Specialist in Education (Ed.S.), University of Dayton, 2024, School Psychology

Existing literature has underscored concerns regarding perspective-taking deficits in individuals with ASD, with limited success in achieving long-term effects and skill generalization through evidence-based interventions. This study investigated the extent to which preliminary self-awareness and perspective-taking skills can be taught to individuals with autism spectrum disorder (ASD) and the generalizability of these skills. The research design was a single-subject approach, specifically a multiple-baseline across behaviors design. The dependent variable, self-awareness, was quantified through the measurement of verbal behaviors, including specific, reciprocal, and correct verbal responses to instructional questions. The independent variable was the teaching intervention, which involved stimulus prompting, prompt fading, and positive reinforcement. This study sought to contribute to the research on teaching preliminary self-awareness and perspective-taking skills to individuals with ASD and aims to bridge existing gaps in knowledge and improve intervention strategies for this population, ultimately enhancing the quality of life for individuals with ASD and their families. The implications for this study are also discussed.

Committee: Clare Liddon (Committee Chair); Sawyer Hunley (Committee Member); Elana Bernstein (Committee Member) Subjects: Developmental Psychology; Early Childhood Education; Education; Educational Psychology; Families and Family Life; Psychology

Master of Science in Applied Behavior Analysis, Youngstown State University, 2024, Department of Psychological Sciences and Counseling

Behavioral Sports Psychology (BSP) research has experienced significant growth over recent decades, with various interventions implemented across different sports, athletes, and coaching contexts. This study builds upon previous systematic reviews by examining research from 2018 to 2024, focusing on behavioral interventions to enhance sports performance. Using inclusion criteria aligned with prior studies, 15 articles were identified from academic journals, covering nine sports and employing ten distinct behavioral interventions. Findings indicate consistent performance improvements across studies, with no negative outcomes reported. However, gaps persist in research, including the need for more studies on specific interventions, sports, and skill levels, as well as a scarcity of research involving professional athletes. The study analyzes the effectiveness of behavioral interventions in sports performance enhancement while highlighting avenues for future research to address limitations and broaden the applicability of findings across diverse sporting contexts.

Committee: Kristopher Brown PsyD, BCBA-D (Advisor); Alicia Prieto-Langarica PhD (Committee Member); Joseph Corpa MS, BCBA (Committee Member) Subjects: Behavioral Psychology; Behavioral Sciences; Psychology

Master of Science in Applied Behavior Analysis, Youngstown State University, 2023, Department of Psychological Sciences and Counseling

Applied behavior analysis (ABA) is the applications of principles of learning and operant conditioning to solve important social problems. ABA is commonly used as a treatment for autism spectrum disorder (ASD). As with any therapy, matters of cultural awareness and diversity are important to therapeutic rapport and acceptability. Recently, researchers in the field of ABA have started to describe and investigate the impact of cultural variables in ABA. To date, no summary or systematic review of these articles have occurred. Systematic reviews are important for bringing information on a similar topic together to inform practice and synthesize findings. The goal of this literature review is to do just that: bring together the most current research on cultural variables in ABA and synthesize their findings and suggestions. The goal of this review is to help the field better communicate to diverse cultures, increase its acceptability across cultures, and hopefully allow for ABA to be utilized more effectively. By gathering previous written articles and combining their findings, this literature review will help figure out what exactly individuals need to educate and facilitate speaking to one another with proper understanding and comfort.

Committee: Kristopher Brown PsyD, BCBA-D (Advisor); David Chilkotowsky MS, BCBA (Committee Member); Michalina Jones MSED, BCBA (Committee Member) Subjects: Behavioral Psychology; Behavioral Sciences; Bilingual Education; Education; Families and Family Life; Psychology; Social Work; Teacher Education; Teaching; Therapy

Master of Science in Applied Behavior Analysis, Youngstown State University, 2022, Department of Psychological Sciences and Counseling

