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Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this

Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Description
Fast mapping is the initial link infants make between a word and its referent, and it is crucial to later processes of learning the meanings of words. Despite the importance of fast mapping, previous research has suggested that fast mapping is fragile, with infants being unable to retain words learned

Fast mapping is the initial link infants make between a word and its referent, and it is crucial to later processes of learning the meanings of words. Despite the importance of fast mapping, previous research has suggested that fast mapping is fragile, with infants being unable to retain words learned through fast mapping longer than five minutes. The current study tested the robustness of fast mapping by imposing task irrelevant interruptions on a fast mapping task. Forty-seven infants (14.7 \u2014 17.4 months old) were assigned to a No Interruption condition, a Posture Interruption condition, or a Visual Interruption condition, and they performed a fast mapping task in which a novel object was named in one trial. Videos of the infants were coded for accuracy of fast mapping and for attentional behaviors (looking behavior) during the task. We found that infants did not learn novel word-object pairings when interrupted, demonstrating that infants' fast mapping abilities are easily disrupted. Overall, there was no evidence that looking behaviors were affected by interruptions, or that they were correlated with accuracy. These findings suggest that fast mapping is fragile in young infants, and further research is required to determine the mechanisms for infant learning, and how infants transition from fast to slow mapping processes.
ContributorsSmith, Emily J (Author) / Benitez, Viridiana (Thesis director) / Glenberg, Arthur (Committee member) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
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While previous research has investigated the influence parenting styles have on child behavior, there has not been consistent findings on how child behavior in return influences parenting. This study goes beyond the literature by examining bidirectional influences of combined dyad for emotional availability and early problem behaviors (composited across 12

While previous research has investigated the influence parenting styles have on child behavior, there has not been consistent findings on how child behavior in return influences parenting. This study goes beyond the literature by examining bidirectional influences of combined dyad for emotional availability and early problem behaviors (composited across 12 and 30 months) predicting parental warmth, authoritarian parenting, internalizing, externalizing and ADHD symptoms at age eight. This study also examined whether genetic or environmental factors were driving these behaviors. Participants were from the ongoing Arizona Twin Project (N=340 twin children). 25% of the twins were monozygotic, 35% were same-sex dizygotic, and 35% were opposite-sex dizygotic twins. Preliminary correlations showed bidirectional effects between early emotional availability, problem behaviors and parental warmth, authoritarian parenting, internalizing, externalizing and ADHD symptoms at age eight; however, once twin dependence and covariates were controlled for, the bidirectional effects were no longer significant. One important finding emerged: early problem behaviors were predictive of later problem behaviors at eight years. The study also found that externalizing and ADHD symptoms were more heritable than emotional availability, early problem behaviors, and internalizing symptoms. Therefore, interventions should be developed addressing the environmental influences that contribute to early problem behaviors.
ContributorsKaur, Navneet (Author) / Lemery-Chalfant, Kathryn (Thesis director) / Miadich, Samantha (Committee member) / Davis, Mary (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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Description
Token economies are a type of behavioral reinforcement that are particularly useful in classroom settings for increasing student compliance, for both typically developing children and children with autism spectrum disorder. During this study, we implemented a token economy in an inclusive preschool classroom with tokens contingent on compliance to classroom

Token economies are a type of behavioral reinforcement that are particularly useful in classroom settings for increasing student compliance, for both typically developing children and children with autism spectrum disorder. During this study, we implemented a token economy in an inclusive preschool classroom with tokens contingent on compliance to classroom rules. Three participants, two with a diagnosis of autism spectrum disorder and one considered typically developing, were included in the study. Results indicated that levels of compliance increased for both the typically developing participant and participants with autism, and did not drop below baseline levels during the withdrawal phase, suggesting there was no lack of intrinsic motivation. Further, the typically developing participant and one of the participants with autism spectrum disorder had very similar levels of compliance, while the other participant had much higher levels of compliance throughout every phase, suggesting that the compliance levels for peers with more advanced repertoires with autism may differ from both typically developing peers and peers who have less developed repertoires. The implications of these results are discussed as they relate to compliance from an ABA perspective.
ContributorsEggen, Kelly (Author) / Hahs, Adam (Thesis director) / Cavanaugh Toft, Carolyn (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
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Description
Adults with autism spectrum disorder (ASD) commonly have co-morbid psychiatric symptoms which can decrease quality of life. Although many adults with ASD are achieving greater independence, including attending college, psychiatric symptoms are generally not well controlled in this group. Mindfulness Based Stress Reduction (MBSR) is a program that has successfully

