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Description
Although anxiety may be developmentally appropriate, it can become problematic in some youth. From an ecological perspective, social systems, like family and friendships, are theorized to influence developmental trajectories toward (mal)adjustment, but empirical evidence is scant with regard to the relative impact of subjective satisfaction with family and friendship on anxiety problem development. This thesis study used a subsample of approximately 50% Hispanic/Latino clinic-referred youth (n = 71, ages 6-16 years). Overall, results suggest that the effect of friendship satisfaction on anxiety varied as a function of age but not ethnicity, such that there was a significant negative relationship between child-reported friendship satisfaction and anxiety levels for older children (approx. 9 years and older) but not for younger children. The effect of family satisfaction on anxiety also varied as a function of age, such that older children showed a positive relation between child reported family satisfaction and parent reported anxiety. Furthermore, a positive relation between family satisfaction and anxiety was found only for the H/L children. Post hoc analyses regarding cultural underpinnings of this finding and implications for future research are discussed, as are the results regarding differences between parent and child reports of anxiety.
ContributorsHumphrey, Julia (Author) / Pina, Armando A (Thesis advisor) / Doane, Leah (Committee member) / Bradley, Robert (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study explores the implications of a cultural and language match/mismatch between teachers and their Hispanic students. The study is particularly relevant given the disproportionate percentage of Hispanic students enrolled in Arizona schools who speak Spanish compared to a majority of teachers who are white and speak English. The purpose of the study was to learn how the experiences of matched/mismatched teachers differed in their efforts to connect with Hispanic students and families. The framework for this study relies on culturally responsive practice which suggests that maintaining both cultural and academic excellence for our Hispanic students and families promotes positive learning outcomes in schools. The research is based on case studies of eight teachers at an elementary school with a predominately Hispanic student and parent population. The data included surveys, interviews and lesson observations to assess culturally responsive practices. The results of this study indicated that teachers who share common cultural and language characteristics exhibit significantly more behaviors associated with culturally responsive practice than their mismatched counterparts. Mismatched teachers, however, were able to draw on specific school wide and pedagogical resources associated with culturally responsive practice to help support their students' learning.
ContributorsPriniski, David P (Author) / Garcia, David (Thesis advisor) / Powers, Jeanne (Committee member) / Thomas, Jeff (Committee member) / Arizona State University (Publisher)
Created2012
Description
This Qualitative Grounded Theory study is based upon interviews with charter school administrators, teachers and Hispanic parents to gather their perspectives on what practices encourage and elevate the participation of Hispanic parents in schools. There were three Guiding Questions utilized: 1) What culturally compatible methods are utilized in order to attract Hispanic parents to choose the particular charter school? 2) What culturally compatible methods does the charter school administration utilize to encourage Hispanic parental involvement in their child's education? 3) What are the benefits of greater Hispanic parent participation for children at these charter schools. Hypotheses were generated from the interviews base upon literature review. For Guiding Queston #1 there were five hypotheses based on a. Personal Interactions/Relationships, b. Environment, c. Language accommodations, d. Communication, e. Family Services. For Guiding Question #2, there were two hypotheses based on: a. Staff experience with Hispanic community and b. Leadership building. For Guiding Question #3, there were three hypotheses based on a. Home/School Partnerships, b. Academics, and c. Physical Presence.
ContributorsRuiz Rosado, Leticia (Author) / Valverde, Leonard A. (Thesis advisor) / Ovndo, Carlos J. (Committee member) / Scribner, Kent P. (Committee member) / Arizona State University (Publisher)
Created2011
Description
Anxiety sensitivity (AS; the fear of anxiety-related bodily sensations) has been earmarked as a significant risk factor in the development and maintenance of pathological anxiety in adults and children. Given the potential implications of heightened AS, recent research has focused on investigating the etiology and developmental course of elevated AS; however, most of this work has been conducted with adults and is retrospective in nature. Data from college students show that early anxiety-related learning experiences may be a primary source of heightened AS levels, but it remains unclear whether AS in children is linked to their learning experiences (i.e., parental reinforcement, modeling, punishment, and/or transmission of information about anxiety-related behaviors). Based on AS theory and its iterations, an emerging theoretical model was developed to aid further exploration of the putative causes and consequences of heightened AS levels. Using a sample of 70 clinic-referred youth (ages 6 to 16 years old; 51.4% Hispanic/Latino), the present study sought to further explicate the role of learning in the development of AS and anxiety symptoms. Results suggest that childhood learning experiences may be an important precursor to heightened AS levels and, subsequently, increased experiences of anxiety symptoms. Findings also indicate that some youth may be more vulnerable to anxiety-related learning experiences and suggest that culture may play a role in the relations among learning, AS, and anxiety symptoms.