Stimulus equivalence is a behavior analytic term that refers to the emergence of untrained relations between stimuli after training on some relations between them. After this training and emergence of untrained relations, the stimuli are said to function symbolically for one another. Equivalence-based instruction (EBI) is an approach to instruction that utilizes stimulus equivalence procedures to facilitate emergent relations in educational settings. EBI has been implemented in a variety of contexts with a variety of subjects. However, the extent to which EBI is used among practicing behavior analysts and the training experiences of those who do use EBI in practice has yet to be assessed. Practicing behavior analysts were surveyed on their use of EBI in clinical settings and were asked questions about their training and perceived barriers to implementing the procedures. Results indicated that most behavior analysts reported using EBI but also identified barriers to greater use or consideration of implementing EBI in their program design. Limitation and directions for future research are discussed.

Committee: Kristopher Brown PsyD (Advisor); Matthew Lindberg PhD (Committee Member); David Chilkotowsky MS (Committee Member) Subjects: Behavioral Sciences; Educational Psychology; Psychology

Doctor of Philosophy, The Ohio State University, 2022, Psychology

In recent decades, the field of autism has embraced family-centered care (FCC) as one tool for decreasing parental stress, with several studies demonstrating the positive impact of FCC on families (Dunst et al., 2007). However, parents of children with autism spectrum disorder (ASD) are less likely to report receiving FCC than parents of children with other health care needs (Brachlow et al., 2007; Gabovitch & Curtin, 2009). Applied Behavior Analysis (ABA) is a highly utilized category of treatment for ASD (Hyman et al., 2020), allowing providers of ABA the opportunity to have a particularly significant impact on families. No known studies have examined the state of FCC in ABA in the United States, and FCC is not a required component of training for Board Certified Behavior Analysts (BCBAs) (Behavior Analyst Certification Board, 2020). The aims of this study were: 1) Explore the current implementation of FCC in ABA and 2) Develop, implement, and evaluate a series of trainings for BCBAs focused on family-centered topics. In Phase One of this study, 16 parents of children aged 2-18 receiving ABA intervention for ASD and 10 BCBAs providing ABA intervention to children with ASD participated in focus groups. Transcripts were analyzed using grounded theory to identify the extent to which parents receive and BCBAs practice the four core components of FCC (respect and dignity, information sharing, participation, and collaboration). Several identified themes were common to both groups, with some themes unique to either the parent or BCBA groups. Overall, areas of strength and weakness related to the provision of FCC were shared by parents and BCBAs. Parents and BCBAs identified several barriers that prevent the provision of high-quality FCC, and BCBAs identified areas in which they would like to receive additional training. In Phase Two of this study, a series of 8 training sessions utilizing the Extension of Community Healthcare Outcomes (ECHO™) model were provided (open full item for complete abstract)

Committee: Andrea Witwer (Advisor); Vanessa Rodriguez (Committee Member); Susan Havercamp (Committee Member); Katherine Walton (Committee Chair) Subjects: Psychology

Master of Arts (MA), Ohio University, 2022, History (Arts and Sciences)

The governments in both Taipei and Beijing claim the Spratly archipelago in the South China Sea because it has proscribed the southernmost extent of China's ancient territory since the Han Dynasty. Taiwan's relationship with the South China Sea is an understudied, complex history. In May, 1956, Taiwanese forces established a permanent occupation on Itu Aba, the largest landmass in the South China Sea's Spratly Islands. While dwarfed by the mainland Chinese presence there today, the presence of Republic of China (Taiwan) forces in the South China Sea predates the mainland Chinese by several decades. Occupying this territory, known as Tai'ping Island in Chinese, was not expressly needed for Taiwan's defense against the People's Republic of China during the Cold War. Nor is it clear that the South China Sea was militarily necessary for the Taiwanese to retake mainland China, which its Nationalist government outwardly vowed to accomplish. I argue that the occupation demonstrates how the Nationalist government hoped to shore up their status as China in its maritime periphery. For a state that had lost most of its territory to a rival Chinese regime, the occupation of Itu Aba was a crucial symbolic victory. By the way the operation was promoted by the Nationalist press, the government attempted to utilize this occupation as a valence that would coalesce Taiwan's diverse population into a national community. In essence, if a map of the Republic of China included islands that were expressly not Taiwan and its outlying islands, the regime could promote itself as a successor to the Chinese Empire. This nationalist vision lay in opposition both to the various ethnolinguistic cultures held by the expats from mainland China and an indigenous Taiwanese identity. Aside from clarified an understudied issue in Chinese/Taiwanese history, this thesis explores the influence of small territories and states on the actions of larger countries a (open full item for complete abstract)