Adults with autism spectrum disorder (ASD) commonly have co-morbid psychiatric symptoms which can decrease quality of life. Although many adults with ASD are achieving greater independence, including attending college, psychiatric symptoms are generally not well controlled in this group. Mindfulness Based Stress Reduction (MBSR) is a program that has successfully been used to reduce the stress, depression, and anxiety symptoms in many clinical and non-clinical groups and may also be effective for college-aged students with ASD. The present investigation assessed the demand, practicality, implementation, adaptation, and acceptability of an MBSR course for college students with ASD. A total of 22 participants completed the questionnaire containing 53 questions and were between the ages of 18 to 64. We found that the MBSR therapy is in high demand for individuals with ASD, and that the participants would be willingly complete the intervention techniques. Participants generally stated that a therapy course like MBSR may help reduce their symptoms, and that they were eager to enroll. Participants were willing to attend all 8 classes during the summer, with a preference for afternoons. Also, modifications including yoga and background music would be accepted by each participant as well as any additional modifications made to the course to meet the needs of the individuals with ASD. Next steps include enrolling and randomizing students into the MBSR course or control group, as well as collect pre- and post-intervention data. We hypothesize MBSR will reduce the psychiatric symptoms and stress levels of individuals in college with ASD, demonstrating its effectiveness in this vulnerable population.
ContributorsJones, Rachel Michelle (Author) / Braden, Blair (Thesis director) / Baxter, Leslie (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Speech and Hearing Science (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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The purpose of this project was to research the expression of Autism Spectrum Disorder in children and create a children’s book that can help the peers of individuals with a diagnosis to understand what the disorder entails and potentially gain a new sense of empathy for peers of all levels

The purpose of this project was to research the expression of Autism Spectrum Disorder in children and create a children’s book that can help the peers of individuals with a diagnosis to understand what the disorder entails and potentially gain a new sense of empathy for peers of all levels of physical and mental abilities. The research component includes interviews with individuals deemed knowledgeable about ASD, including occupational therapists, behavioral analysts, and parents, as well as a literature review of research studies on the expression of Autism in children. This written portion of the project may also serve as a manual for individuals who have little to no knowledge of ASD, as it dives deeper into the content of the book and research, while remaining easily understandable and clear to those without any prior knowledge or experience with ASD. It could prove especially useful for those in professions that come into contact with individuals with Autism, but do not necessarily require psychology courses or training as a prerequisite for the role, such as teachers and some health professionals.

ContributorsSigna, Hope (Author) / Nelson, Elizabeth (Thesis director) / Spinrad, Tracy (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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This research paper covers many topics related to autism, including causes, treatment, DSM changes, and more. It is a review of current literature and journals and aims to give the audience a better understanding of the disorders and to discuss the changes in diagnostic criteria and prevalence of ASD.