ContributorsHolly, Lindsay (Author) / Pina, Armando A (Thesis advisor) / Crnic, Keith A (Committee member) / Sanabria, Federico (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT
This study investigated the effects of a family literacy program for Latino parents' language practices at home and their children's oral language skills. Specifically, the study examined the extent to which: (a) the program called Family Reading Intervention for Language and Literacy in Spanish (FRILLS) was effective at teaching low-education, low-income Latino parents three language strategies (i.e., comments, high-level questions and recasts) as measured by parent implementation, (b) parents maintained implementation of the three language strategies two weeks following the program, and (c) parent implementation of such practices positively impacted children's oral language skills as measured by number of inferences, conversational turns, number of different words, and the Mean Length of Utterance in words (MLU-w).
Five Latino mothers and their Spanish-speaking preschool children participated in a multiple baseline single-subject design across participants. After stable baseline data, each mother was randomly selected to initiate the intervention. Program initiation was staggered across the five mothers. The mothers engaged in seven individual intervention sessions. Data on parent and child outcomes were collected across three experimental conditions: baseline, intervention, and follow-up. This study employed visual analysis of the data to determine the program effects on parent and child outcome variables.
Results indicated that the program was effective in increasing the mothers' use of comments and high-level questions, but not recasts, when reading to their children. The program had a positive effect on the children's number of inferences, different words, and conversational turns, but not on the mean length of utterances. Findings indicate that FRILLS may be effective at extending and enriching the language environment that low-income children who are culturally and linguistically diverse experience at home. Three results with important implications for those who implement, develop, or examine family literacy programs are discussed.
This study investigated the effects of a family literacy program for Latino parents' language practices at home and their children's oral language skills. Specifically, the study examined the extent to which: (a) the program called Family Reading Intervention for Language and Literacy in Spanish (FRILLS) was effective at teaching low-education, low-income Latino parents three language strategies (i.e., comments, high-level questions and recasts) as measured by parent implementation, (b) parents maintained implementation of the three language strategies two weeks following the program, and (c) parent implementation of such practices positively impacted children's oral language skills as measured by number of inferences, conversational turns, number of different words, and the Mean Length of Utterance in words (MLU-w).
Five Latino mothers and their Spanish-speaking preschool children participated in a multiple baseline single-subject design across participants. After stable baseline data, each mother was randomly selected to initiate the intervention. Program initiation was staggered across the five mothers. The mothers engaged in seven individual intervention sessions. Data on parent and child outcomes were collected across three experimental conditions: baseline, intervention, and follow-up. This study employed visual analysis of the data to determine the program effects on parent and child outcome variables.
Results indicated that the program was effective in increasing the mothers' use of comments and high-level questions, but not recasts, when reading to their children. The program had a positive effect on the children's number of inferences, different words, and conversational turns, but not on the mean length of utterances. Findings indicate that FRILLS may be effective at extending and enriching the language environment that low-income children who are culturally and linguistically diverse experience at home. Three results with important implications for those who implement, develop, or examine family literacy programs are discussed.
ContributorsMesa Guecha, Carol Magnolia (Author) / Restrepo, María A (Thesis advisor) / Gray, Shelley (Committee member) / Jimenez-Silva, Margarita (Committee member) / Arizona State University (Publisher)
Created2015
Description
This body of research sought to explore relationships between parenting practices, physical activity resources, and Hispanic children’s physical activity. Guided by the Family Ecological Model (FEM) and the Ecological Model of Physical Activity (EMPA) this study examined the influence of parents on children’s physical activity through an integrative review. A cross sectional study was conducted to investigate potential relationships between parental perception safety at school, gender, and children’s physical activity. A cross sectional study was also utilized to examine potential correlations between parenting practices, physical activity resources, and children’s physical activity. Parental role modeling of physical activity and parental support for physical activity emerged as parenting practices that have considerable potential to impact children’s physical activity. Gender differences among children’s physical activity were also a key finding of this study with boys participating in more physical activity than boys. While quality of physical activity resources did not have significant associations with parenting practices or children’s physical activity, more research is needed to determine how resources for physical activity may impact parenting practices, and children’s physical activity.
