provided by the Southwest Ohio Special Education Regional Resource Center may be critical in explaining this improvement. However, there were still indicators (i.e., social validity) that were not implemented frequently or to a high level of quality. As such, practitioners and researchers need to continue to focus on whether all of these indicators are crucial to successful outcomes and how to ensure high quality implementation of indicators of quality interventions.
Advisors/Committee Members: Graden, Dr. Janet L.
Keywords: Intervention; Quality intervention; Quality indicators
More Like This
22.
THOMAS, MARI KATHERINE.
TEACHER INTERN AND MENTOR TEACHER BELIEFS AND PRACTICES REGARDING COLLABORATIVE PROBLEM SOLVING.
Degree: PhD, Education : School Psychology, 2002, University of Cincinnati
► This study examined the relationship between (a) teacher intern and mentor teacher…
(more)
▼ This study examined the relationship between (a) teacher intern and mentor teacher agreement with underlying assumptions and (b) mentor teacher involvement during the steps of collaborative problem solving. Forty teacher interns, enrolled in the Student Support Services course at the University of Cincinnati, along with their mentor teachers (N=36) served as participants. As part of the course, teacher interns completed an Underlying Assumptions Worksheet and 5 Weekly Homework Sheets. Mentor teachers who supervised the teacher interns completed the Underlying Assumptions Worksheet independently at the start (i.e., Week 2) of the course. Ratings for teacher interns and mentor teachers on the Underlying Assumptions Worksheet were used to examine teacher intern and mentor teacher levels of agreement with the assumptions underlying collaborative problem solving. Teacher intern ratings of mentor teacher involvement on weekly homework sheets were collected to determine the relationship between mentor teacher involvement and teacher interns’ completion of the problem-solving process. Mentor teacher ratings on the Underlying Assumptions Worksheet and their involvement during collaborative problem solving as rated on Weekly Homework Sheets were compared. Results suggested both groups strongly agreed with the assumptions underlying collaborative problem solving. Additionally, results supported a non-linear relationship between mentor teacher agreement with the assumptions underlying collaborative problem solving and their involvement with teacher interns during use of the process. These findings continue to support the significance of the relationship between teacher interns and mentor teachers. More specifically, results from this study suggested that mentor teacher beliefs and practices can influence teacher intern beliefs and practices regarding collaborative problem solving. Such information adds to the research literature on collaborative problem solving and relationships between teacher interns and mentor teachers. However, additional research should be conducted to further expand the findings from this study.
Advisors/Committee Members: Allen, Dr. Sarah J.
Keywords: collaborative problem solving; student support services; mentor teachers; teacher interns
More Like This
23.
URSHEL, C ARRIE L.
THE TECHNICAL ADEQUACY OF STANDARDS-DERIVED CURRICULUM-BASED MEASURES FOR READING COMPREHENSION AND MATH COMPUTATION IN MIDDLE SCHOOL.
Degree: PhD, Education : School Psychology, 2006, University of Cincinnati
► After the No Child Left Behind Act was signed into practice, states…
(more)
▼ After the No Child Left Behind Act was signed into practice, states were required to implement stringent accountability systems including standards-based reform efforts and annual testing of students. Academic content standards define what students should know for each subject at each grade level and annual state assessments assess students’ proficiency with those standards. The purposes of the present study were to (a) replicate previous research by investigating the technical adequacy of two measures of basic skills (oral reading fluency and basic mathematics computation) for secondary students and (b) begin an investigation to extend previous research by examining the technical adequacy of curriculum-based measures in reading comprehension and advanced mathematics computation, which were derived from grade-level content standards. This study addressed these uses of curriculum-based measurement: (a) monitoring student progress, (b) predicting performance on important school-based criteria (teacher ratings), (c) predicting performance on high-stakes tests, (d) screening to identify students at risk for poor academic performance, and (e) developing local norms to represent the average grade performance. Results indicated that the basic and advanced math computation measures were technically adequate indicators of general math proficiency and sensitive progress monitoring tools. Also, the question answering comprehension measure demonstrated validity and reliability, but was not as sensitive to student growth. Considering grade level academic content standards for secondary students is a promising future practice for curriculum-based measurement.
Advisors/Committee Members: Graden, Dr. Janet L.
Subjects: Education, Tests and Measurements
Keywords: Curriculum-based measurement; reading comprehension; math computation; middle school; technical adequacy
More Like This
24.
WESTCOTT, KATHRYN M.
TEACHING PROBLEM IDENTIFICATION SKILLS TO TEACHER INTERNS: AN ANALYSIS OF INSTRUCTIONAL METHODS.
Degree: PhD, Education : School Psychology, 2002, University of Cincinnati
► One consultative model of service delivery that provides structure and support to…
(more)
▼ One consultative model of service delivery that provides structure and support to schools to help ensure the needs of all students are met is collaborative problem solving. With strong foundations in collaboration, an essential element of this process is active participation of all key stakeholders. In order to expand the use of this process, increasing the problem-solving skills of all key stakeholders is important. Particularly, it is important for all teachers to have knowledge of the content and process of collaborative problem solving because their active participation is critical for achieving positive intervention outcomes. Limited research exists on how to build teachers' problem-solving skills in an effective and efficient manner. This study examined the effectiveness, as well as the perceived effectiveness, of case scenario activities combined with three instructional methods (didactic instruction alone, didactic + modeling, and didactic + written prompt) for facilitating the acquisition of problem identification skills. The participants were 53 teacher interns enrolled in three sections of an 11-week course designed to teach skills in collaborative problem solving. Participants completed four case scenario activities under one of the three instructional conditions and their responses were rated using the Problem Identification Rating Scale to provide an overall rating of problem identification skills. At the conclusion of the training, participants completed the Case Scenario Survey which assessed their perceived effectiveness of the activities in increasing their problem identification skills. Across time, all groups demonstrated an increase in problem identification skills, with the written prompt group consistently performing better than the modeling and no additional instruction groups. The modeling group, however, rated the case scenario activities as a more effective use of class time. The findings of this research support effective teaching, staff development, and collaborative-problem solving literatures, in that direct, active, and applied learning opportunities effectively promote skill development. Implications for teacher training and professional development programs are provided as well as directions for further research.
Advisors/Committee Members: Dr. Sarah J. Allen, Co-Chair, Dr. Janet L. Graden, Co-Chair.
Subjects: Education, Teacher Training
Keywords: collaboration; problem solving; teacher education; case scenario
More Like This
