Matching Items (19)
Description
This dissertation study examines the coping methods and attributional styles of peer victimized children versus those who are not involved with acts of bullying. Data corresponding to elementary school children (n=317) over a period of four years from four public elementary schools in the Southwest United States was used in the present study. Latent class analyses and correlations were conducted to explore (1) whether externalizing versus internalizing or passive emotional reactions differentially influence the attributions children make regarding victimization, (2) whether externalizing types of emotional reactions differentially influence the coping methods victimized children utilize, and (3) whether children identified as "bullies" experience different types of emotional reactions than those identified as "victims." Findings revealed that children who identified as self-reported victims tended to report higher levels of internalizing feelings. However, contradictory to what was hypothesized, the victim group also reported higher levels of being mad. Specific patterns arose between the types of attributions that victimized and non-victimized children made, where the children who identified more frequently as being victims tended to report that they believed bullying took place due to reasons that were more personal in nature and more stable. Lastly, findings also revealed similarities in the ways victimized children coped with bullying.
ContributorsRandall, Megan (Author) / Caterino, Linda C (Thesis advisor) / Nakagawa, Kathryn (Committee member) / McCoy, Kathleen (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the mediating role of children's self-reported appraisals in the relation between interparental conflict intensity and child adjustment. Both parent-reported and child-reported conflict intensity were used as predictor variables. Findings suggested that children's total appraisals mediated the relationship between child-reported conflict intensity and all four outcome variables (conduct disorder, depression, anxiety, and total adjustment). Additionally, children's appraisals of negative evaluation by others mediated the relationship between child-reported conflict intensity and depression, and both rejection and negative evaluation by others mediated the relationship between child-reported conflict intensity and anxiety. Only one mediational relationship was established when assessing conflict intensity through parent report, with children's appraisals of harm to others mediating the relationship between parent-reported conflict intensity and anxiety. Findings from this study outline the importance of assessing conflict and appraisals from the child's perspective as results indicated a higher level of mediating effects of child appraisals in the relation between conflict and child outcomes when assessing conflict from the child's perspective.
ContributorsBeard, Rachelle (Author) / Miller, Paul A. (Thesis advisor) / Caterino, Linda C (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study investigated the relationship between school start times and academic and school behavioral outcomes among adolescents. Academic achievement test data from five high schools in a Southwestern school district were compared prior- and post- a school start time change. Behavioral discipline reports were also examined to determine if earlier start times resulted in more behavioral problems for students. Results indicated minimal changes in academic achievement scores, with some significant differences between school start times when examining students' performance by pass/fail categories. Behaviorally, there were statistically significant differences between school start times with regards to high frequency referrals (i.e., attendance-related and defiance and disrespect towards authority), and total Office Discipline Referrals. Results are discussed in relationship to previous research on sleep and school start times along with the implications for adolescent school performance.
ContributorsBrown, Ashley (Author) / Caterino, Linda C (Thesis advisor) / Balles, John (Committee member) / Stamm, Jill (Committee member) / Arizona State University (Publisher)
Created2014
Description
The popularity of response-to-intervention (RTI) frameworks of service delivery has increased in recent years. Scholars have speculated that RTI may be particularly relevant to the special education assessment process for culturally and linguistically diverse (CLD) students, due to its suspected utility in ruling out linguistic proficiency as the primary factor in learning difficulties. The present study explored how RTI and traditional assessment methods were integrated into the psychoeducational evaluation process for students suspected of having specific learning disabilities (SLD). The content of psychoeducational evaluation reports completed on students who were found eligible for special education services under the SLD category from 2009-2013 was analyzed. Two main research questions were addressed: how RTI influenced the psychoeducational evaluation process, and how this process differed for CLD and non-CLD students. Findings indicated variability in the incorporation of RTI in evaluation reports, with an increase across time in the tendency to reference the prereferral intervention process. However, actual RTI data was present in a minority of reports, with the inclusion of such data more common for reading than other academic areas, as well as more likely for elementary students than secondary students. Contrary to expectations, RTI did not play a larger role in evaluation reports for CLD students than reports for non-CLD students. Evaluations of CLD students also did not demonstrate greater variability in the use of traditional assessments, and were more likely to rely on nonverbal cognitive measures than evaluations of non-CLD students. Methods by which practitioners addressed linguistic proficiency were variable, with parent input, educational history, and individually-administered proficiency test data commonly used. Assessment practices identified in this study are interpreted in the context of best practice recommendations.