Committee: Joshua Hill (Advisor); Ingo Trauschweizer (Committee Member); Alec Holcombe (Committee Member) Subjects: Asian Studies; History; Military History; Modern History

Doctor of Education , University of Dayton, 2022, Educational Leadership

Previous research has shown that high rates of burnout in human service industries can lead to undesirable outcomes for both behavioral health companies and their clientele (Morse et al., 2012; Thomas et al., 2014). The current study investigates the potential sources of employee burnout among behavioral health professionals in the community-based program at ABS Transitions (ABST), a mid-sized community mental health company in Cincinnati, OH. Utilizing an explanatory sequential mixed methods design, quantitative data were collected using an established burnout survey, The Maslach Burnout Inventory Human Services Survey (MBI-HSS; Maslach & Jackson, 2019). In the second phase of the study, qualitative data were collected through structured interviews with participants in order to discover the company-specific symptoms of burnout at ABST. The final section provides a Logic Model for burnout reduction program at ABST, including the stakeholders, resources, and organizational interventions based on Organizational Behavior Management (OBM) principles. The results of the study and the discussion of the findings, recommendations for extensions and future avenues for research, are provided.

Committee: James Olive (Committee Chair); Thaddeus Nestheide (Committee Member); Holly Rittenhouse-Cea (Committee Member) Subjects: Behavioral Psychology; Organizational Behavior

Doctor of Philosophy, The Ohio State University, 2021, EDU Teaching and Learning

This qualitative study explores the transition to kindergarten special education of four Somali autistic children in Minneapolis, Minnesota. This dissertation answers a single, two-part research question: What aspects of the transition to kindergarten process do stakeholders find facilitate the transition process? What parts of the transition do stakeholders find impede the transition process? I addressed these questions by engaging a range of stakeholders and by using the following data collection methods: (a) individual, semi-structured interviews, (b) participant observation, (c) focus group interviews, and (d) collection of relevant artifacts. I used Bronfenbrenner's Ecological Systems Theory (1979) as a framework for understanding the systems which supported and impeded the successful transition to the kindergarten of Somali autistic children. Findings highlight Somali autism parents, faith, Somali disability services professionals, and day treatment (St. David's) as supportive of families. Families' reported several barriers, including discrimination of Somalis in the US, stigma surrounding autism in the Somali community, and poor relationships between families and schools.

Committee: Leslie Moore (Advisor); Laurie Katz (Advisor) Subjects: Education; Special Education

Master of Arts, The Ohio State University, 2019, Psychology

Parents of children with autism spectrum disorder (ASD) experience more stress than parents of children with other developmental disabilities (Blacher & McIntyre, 2006). Although there is a growing body of research identifying the predictors of stress in families of children with ASD, little is known about the role that treatment plays in these transactions. Applied Behavior Analysis (ABA) is a common intervention that can be intrusive and increase the responsibilities of parents (Strauss et al., 2012). Despite the intensive nature of ABA, it is unknown how participation in this type of treatment impacts parental stress. The primary aim of this study was to examine the predictors of parental stress in families of children receiving ABA intervention for ASD. 58 parents of children aged 2-12 completed a standard set of data including demographics, intervention information, and four assessments: Caregiver Strain Questionnaire, Aberrant Behavior Checklist, Family Support Survey, and Family Needs Survey. A primary regression model was conducted with parental stress as the outcome variable and demographic and assessment variables as the predictor variables. Additionally, a moderation analysis was conducted to examine the possible interaction between family support and unmet family needs. In order to examine the relationship between child comorbid psychiatric diagnoses and parental stress, a secondary regression analysis was conducted with parental stress as the outcome variable and the presence of various comorbid psychiatric diagnoses as the predictor variables. The primary regression model indicates parental stress is predicted by child utilization of psychotropic medication (p=0.027), the Hyperactivity/Noncompliance subscale score of the ABC (p=0.023), and the total score of the Family Needs Survey. No variables related to ABA intervention predict parental stress, and there is no evidence of moderation of unmet family needs on the relationship between family socia (open full item for complete abstract)