ContributorsHutchens, Amy (Author) / Lee, Rebecca E (Thesis advisor) / Todd, Michael (Committee member) / Lyles, Ann Marie (Committee member) / Holtzclaw, Barbara (Committee member) / Arizona State University (Publisher)
Created2017
Description
Latino parents of children with feeding disorders completed a survey about their experiences accessing support and the cultural competence of their providers. This work is a follow-up project to a presented American Speech and Hearing Association Conference poster (Stats-Caldwell, Lindsay, Van Vuren, 2017). That project revealed caregivers’ use of social media and indicated an overall perceived lack of support from providers. In the present survey, Latino caregivers identified the resources they consult and rated the level of helpfulness in addition to the types of supports they sought and received from these resources. Results indicate a considerable reliance on pediatricians in both frequency of consultation and helpfulness ratings. No significant difference was seen between the frequency of consultation between pediatricians, speech-language pathologists and other service providers. No significant difference was found in the helpfulness ratings between speech-language pathologists and topic-specific social media pages, nor speech-language pathologists and grandmothers. Participants indicated reliance on social media for informational resources. The influence of social media is discussed. The cultural implications of treating this population are also reviewed.
ContributorsVan Vuren, Katherine Ann (Author) / Azuma, Tamiko (Thesis advisor) / Scherer, Nancy (Thesis advisor) / Helms-Tillery, Kate (Committee member) / Arizona State University (Publisher)
Created2018
Description
Purpose: The present study examined grammatical gender use in child Spanish heritage speakers (HSs) in order to determine whether the differences observed in their grammar, when compared to Spanish monolinguals, stem from an incompletely acquired grammar, in which development stops, or from a restructuring process, in which features from the dominant and the weaker language converge to form a new grammatical system. In addition, this study evaluated whether the differences usually found in comprehension are also present in production. Finally, this study evaluates if HSs differences are the result of the input available to them.
Method: One-hundred and four typically developing children, 48 HSs and 58 monolingual, were selected based on two age groups (Preschool vs. 3rd Grade). Two comprehension and three production experimental tasks were designed for the three different grammatical structures where Spanish expresses gender (determiners, adjectives, and clitic pronouns). Linear mixed-models were used to examine main effects between groups and grammatical structures.
Results: Results from this study showed that HSs scored significantly lower than monolingual speakers in all tasks and structures; however, 3rd-Grade HSs had higher accuracy than PK-HSs. Error patterns were similar between monolinguals and HSs. Moreover, the commonly reported overgeneralization of the masculine form seems to decrease as HSs get older.
Conclusion: These results suggest that HSs’ do not face a case of Incomplete Acquisition or Restructured Grammatical gender system, but instead follow a protracted language development in which grammatical skills continue to develop after preschool years and follow the same developmental patterns as monolingual children
Method: One-hundred and four typically developing children, 48 HSs and 58 monolingual, were selected based on two age groups (Preschool vs. 3rd Grade). Two comprehension and three production experimental tasks were designed for the three different grammatical structures where Spanish expresses gender (determiners, adjectives, and clitic pronouns). Linear mixed-models were used to examine main effects between groups and grammatical structures.
Results: Results from this study showed that HSs scored significantly lower than monolingual speakers in all tasks and structures; however, 3rd-Grade HSs had higher accuracy than PK-HSs. Error patterns were similar between monolinguals and HSs. Moreover, the commonly reported overgeneralization of the masculine form seems to decrease as HSs get older.
Conclusion: These results suggest that HSs’ do not face a case of Incomplete Acquisition or Restructured Grammatical gender system, but instead follow a protracted language development in which grammatical skills continue to develop after preschool years and follow the same developmental patterns as monolingual children
ContributorsMartinez-Nieto, Lourdes (Author) / Restrepo, Maria Adelaida (Thesis advisor) / Renaud, Claire (Thesis advisor) / Pascual y Cabo, Diego (Committee member) / Thompson, Marilyn (Committee member) / Ingram, David (Committee member) / Arizona State University (Publisher)
Created2018
Description
Parental over-control (excessively restrictive and regulatory parenting behaviors) has been consistently identified as a robust risk factor in the development and maintenance of child anxiety problems. However, current understanding of the parental over-control to child anxiety relation is limited by a lack of specificity. The broad ‘parental over-control’ construct represents a heterogeneous category of related but distinct parenting behaviors each of which may exert a unique effect on child anxious emotion. Still, research to date has generally failed to consider this possibility. Moreover, culturally cognizant theory and emerging empirical evidence suggest cross-ethnic (Caucasian vs. Hispanic/Latino) differences in the utilization of various parenting strategies as well as the effects of parenting behaviors on child outcomes. But, only a handful of studies have considered the potential differences in the functioning of parental over-control behaviors within a Hispanic/Latino cultural framework. Using a sample of 98 pre-adolescent children at-risk for anxiety problems, the present study sought to further explicate the association between parental over-control and child anxiety symptoms in the context of ethnic and cultural diversity. Results suggest that parents’ use of overprotection and (lack of) autonomy granting might be particularly relevant to child anxiety, compared to parental intrusiveness and behavioral control. Findings also indicate that some youth may be more vulnerable to parental over-control and suggest that cultural values may play a role in the relation between over-controlling parenting and child anxiety symptoms. Knowledge about cross-cultural variations in the relation among parental over-control behaviors and the development of anxiety symptoms is important because it can improve the cultural robustness of child anxiety theory and has potential to inform culturally sensitive child anxiety prevention and intervention efforts.