ContributorsPlanck, Jennifer A (Author) / Caterino, Linda C (Thesis advisor) / Stamm, Jill (Committee member) / Cohen, Sylvia A. (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this exploratory study was to determine which social-emotional skills may predict postsecondary enrollment for students with disabilities. Students with disabilities are less likely to enroll in any form of postsecondary education and in turn experience poorer post-education outcomes than their general education peers. Using data from the second National Longitudinal Transition Study (NLTS2), a classification tree analysis was conducted on teacher-rated social-emotional behaviors in an attempt to determine which social-emotional skills were the strongest predictors of postsecondary enrollment. Items assessing social-emotional skills were selected from the second wave of teacher surveys based on their alignment with the broad taxonomy of social-emotional skills created by Caldarella and Merrell. The results of the classification tree analysis showed that one of the selected social-emotional items, teacher rated ability to follow directions, was the most significant predictor of postsecondary enrollment for students with disabilities. In general, the results suggest that compliance and, to a lesser extent, peer-relations skills, in addition to family income, predict postsecondary enrollment for students with high-incidence disabilities. This finding suggests that social-emotional skills play an important role in postsecondary enrollment for SWD, providing support for the use of social-emotional skills interventions in improving postsecondary enrollment rates and potentially post-educational outcomes for SWD.
ContributorsKaprolet, Charles M (Author) / Sullivan, Amanda L (Thesis advisor) / Caterino, Linda C (Committee member) / Yu, Chong Ho (Committee member) / Arizona State University (Publisher)
Created2011
Description
The five-factor model of personality is a conceptual model for describing personality, and represents five traits which are theorized to interact with each other to form personality. The Big Five Questionnaire-Children (BFQ-C) was developed by Barbaranelli, Caprara, Rabasca and Pastorelli (2003) specifically to measure the five factor model in children. The original version was in Italian, but it has subsequently been translated and used in Dutch, German, and Spanish samples. Given that the BFQ-C has support in Europe, obtained in four different languages it seems promising as an assessment of personality for English speaking children and adolescents. The BFQ-C was translated into English utilizing translation and back translation in order to maintain a high conceptual equivalency. The current study utilizes principal components analysis in order to examine the structure of the English language translation of the BFQ-C in a sample of American adolescents. Results indicate that in contrast to the Italian study, findings from this study suggest a six component solution as the most effective interpretation of the data.
ContributorsGaio, Vanesa M (Author) / Caterino, Linda C (Thesis advisor) / Thompson, Marilyn (Committee member) / Miller, Paul A. (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT
The purpose of this study was to investigate several factors associated with cyberbullying and its victims; gender, age, and the time spent using various forms of computer-mediated communication (CMC). Because cross-national studies are so important to understanding the similarities and differences found in this global problem, the current study explored the connection between traditional bullying and cyberbullying in middle school students in both the United States (N = 111) and Germany (N = 279). Participants ranged in age from 12 to 15 years and were administered self-report questionnaires during the regular school day. It was predicted that German students would have higher mean rates of CMC use; Americans would have higher mean rates of participation in and being victims of cyberbullying; there would be no mean differences in American and German student outcomes as either victims or perpetrators of traditional bullying. Results indicated that German students did use CMC more often than American students did, but Americans used certain forms of CMC more often, such as texting, IM and email. Contrary to expectations, Germans were more likely to participate in cyber and traditional bullying behavior. Americans did have a greater number of victims compared to perpetrators for both traditional and cyberbullying behavior. Additional results found that the American sample had a pattern of decreasing then increasing behavior as student age increased, across participation in all forms of bullying behavior, and participation rates often depended on the age of the students involved. Future research suggestions might focus on the importance of distinguishing the varying thought processes that define cyberbullying within a culture, specifically within our own culture. Additional research might also address how online communities and their inherent social norms and interactions, may inadvertently contribute to increasing cyberbullying and victimization of others outside of those groups and communities. Finally, due to the constant updating and improvement of social media, a follow- up study utilizing updated online applications would add considerably to the current knowledge base.