Committee: Andrea Witwer (Advisor); Luc Lecavalier (Committee Member); Susan Havercamp (Committee Member) Subjects: Psychology

Master of Arts, The Ohio State University, 2016, Educational Studies

Individuals with Autism Spectrum Disorder (ASD) often have deficits in social and communication skills. These skills can include verbal behavior such as tacting, manding, and intraverbal behavior. Research suggests that intraverbal behavior can be taught using echoic to intraverbal transfer-of-control procedures. Researchers have demonstrated that peer-mediated interventions can be successfully used to teach students with ASD social and communication skills. This study used a multiple probe across participants design to determine if a peer with ASD could be trained to implement an echoic to intraverbal transfer-of-control intervention, and if that intervention would be effective in increasing intraverbal behavior in students with ASD. Results indicate that the peer effectively implemented the intervention, and that the target students learned and maintained intraverbal behavior. The paper will also discuss implications and direction for future research, including testing for generalization of skills, additional intraverbal interventions that can be implemented, and using peers to teach more complex intraverbal skills.

Committee: Ralph Gardner (Advisor); Sheila Morgan (Committee Member) Subjects: Special Education

Doctor of Philosophy, The Ohio State University, 2014, Horticulture and Crop Science

Zinc finger proteins are among the most conserved proteins in eukaryotes. Despite numerous lines of evidence have indicated that Tandem CCCH Zinc Finger (TZF) proteins are important regulators for plant growth and stress responses, the functions of some of the tissue-specific TZFs remain elusive. The objective of this research is to characterize three seed-specific Arabidopsis thaliana TZFs in seed germination responses and to dissect the molecular and cellular mechanisms underlying their functions. A comprehensive literature review and genomic analysis of plant TZF genes are presented in Chapter 1. Plants usually have higher number of TZF genes compared to animals. Notably, plant TZF proteins are over-represented by members with a TZF motif preceded by an arginine (R)-rich (RR) region called RR-TZF domain. While the majority of plant RR-TZF genes express ubiquitously, some show strict expression patterns in time and space. Whereas animal TZFs regulate different types of inflammation, homeostasis and developmental responses, plant RR-TZFs apparently play critical roles in hormone-mediated growth and stress responses. They are likely nucleocytoplasmic shuttling proteins because almost all contain both Nuclear Localization Signal (NLS) and Nuclear Exit Signal (NES) sequences. Plant RR-TZFs are localized in cytoplasmic foci characteristic of processing bodies (P-bodies, PBs) and stress granules (SGs). Given plant RR-TZFs can bind specific RNA elements and trigger RNA degradation, they may control growth and stress responses via modulation of mRNA metabolism taking place in PBs and SGs. The first goal of the research was to functionally characterize three seed-specific AtTZF genes, AtTZF4, AtTZF5 and AtTZF6, using reverse genetic, molecular and cellular analyses (chapter 2). Results showed that AtTZF4, AtTZF5 and AtTZF6 are up-regulated by ABA and down-regulated by GA. As such, transcripts of these three genes are rapidly diminished during seed imbibition. Mutan (open full item for complete abstract)

Committee: Jyan-Chyun Jang (Advisor); Michelle Jones (Committee Member); Randall Scholl (Committee Member); Pablo Jourdan (Committee Member) Subjects: Molecular Biology

Doctor of Philosophy, The Ohio State University, 2013, Horticulture and Crop Science

