Psy. D., Antioch University, 2020, Antioch New England: Clinical Psychology

Adverse childhood experiences (ACEs) have detrimental effects on health and psychological outcomes in the general population (Felitti et al., 1998). Individuals with the diagnosis of intellectual developmental disorder (IDD) are at increased risk for adverse events and may be vulnerable to poor outcomes, including problem behaviors (Hatton & Emerson, 2004; Hulbert-Williams et al., 2014). The present study examined relationships among Adverse Childhood Experiences (ACE) questionnaire (Felitti et al., 1998) items, total score, and problem behaviors for adults with IDD receiving community-based care. Participants (N = 41) were referred by a developmental services agency for a review of their archived records, which were used to rate the ACE questionnaire and count incidents of problem behaviors. Odds Ratios revealed the ACE item Parental Drug Abuse increased the odds 6-fold for elopement (p < .05), and 11-fold for property destruction (p < .01). Kendall's Tau-B correlations revealed significant positive correlations of Parental Alcohol Abuse and elopement (Tb = .34, p < .05). Adoption had a significant, but small positive correlation with total incident reports (Tb = .27, p < .05), and total ACE scores of 4 or greater increased the odds for criminal charges (OR = 6.23, 95% CI= 1.39, 27.84, p < .05). There were also significant negative correlations between the ACE items, Witnessing Domestic Violence, Forced Rape, and Parental Incarceration with aggression (p < .05). Total ACE scores and ACE item, Forced Rape, also had significant negative correlations with total incident reports (p < .05). These results, as well as improvements in the collection of patient data for trauma-informed care among development service agencies, are discussed.

Committee: Gargi Roysircar EdD (Committee Chair); Laurie Guidry PsyD (Committee Member); Anthony Giuliano PhD (Committee Member) Subjects: Clinical Psychology

Doctor of Philosophy, The Ohio State University, 2016, Social Work

Children's earliest experiences are critical for health and well-being across the lifespan. These experiences shape the development of social-emotional skills which lay the foundation by which children learn to navigate the intricacies of social interactions and complex emotions. Not all children, however, develop the social-emotional skills needed for success, with between 9 and 14% of children in early childhood exhibiting some type social-emotional deficit (Brauner & Stephens, 2006). Difficulties with early social-emotional skills may lead to behavioral, academic, and social problems during early childhood, as well as later in life (Denham & Brown, 2010). Low-income children of color often face barriers that put them at risk for poor social-emotional skill development. In an effort to support these vulnerable young children, the social settings in which they spend time should be targeted. One key setting in which many young children spend time is center-based child care. Examining this setting is a growing priority, so that the contributions of child care toward child social-emotional outcomes are maximized. Using secondary data from the Head Start Family and Child Experiences Survey (FACES) 2009, this study examined child care as a social setting that may positively influence social-emotional skill development among young low-income, children of color. Specifically, this study used multilevel modeling to explore child care center support, and also teacher emotional support and behavior management practices, and their influence on problem behaviors and social skill development among young children. Findings revealed that neither teacher emotional support practices nor teacher behavior management practices were significantly associated with child social skills or problem behaviors. However, teacher perceived center support was significantly related to child problem behaviors among low-income children of color, with higher teacher perceived center support as (open full item for complete abstract)

Committee: Dawn Anderson-Butcher PhD (Advisor); Audrey Begun PhD (Committee Member); Buettner Cynthia PhD (Committee Member); Logan Jessica PhD (Committee Member) Subjects: Social Work

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

Functional communication training (FCT), defined as a differential reinforcement (DR) procedure in which an individual is taught an alternative response that results in the same class of reinforcement identified as maintaining problem behavior, is a special type of DR procedure in which the alternative response is a recognizable form of communication. The current study examined how problem behaviors may be reduced by teaching a functionally equivalent behavior (i.e., communication) that produces the same reinforcement as the problem behavior. A multiple probe across participants design was utilized to examine the effects of functional communication training on the emission of independent manding responses and the reduction of problem behaviors with three elementary age students diagnosed with autism who also have poor interpersonal communication skills. The participants were taught to request for desired items or activities by touching an icon during times when problem behaviors were likely to occur. By learning appropriate communication, it was hypothesized that the occurrence of communication related problem behaviors would decrease. Results confirmed the hypothesis that FCT was able to increase appropriate communication skills while also decreasing unwanted problem behaviors.