ContributorsHolly, Lindsay E (Author) / Pina, Armando A (Thesis advisor) / Crnic, Keith (Committee member) / Tein, Jenn-Yun (Committee member) / Barrera, Manuel (Committee member) / Arizona State University (Publisher)
Created2016
Description
Abstract
Healthy eating promotes the optimal growth and development of children and can help reduce the risk of developing many health-related problems such as obesity and diabetes in both children and adults. Low-income, minority children disproportionately suffer from several chronic diseases when compared to middle to upper class non-Hispanic whites. The school is an environment in which children can learn about the importance of healthy eating by observing foods served, observing role models and interacting with a curriculum that emphasizes health and good nutrition. Parent involvement has been shown to play a role in improving health habits of children. Therefore, promoting nutrition education in the school by effectively improving parent involvement among minority parents is a promising approach.
The purpose of this action research was to examine the process of developing and evaluating a culturally sensitive, family-based nutrition newsletter for Latino parents of preschool children. The study aimed to: 1) identify challenges and explore education outreach and food-related issues facing preschool Latino families and 2) develop and evaluate a culturally sensitive, family-based nutrition education newsletter that promotes family engagement and healthy eating. The four phases of this research included: 1) a formative stage; 2) a development stage;3) an evaluation stage and 4) a sustainability stage. Descriptive statistics and thematic coding was used to analyze the data. Findings from parent and staff surveys indicated that newsletters and healthy recipes were the preferred methods of receiving food and nutrition-related information and the priority health issues for participants were diabetes and obesity. Based on the preferences of parents and staff, a family based nutrition newsletter was developed that was designed to encourage parents and children to work together while engaging with newsletter material. The newsletter was evaluated by parents and staff for content, format and effectiveness.
Overall, the newsletters were well received by parents and staff. The newsletter increased interest in nutrition, but participants wanted more information and wanted more fun activities for the children. The findings of this study indicated that the tailored approach to designing newsletters is not only feasible, but acceptable regarding the audience’s specific needs and preferences in this specific context and is a viable delivery method for nutrition education and sustainable nutrition education outreach for this Center. The development of culturally sensitive nutrition education materials that meet the needs of the specific intended audiences is discussed.
Healthy eating promotes the optimal growth and development of children and can help reduce the risk of developing many health-related problems such as obesity and diabetes in both children and adults. Low-income, minority children disproportionately suffer from several chronic diseases when compared to middle to upper class non-Hispanic whites. The school is an environment in which children can learn about the importance of healthy eating by observing foods served, observing role models and interacting with a curriculum that emphasizes health and good nutrition. Parent involvement has been shown to play a role in improving health habits of children. Therefore, promoting nutrition education in the school by effectively improving parent involvement among minority parents is a promising approach.
The purpose of this action research was to examine the process of developing and evaluating a culturally sensitive, family-based nutrition newsletter for Latino parents of preschool children. The study aimed to: 1) identify challenges and explore education outreach and food-related issues facing preschool Latino families and 2) develop and evaluate a culturally sensitive, family-based nutrition education newsletter that promotes family engagement and healthy eating. The four phases of this research included: 1) a formative stage; 2) a development stage;3) an evaluation stage and 4) a sustainability stage. Descriptive statistics and thematic coding was used to analyze the data. Findings from parent and staff surveys indicated that newsletters and healthy recipes were the preferred methods of receiving food and nutrition-related information and the priority health issues for participants were diabetes and obesity. Based on the preferences of parents and staff, a family based nutrition newsletter was developed that was designed to encourage parents and children to work together while engaging with newsletter material. The newsletter was evaluated by parents and staff for content, format and effectiveness.
Overall, the newsletters were well received by parents and staff. The newsletter increased interest in nutrition, but participants wanted more information and wanted more fun activities for the children. The findings of this study indicated that the tailored approach to designing newsletters is not only feasible, but acceptable regarding the audience’s specific needs and preferences in this specific context and is a viable delivery method for nutrition education and sustainable nutrition education outreach for this Center. The development of culturally sensitive nutrition education materials that meet the needs of the specific intended audiences is discussed.
ContributorsPazzaglia, Gina (Author) / Margolis, Eric (Thesis advisor) / Appleton, Nicholas (Committee member) / Paredes, Maria (Committee member) / Arizona State University (Publisher)
Created2016