ContributorsPeters, Emily Morgan (Author) / Stenhoff, Donald (Thesis director) / Hahs, Adam (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Between October 2016 and February 2018, DHS reported separating 1,768 children from their parents in what they called “a long-standing policy”. From July 2017 to October 2017, the Trump administration implemented a pilot program in El Paso. Federal prosecutors criminally charged adults who crossed the border from New Mexico to

Between October 2016 and February 2018, DHS reported separating 1,768 children from their parents in what they called “a long-standing policy”. From July 2017 to October 2017, the Trump administration implemented a pilot program in El Paso. Federal prosecutors criminally charged adults who crossed the border from New Mexico to West Texas. Forced family separation has long-lasting consequences on the health of immigrant youth and their families even as they become integrated into US society. In addition, policies like the zero-tolerance policy on illegal criminal entry and practices such as the exclusion and criminalization of immigrants perpetuate the image of an immigrant's subordinate position in the States. <br/>The zero tolerance policy has significant impacts on immigrants’ mental health, educational attainment, legal vulnerability, and physical health. While research typically focuses on the impacts of family separation on the child, the separation affects the entire family unit leading to feelings of helplessness and cultural disruption. Additionally, the topic of family separation during migration is well-studied, there is a lack of literature on forced family separation and long-lasting impacts post-reunification especially through a lens of resiliency.This paper seeks to examine how the zero-tolerance policy impacts Central American immigrant youth and their families and the limited support systems available. The family separation policy ignited protests across the country. Across the nation there was outrage of “kids in cages,” Central American children being taken from their families and placed into overcrowded facilities, left to sleep under tinfoil-like sheets in fenced areas. <br/>I argue that the zero tolerance policy is one of a long line of racist immigration policies that negatively impacts immigrant youth and their families. The effects of family separation seep into various dimensions of immigrants' lives, further complicating their adjustment to life in the US. Continued support for families who have been separated is critical to combat the adverse effects of harmful and racist immigration policies. Because the effects of family separation are multidimensional, I advocate for a holistic approach that addresses the various ways the effects spillover into daily life. This paper relies on the concept of resiliency versus a victim narrative, situating agency with the immigrant, and viewing immigration as an autonomous action. A resiliency framework acknowledges and appreciates immigrant youth's resourcefulness, strategic agency, and ability to subvert dominant norms and overcome barriers.

ContributorsDuran, Brittany Michelle (Author) / Wheatley, Abby (Thesis director) / Garcia Esq, Maite (Committee member) / School of Social and Behavioral Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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The goal of this study was to gain insights from adults on the autism spectrum regarding their recommendations for improving the accessibility of stores and restaurants. Four adults who indicated that they had a diagnosis of autism spectrum disorder or Asperger’s Syndrome volunteered to participate in a qualitative interview. The

The goal of this study was to gain insights from adults on the autism spectrum regarding their recommendations for improving the accessibility of stores and restaurants. Four adults who indicated that they had a diagnosis of autism spectrum disorder or Asperger’s Syndrome volunteered to participate in a qualitative interview. The questions that participants were asked centered around their experiences in stores and restaurants, current accessibility guidelines, the impact of COVID-19 on their experiences, and their recommendations for increased accessibility. Recommendations fell into two main categories: changes to the environment and accommodations that could be provided. Participants suggested multiple ways to reduce their sensitivities to noise in stores and restaurants like lowering the music, creating a quiet hour, or providing noise cancelling headphones. Further efforts are needed to fully understand the issue of accessibility for autistic individuals.

ContributorsWall, Charlotte (Author) / Updegraff, Kimberly (Thesis director) / Puruhito, Krista (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / School of Criminology and Criminal Justice (Contributor)
Created2021-12
Description
Immigration becomes relevant in policies and U.S. culture as globalization spreads. The physical relocation affects children’s development because they are growing up during uncertain times and they could potentially miss important milestones during childhood if the effects of immigration are not understood and explored. This paper aims to assess children’s

Immigration becomes relevant in policies and U.S. culture as globalization spreads. The physical relocation affects children’s development because they are growing up during uncertain times and they could potentially miss important milestones during childhood if the effects of immigration are not understood and explored. This paper aims to assess children’s physical, psychosocial, and academic trends and how they compare to native citizens of the United States. Law, research, medicine, and education are all relevant realms that could work on understanding the immigrant children’s problems, as well as help bolster any advantages and skills they might have.
ContributorsNawara, Nourhan Muniem (Author) / Swanson, Jodi (Thesis director) / Romley, Courtney (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05