Committee: Ralph Gardner III/PhD (Advisor); Matthew Brock PhD (Committee Member) Subjects: Education

PhD, University of Cincinnati, 2015, Education, Criminal Justice, and Human Services: Health Education

Study One Abstract: Background: Steroid use is an increasing health issue among adolescents. Purpose: This study investigated steroid use among 9th through 12th grade students in the Greater Cincinnati area. Methods: A total of 38,414 students completed the PRIDE Questionnaire, which examined steroid use and other drug use. Results: A total of 2.6% of students reported using steroids in the past year. Steroid use (past year) was significantly most common among males, juniors/seniors, African American adolescents, and Hispanic adolescents. Parent and school factors were significantly associated with past year steroid use, while sport participation was not significantly related. Having high levels of parental rule setting regarding substance use were associated with decreased odds for past year steroid use. Similarly, adolescents at schools with clear/consistent rules and enforcement regarding substance use were at decreased odds for past year steroid use. Such findings varied based on sex, grade level, race, and ethnicity. Students who reported that teachers frequently discuss the dangers of substance use were at an increased risk for past year steroid use. Discussion: Several risk and protective factors for steroid use were identified and as such should be addressed in prevention programs. Initiatives to reduce risk of steroid use should incorporate parental and school factors. Special attention is warranted for Hispanic and African American adolescents. Further examination of the potential relationship between context of sport participation and adolescent steroid use is needed. Study Two Abstract: Background: School violence, school victimization and suicidal ideation are serious public health concerns among adolescents. Purpose: The present pilot study investigated the association between adolescent steroid use and school violence, school violent victimization and suicidal ideation. Methods: A secondary data analysis of the 2014 PRIDE Question (open full item for complete abstract)

Committee: Keith King Ph.D. (Committee Chair); Laura Nabors Ph.D. (Committee Member); Rebecca Vidourek Ph.D. (Committee Member) Subjects: Health Education

MA, University of Cincinnati, 2003, Arts and Sciences : Psychology

Adolescents in at-risk communities are often exposed to activities that promote the onset of delinquency. However, not all exposed youth exhibit these types of behaviors suggesting that there are other factors influencing this relationship. The objective of this study was to examine the relationship between neighborhood risk and problem behaviors as well as the potential moderator effects of personal competence. Participants included 312 African American adolescents age 11-13 who were recruited from low income elementary schools via announcements and flyers. Structural equation modeling was used to test the null hypothesis. The findings revealed that neighborhood risk did not predict problem behaviors. Personal competence was associated with significantly fewer problem behaviors, but was not identified as having moderator effects in this analysis.

Committee: Ann Kathleen Burlew (Advisor) Subjects: Psychology, Clinical

Master of Arts, The Ohio State University, 2010, EDU Teaching and Learning

This study investigated the problem solving behaviors as each solved four common non-routine problems. The major goals of the researcher were to determine whether the individual's performances were consistent across different subject areas and problem types that could be solved using different heuristics and to identify possible factors that influenced children's choices and strategy use in different contexts. Data analysis included search for isolating common and unique patterns of behaviors that children exhibited as well as possible factors that led to institution of those patterns. Background interviews and problem solving interviews were conducted with each participant individually. Based on the interview episodes, a case study report for each participant was prepared. The three cases served as data sources for the overall analysis. The results showed that self-monitoring was positively correlated with success in performance on certain mathematical activities. The results suggested that intra-task strategy flexibility does not imply success at reaching correct answers to tasks, yet further proposed that the level of intra-task strategy flexibility might depend largely on the individual's confidence and preference for the use of certain strategies. Inconsistency in the same individual's mathematics problem solving behaviors across different subject areas and/or heuristics usage was revealed. The results also supported the findings that the nature of the individual's knowledge and its organization serves as a major influence on their success or failure as problem solvers. Contrary to the previous studies, the study found no relationship between stated confidence in mathematics and success in non-routine problem solving performance.

Committee: Azita Manouchehri PhD (Advisor); Douglas Owens PhD (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2009, ED Physical Activities and Educational Services

The increasing prevalence of substance use among adolescents is a growing concern across the United States today. Previous researchers have identified risk factors for substance use in the individual, peer, family, school, and community domains. With respect to the individual domain, mental health problems and problem behaviors have been postulated as explanatory variables in adolescent substance use. Although problem behaviors have been consistently identified as powerful explanatory variables in adolescent substance use, research assessing the influence of mental health problems has been equivocal. Investigators have further cited high comorbidity rates between mental health problems and problem behaviors. Therefore, researchers have recently examined the interaction effect between mental health problems and problem behaviors in relation to substance use; however, the findings have produced mixed results. With respect to the etiology of adolescent substance use, researchers have typically investigated risk and protective factors in isolation, which has led to conflicting results over the salience of risk factors in the individual, peer, family, school, and community domains. Thus, a composite risk and protective factor approach has been proposed for investigating the etiology of substance use. The primary purpose of the present study was to examine the explanatory power of mental health problems and problem behaviors in adolescent substance use and to explore the interaction effect between mental health problems and problem behaviors. A secondary aim of the study was to identify risk and protective factors of adolescent substance use, as measured by the Primary Prevention, Awareness, Attitude, and Use Survey (PPAAUS). In addition, protective factors were examined as moderators in the relationship between risk factors and adolescent substance use. Data used for this study came from a triennial survey completed in 2006 by the Franklin County's Safe and Drug Free Sc (open full item for complete abstract)

Committee: Michael Klein (Advisor); Bruce Growick (Committee Member); Bruce Walsh (Committee Member) Subjects: Education; Psychology; Rehabilitation