Tandem Zinc Finger (TZF) proteins are characterized by two tandem-arrayed CCCH type zinc fingers. TZF proteins modulate various biological processes mostly via post-transcriptional regulation of gene expression. In animals and yeast, TZF proteins regulate mRNA stability by binding to the AU-rich elements (AREs) at the 3’ untranslated regions of target mRNAs and triggering RNA degradation. While much has been learned from animal and yeast system, the biological roles and molecular functions of plant TZFs remain largely unknown. In Arabidopsis thaliana, there are 11 TZF proteins (AtTZFs) containing a TZF variant motif specific to plants. Interestingly, over-expression of AtTZF1 can enhance Arabidopsis biomass and stress tolerance. Furthermore, AtTZF1 acts as a positive regulator for abscisic acid (ABA) responses and a negative regulator for gibberellic acid (GA) responses, likely via regulation of gene expression. To unravel the molecular function of AtTZF1, I have conducted molecular and biochemical analyses to assess the role of AtTZF1 in RNA binding. Similar to animal TZFs, AtTZF1 binds specific RNA molecules in a zinc-dependent manner. However, unlike animal TZFs that bind RNAs through their central TZF domains, AtTZF1 requires an additional conserved motif upstream of the TZF motif for RNA binding. Moreover, zinc finger integrity is important to achieve high-affinity binding to RNAs. Together, these results suggest that AtTZF1 is involved in RNA regulation. This knowledge paves the way for the subsequent identification of potential mRNA targets of AtTZF1 and investigation of AtTZF1 function in mRNA stability. During the course of analyzing co-expressed genes affected by AtTZF1 over-expression, a gene network centered on a GA-Stimulated transcript in Arabidopsis (GASA6) has been identified to be severely down-regulated. Interestingly, although GASA6 and its closest homolog GASA4 are GA-inducible and ABA-repressible, they are differentially regulated in (open full item for complete abstract)

Committee: Jyan-Chyun Jang PhD (Advisor); Guo-Liang Wang PhD (Committee Member); Eric Stockinger PhD (Committee Member); Esther van der Knaap PhD (Committee Member) Subjects: Plant Biology

MARCH, University of Cincinnati, 2006, Design, Architecture, Art and Planning : Architecture (Master of)

Time, sequence, composition, and the sensory experience are common elements used in the creation of both music and architecture. To support the claim that the two art forms stem from the same spirit, the incorporation and similar treatment of common temporal aspects are analyzed in both written form and are demonstrated through design. Specific focus will be placed on the ideas of: sequence and composition as they pertain to the communication of an idea, both measurable and phenomenological definitions of time, and sensory experiences as they relate to understanding. Specifically, the cannons of the Suzuki Method, Sonata Form, Fibonacci Sequence, and Serialism are articulated in the design of the music education center. Ultimately, this study will develop the notion that architecture can become more experientially enriched by studying the perspective music has on these common features.

Committee: Jay Chatterjee (Advisor) Subjects: Architecture; Music

Doctor of Education, University of Toledo, 2008, Educational Administration and Supervision

Autism is a lifetime neurobiological disorder that is not curable. Children are being diagnosed with this affliction at an alarming rate, which is greatly affecting and overwhelming both families and school districts. The National Research Council recommends 25 hours a week, year around of one-on-one or small group early intervention as the key to overcoming many of autism's limitations. This research compared what rural, suburban, and urban school districts in the Midwest states of Michigan and Ohio do to meet these recommendations. Additionally, parental input was obtained regarding their children with autism spectrum disorder (ASD) and what services are received from both the school district and private sector. The main findings of the research indicate that school districts are not following the recommendations set forth by the National Research Council's 2001 study, Educating Children with Autism. Intervention programs are severly lacking in the states of Michigan and Ohio as school districts are either not knowledgeable about what constitutes best practice regarding children with ASD, or do not have the resources necessary to implement these best practices. Intervention based on ABA principles is shown to help change the core symptoms of autism, and it should be a sound and logical addition to a school district's early intervention program. According to results obtained from this research study, a full 50% of the 74 school districts that responded indicated they used an intervention program that was not Applied Behavior Analysis (ABA), Discrete Trial Training (DTT), TEAACH (Treatment and Education of Autistic and Related Communication Handicapped Children) or Floor Time. Additionally, of the 35 parents that responded to the research survey, 62.9% indicated that their child's school did not use ABA, DTT, TEACCH or Floor Time as the program used for intervention. Furthermore, 57.1% (20) of the 35 parents that responded indicated that their child received ABA o (open full item for complete abstract)

