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- Genre: Masters Thesis
Description
Academic transitions are a necessary and important part of an ASD student's life. Parental involvement and perspective is a vital part of each transition planning process. The primary goal of this research is to identify trends in parent perspectives regarding ASD academic transitions through meta-synthesis of current research. The research also seeks to identify shifts in parent perceptions of the importance of specific transitional program elements during different academic transitional periods. Results indicate a clear trend within each academic transition category as well as trends throughout the transition periods. The main trend in parental perspective throughout the transitions is the de-structuration of the transition planning process and increased personalization with the advancement of each academic transition. Possible uses of research results to ease the transition planning process for parents are summarized and discussed.
ContributorsLee, Cindy (Author) / McCoy, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Zucker, Stanley (Committee member) / Arizona State University (Publisher)
Created2012
An investigation of academic achievement and achievement motivation in children with cystic fibrosis
Description
Cystic Fibrosis, one of the most severe childhood life-shortening illnesses, places demands on a child's life conceivably interfering with his or her academic success. It is possible that the medically related activities in which individuals with CF partake interfere with academic activities and the motivation, specifically beliefs, expectancies, and values held, toward those activities. These issues encouraged the investigation of academic achievement and achievement motivation in children with CF through exploration of three research questions. Question one concerns differences in academic achievement between children with CF and a healthy comparison group for 1) reading and 2) math. Question two explored differences in aspects of motivation including ability beliefs, outcome expectancies, and task values between the groups for the two academic subjects. Finally, question three examined the relationship between motivational components and academic achievement. Evidence is provided for differences in math achievement between the two groups. Differences in motivation between children with CF and healthy children remain unsubstantiated.
ContributorsHall, Morgan (Author) / Gorin, Joanna (Thesis advisor) / Wodrich, David (Committee member) / Husman, Jenefer (Committee member) / Arizona State University (Publisher)
Created2010
Description
The following study evaluated the effectiveness of a self-monitoring strategy on independent work behavior. The three subjects were in first grade, seven years old, identified with mild mental retardation (MIMR), and had an Individualized Education Plan (IEP) with targeted functional academic and behavior goals. The purpose of this study was to investigate the effect of a self-monitoring strategy on on-task independent work behavior and task completion. The research sought to determine whether or not a self-monitoring strategy would affect on-task independent work behavior and task completion. A multiple baseline across subjects design was used. Data were collected using a frequency count of off-task behavior. The self-monitoring strategy was found to be successful with all three subjects in the study. Overall, the subjects demonstrated a decrease in off-task behavior during independent work time after the intervention was introduced.
ContributorsCoughlin, Jennifer (Author) / McCoy, Kathleen (Thesis advisor) / Kenzer, Amy (Committee member) / Mathur, Sarup (Committee member) / Zucker, Stanley (Committee member) / Arizona State University (Publisher)
Created2010
Description
In the United States, recreational female golfers give up golf at twice the rate of recreational male golfers. This study explored the causal attributions of 240 recreational golfers after a practice session at a public golf facility. Attributions can be adaptive or maladaptive after a performance and can influence subsequent motivation to engage in a similar task again. It was hypothesized that male and female golfers would make significantly different attributions for their performance and that female golfers' attributions would be maladaptive. As the attrition rate for female golfers is highest in the first five years, it is also hypothesized that women's attributions will become more adaptive over time and that attributions will be moderated by the number of years playing golf and perceived level of success. A survey was used to measure golfers' attributions and general questions provided data for the number of years playing golf and gender. The subscales in the attribution survey were internal control, external control and stability. Attributions are adaptive or maladaptive depending on the level of perceived success, so success of the practice performance was collected. The hypothesis that recreational female golfers make significantly different attributions than recreational male golfers was supported only by the external control sub-scale. Female golfers perceived their performance as significantly less successful than male golfers. Considering this perception of success, women golfers' attributions were maladaptive. The hypothesis that women golfers' attributions become more adaptive over time was supported. Time playing golf predicted a significant amount of variance for internal attributions of female golfers. However, the hypothesis that attributions will be moderated by the number of years playing golf and perceived success was not supported.
ContributorsShapcott, Susan (Author) / Husman, Jenefer (Thesis advisor) / Brem, Sarah (Committee member) / Mean, Lindsey (Committee member) / Arizona State University (Publisher)
Created2010