MARCH, University of Cincinnati, 2020, Design, Architecture, Art and Planning: Architecture

People of all ages inhabit architectural designs; sometimes these designs are geared toward their specific needs, but more often spaces are built for some predetermined average person. Although this has its benefits, it tends to encourage the already natural problem of age segregation within spaces because each space is designated and designed for a specific age group, such as children in a preschool or elderly in a nursing home. While such spatial segregation is easily navigated by most adults who freely move between these spaces, it can have more perverse effects on the young and old who are less able to move between spaces and who have more distinct spatial requirements and barriers to entry than the average adult. These effects include isolation which can lead to decline in health as well as slower development of social skills for children. At the same time, the groups that are affected the most are also the ones that are currently growing the most, with the elderly and youth populations expanding at a high rate. For the effects of spatial segregation to be addressed, spaces of overlap should be explored both on a programmatic and spatial level. By analyzing the research in how spaces are designed for specific groups and then refolding this information back into the fabric of overlapping spatial design, a more true form of intergenerational space can begin to arise. Alongside this exploration, programs that support overlap can be developed and explored, such as combined care facilities for the elderly and preschool age children, a type that has arisen in recent years due to much social research, but which still lacks architectural research. This model provides a useful testing ground for intergenerational concepts due to the specificity of interaction, and the design explored here will seek to map these interactive concepts. By redeveloping spaces of overlap through the lens of differing generational user groups, barriers to intergenerational exchange can be mi (open full item for complete abstract)

Committee: Michael McInturf M.Arch. (Committee Chair); Elizabeth Riorden M.Arch. (Committee Member) Subjects: Architecture

PhD, University of Cincinnati, 2019, Education, Criminal Justice, and Human Services: School Psychology

Shared storybook reading is a well-researched, interactive, adult-led approach typically used for improving early literacy performance. The utility of electronic shared storybook reading has not been well established in the literature (Takacs, Swart, & Bus, 2015). The current two-part study addresses some gaps in the research literature on electronic shared storybook reading and its effects on children's engagement and early literacy skill development. Study 1 examined the differential effects of traditional printed shared storybook reading and electronic shared storybook reading on outcomes of preschool student engagement through the use of an alternating-treatments single-case design (Kennedy, 2005). Study 2 examined the effectiveness of electronic shared storybook reading on improving early literacy skills in preschool students through the use of a multiple-baseline single-case design (Kennedy, 2005). Data were analyzed through visual analysis and supplemental summary statistics. Results of Study 1 show differential effects of traditional versus electronic shared storybook reading on outcomes of engagement for two out of three participants. Results of Study 2 show a gradual improvement in early literacy skills across each participant. Limitations and implications for practice are addressed in the discussion.

Committee: Renee Hawkins Ph.D. (Committee Chair); Allison Breit Smith Ph.D. (Committee Member); Julie Morrison Ph.D. (Committee Member) Subjects: Educational Psychology

Doctor of Philosophy, The Ohio State University, 2013, Human Ecology: Human Development and Family Science

This multiple baseline design study evaluated the efficacy of a Tier 2 early literacy intervention on low-income preschool children's phonological awareness (PA) skills. The intervention was delivered three to four days a week by a trained interventionist to small groups of children using an interactive approach with frequent opportunities to respond and contingent feedback. Groups participated in 28 to 36 lessons that lasted about 10 minutes and focused on PA and alphabet knowledge. Seven children, across three groups, participated in the lessons and weekly progress monitoring assessments. All children demonstrated gains on the primary outcome measure of first sound identification as a result of the Tier 2 intervention. Most children also demonstrated gains on secondary and distal measures of PA and alphabet knowledge. Results provide support for the application of Response to Intervention (RTI) in early childhood and signify the potential benefits to learners who need instruction beyond the core curriculum.

Committee: Howard Goldstein (Advisor); Cynthia Buettner (Committee Member); Shayne Piasta (Committee Member); Diane Sainato (Committee Member) Subjects: Curriculum Development; Early Childhood Education; Literacy; Preschool Education

PHD, Kent State University, 2010, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

Peer-mediated intervention (PMI), a strategy those working in preschool inclusive environments can use, creates opportunities for peers to assume instructional roles to promote positive social behaviors for children with disabilities. The purpose of the study was threefold: first, to examine peer mediators' use of PMI during baseline and intervention; second, to examine the effects of PMI in increasing positive social behaviors and decreasing negative social behaviors of the target children; and third, to examine whether the social skills for target children improved from baseline to intervention following implementation of PMI. A multiple baseline design across participants was used to examine the effectiveness of PMI with three target children. Six children served as peer mediators and were responsible for implementing PMI strategies. Dependent variables were identified measuring child attributes essential to the social area of development (i.e., positive social behaviors) and those that were not desired or considered socially acceptable (i.e., negative social behaviors). Turn taking was selected as the essential positive social behavior for all child participants. Teacher participants trained peer mediators to administer the independent variable, peer-mediated intervention, specifically peer prompting, peer initiating, and/or giving feedback with the support of a social story during free play. Overall, results of the study indicate peer mediators implemented PMI successfully and with fidelity and little training. Target children increased positive social behaviors and decreased negative social behaviors from baseline to intervention. In addition, target children stayed the same or increased their social skills from baseline (pre) to intervention (post). Findings contribute to the literature regarding the effectiveness of PMI as an evidence-based practice for increasing positive social behaviors and decreasing negative social behaviors in the social area of develo (open full item for complete abstract)

Committee: Kristie Pretti-Frontczak PhD (Committee Co-Chair); Sanna Harjusola-Webb PhD (Committee Co-Chair); Jennifer Hauver James PhD (Committee Member) Subjects: Special Education

PHD, Kent State University, 2013, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of the study was to examine the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were organized on a hierarchy of intensity and implemented in an additive manner. Using an increasing intensity across participants with a reversal design, child progress was monitored over time and children were moved through tiers based on level of need. A functional relationship between tiered instruction and CTT was found for nine of 13 child participants and the strongest intervention effects were observed at tier one. All but one child participant showed an increase in conversational turn taking from baseline to reinstatement. Teacher fidelity of implementation was monitored at each tier. Her overall average was 90% with the highest percent occurring in tier one. Resulting contributions to the literature include a better understanding of the feasibility of tiered instruction for the inclusive early childhood classroom, the effectiveness of tiered instruction for increasing CTT, and practical considerations for implementation of tiered instruction across tiers and phase change decisions.

Committee: Kristie Pretti-Frontczak Ph.D. (Committee Co-Chair); Sanna Harjusola-Webb Ph.D. (Committee Co-Chair); Christine Balan Ph.D. (Committee Member); Richard Cowan Ph.D (Committee Member) Subjects: Education; Special Education