Committee: Caroline Roettger Ed.D (Advisor); Sandra McKinley Ph.D (Committee Member); Lloyd Roettger Ph.D (Committee Member); Raymond Russell Ph.D (Committee Member) Subjects: Education; Elementary Education; School Administration; Special Education; Speech Therapy; Teacher Education

Doctor of Philosophy, The Ohio State University, 2011, Horticulture and Crop Science

TZF proteins are characterized by two CCCH Zinc Finger motifs arranged in tandem. In animals, TZFs can localize to specialized cytoplasmic RNA processing centers (Processing Bodies and Stress Granules), and control a variety of cellular processes via the regulation of gene expression at post-transcriptional level. The best characterized TZF so far is human tristetraproline (hTTP). hTTP can regulate mRNA stability by binding to the AU-rich elements in the 3' untranslated region of target mRNAs and inducing rapid RNA turnover through the recruitment and activation of RNA decay machinery. While TZF functions have been revealed in animals, the functions of plant TZFs remain largely unknown. In Arabidopsis thaliana, there are 11 TZF genes (AtTZF) that contain a TZF motif variant unique to plants. Using a variety of molecular, biochemical, and in silico techniques. I investigated the possible roles for AtTZF function in plants, and compared my results to reports from other eukaryotic TZF proteins. Similar to the TZF genes in animals, I show that AtTZFs in plants can co-localize with, DCP2, AGO1, and XRN4 mRNA processing factors in cytoplasmic foci that resemble plant Processing Bodies and Stress Granules. However, unlike hTTP that can bind RNA through its central TZF domain, AtTZF1 affinity for RNA and DNA requires an additional upstream region characterized by a conserved motif unique to plant TZFs. In silico structural analysis of the AtTZF1 zinc finger motif reveals further differences between animal and plant TZFs suggesting that AtTZFs may bind RNA targets different from those of animal TZFs. Consistent with these differences in structure, I show that AtTZF1 does not bind to the hTTP consensus RNA binding sites. Though the precise molecular mechanism underlying AtTZF1's function remains unclear, I show that the expression of AtTZF1 in plants has profound effects on many aspects of ABA and GA mediated growth, development and stress responses. AtTZF1 overexpression (open full item for complete abstract)

Committee: Jyan-Chyun Jang PhD (Advisor); John Finer PhD (Advisor); Erich Grotewold PhD (Committee Member); Iris Meier PhD (Committee Member) Subjects: Plant Biology

Doctor of Philosophy, The Ohio State University, 2005, Horticulture and Crop Science

The objective of this study was to increase the resistance of crops (tobacco and tomato) to water deficit stress. To achieve this goal transgenic plants were generated using two genes, a putative tomato type I inositol 5 polyphosphatase (5PTase) that terminates inositol 1,4,5 trisphosphate (IP3) signaling and ABRE binding factor ABF4 derived from Arabidopsis. Inositol 1,4,5 triphosphate (IP3), as one of phosphoinositides, is known to transduce a stress signal by changing its level in response to water deficit, osmotic stress, and low temperature in plants. Recently it was shown that type I inositol 5 phosphatases (5PTases), At5PTase1 and AtIP5PII/At5PTase2, regulate IP3 level in plant like in animals and that up-regulation of these genes decreases IP3 levels which leads to a reduction in the expression of ABA-/drought-responsive genes in Arabidopsis. On the basis of sequence similarity to Arabidopsis 5PTases, four tomato cDNAs (Le5PT1-4) that encode putative tomato type I 5PTase proteins were identified. Predicted protein sequences of identified Le5PTs had conserved catalytic domains that are required for 5PTase enzyme activity. Two clones, Le5PT1 and Le5PT2 were similar to AtIP5PII/At5PTase2 and At5PTase1, respectively. The expression of Le5PT1 was down-regulated in early time point under dehydration, NaCl, and exogenous ABA treatment, indicating that Le5PT1 may play a negative role in stress signaling. Transgenic tobacco plants with 35S:Le5PT1 did exhibit weak expression of the drought inducible gene, NtERD10B, but did not show correlation with resistance to water deficit stress. AtABF4, a bzip transcription factor, is known to induce the expression of ABA-responsive genes. The expression of Arabidopsis ABF4/AREB2 gene under the control of guard cell specific KST1 promoter was shown to significantly increase drought tolerance in tobacco and tomato plants. The transgenic plants exhibit significantly lower water loss per unit leaf area compared to wild type plants. (open full item for complete abstract)

Committee: James Metzger (Advisor) Subjects: Biology, Plant Physiology

Master of Music (MM), Bowling Green State University, 2007, Music Education/Comprehensive Music Education

The purpose of this study was to examine the efficacy of unstructured composition tasks versus structured composition tasks in first grade students' understanding of ABA form and rhythmic and timbre differences. Subjects in this study were first grade students from a rural elementary school in the midwestern United States. Subjects were randomly assigned to one of two groups. Subjects were asked to compose a song in three sections with the first and third sections being exactly alike. The structured group learned a shark poem and those subjects were asked to create their own shark composition. The structured group had two white pieces of paper with a piece of red paper in the middle to represent the B section. The unstructured group had three white pieces of paper. The unstructured group simply received instructions to compose a song in three sections with the first and third sections being exactly alike. The students had five minutes to compose their songs and then their final compositions were videotaped. Three elementary music teachers served as judges and scored the compositions. The results showed that groups (structured vs. unstructured) differed in their ability to compose a piece in ABA form that demonstrated their understanding of rhythmic and timbre differences, t(28) = -2.09, p < .05. The unstructured group more effectively utilized ABA form and demonstrated greater understanding of rhythmic and timbre differences in their compositions.

Committee: Nancy Sugden (Advisor) Subjects: Education, Music

Master of Science, University of Toledo, 2013, Biology (Ecology)

Extreme weather events are a growing focus of global climate change research. Extreme events, which occur abruptly and unpredictably, are often more detrimental to terrestrial vegetation than gradual shifts in climate. One type of event, the summer heat wave, may already be increasing in some areas of the world. Large-scale reductions in Net Primary Productivity and mortality have been reported during heat waves in forested ecosystems. Unfortunately, our understanding of how abrupt heat-stress affects woody species during heat waves lags behind our knowledge of herbaceous species that have been more widely studied in experimental manipulations. A few studies of herbaceous species also suggest that the coupling of soil heating to air heating can change the overall plant response to heat waves. To investigate air vs. air+soil heating in woody species, we manipulated the temperature of both shoots and roots separately for both white and black oak seedlings by insulating the soil during heat-stress to the shoot (35 vs. 40°C for 4 days, white oak; 35°C for 8 days, black oak). Interestingly, at moderate heat-stress temperature (35°C), net photosynthesis declined and internal CO2 concentration of leaves increased more when the roots were insulated in both species. Hence, concurrent soil warming prevented metabolic damage to leaves during moderate heat-stress, suggesting that direct heat to the roots increased shoot thermotolerance. In both experiments, differences in air vs. air+soil heating effects on root respiration were directly related to differences in soil temperatures, such that root respiration was higher with air+soil heating. In neither experiment were soil temperature effects related to plant water status. These results suggest that both direct and indirect effects of soil warming may occur in woody species during a heat wave, but that the response may depend on the severity and duration of the heat-stress. Future research is needed to determine t (open full item for complete abstract)

Committee: Scott Heckathorn (Committee Chair); Daryl Moorhead (Committee Member); Wayne Shepperd (Committee Member) Subjects: Ecology; Environmental Science; Forestry; Physiology; Plant Biology; Plant Sciences; Urban Forestry