The purpose of this study was to investigate several factors associated with cyberbullying and its victims; gender, age, and the time spent using various forms of computer-mediated communication (CMC). Because cross-national studies are so important to understanding the similarities and differences found in this global problem, the current study explored the connection between traditional bullying and cyberbullying in middle school students in both the United States (N = 111) and Germany (N = 279). Participants ranged in age from 12 to 15 years and were administered self-report questionnaires during the regular school day. It was predicted that German students would have higher mean rates of CMC use; Americans would have higher mean rates of participation in and being victims of cyberbullying; there would be no mean differences in American and German student outcomes as either victims or perpetrators of traditional bullying. Results indicated that German students did use CMC more often than American students did, but Americans used certain forms of CMC more often, such as texting, IM and email. Contrary to expectations, Germans were more likely to participate in cyber and traditional bullying behavior. Americans did have a greater number of victims compared to perpetrators for both traditional and cyberbullying behavior. Additional results found that the American sample had a pattern of decreasing then increasing behavior as student age increased, across participation in all forms of bullying behavior, and participation rates often depended on the age of the students involved. Future research suggestions might focus on the importance of distinguishing the varying thought processes that define cyberbullying within a culture, specifically within our own culture. Additional research might also address how online communities and their inherent social norms and interactions, may inadvertently contribute to increasing cyberbullying and victimization of others outside of those groups and communities. Finally, due to the constant updating and improvement of social media, a follow- up study utilizing updated online applications would add considerably to the current knowledge base.
ContributorsGaio, Vanesa (Author) / Caterino, Linda C (Thesis advisor) / DiGangi, Samuel (Committee member) / Miller, Paul (Committee member) / Arizona State University (Publisher)
Created2017
Description
With Common Core State Standards (CCSS), all students are held to the same high expectations, including students learning English and other learners who may have academic difficulties. Many students learning English have trouble writing and need effective writing strategies to meet the demands the standards present. Ten fourth and fifth grade students learning English (6 girls and 4 boys), whose home language was Spanish, participated in a multiple baseline design across three small groups of participants with multiple probes during baseline. In this study, self-regulated strategy development (SRSD) for opinion writing using students’ own ideas was evaluated. Students who participated in this study demonstrated an increase in: the number of persuasive elements (e.g. premise, reasons, elaborations, and conclusion) included in their essays, overall essay quality, and the number of linking words used when writing opinion essays using their own ideas. Additionally, students’ knowledge of the writing process and opinion-writing genre improved. Students found the instruction to be socially acceptable. Limitations and directions for future research are discussed.
ContributorsBarkel, Ashley Amanda (Author) / Harris, Karen R. (Thesis advisor) / Graham, Stephen (Committee member) / McCoy, Kathleen (Committee member) / Arizona State University (Publisher)
Created2018
Description
Due to persistent undernutrition in India and the increased demands placed on a woman’s body during childbearing and lactation, the Indian government has implemented a program to provide supplemental nutrition packets to women in rural India. This study examines the factors influencing uptake of nutritional packets by lactating mothers in southern, rural Rajasthan. Women were recruited from 65 villages in Rajasthan, India (n=149, minimum of 2 per village) to evaluate the relationship of nutrition packet uptake and two factors--education levels and distance to the health center.
Level of education had little impact on whether or not women received the nutrition packet. Of those women with no education, 63.1% received the packet. Of those with any education, 63.9% got the packet.
In contrast, distance was strongly correlated with whether or not women received the packet. For example, of the women living within 200 meters of the health center, 93.2% received a nutrition packet. Of the women living between 250 meters and one kilometer of the health center, 68.4% received a nutrition packet. Of the women living over one kilometer from the health center, only 25% received a nutrition packet. The relationship between uptake of packets and women’s perception of distance to the health center was also explored. Out of 50 women who did not receive the packet, all of the women who said there was no health center in their village did live more than one kilometer from a health center. Of the women who lived between 250 meters and one kilometer from the health center, 40% felt it was too far. Of the women who lived more than a kilometer from the health center, 66.7% felt it was too far and 29.6% said there was no health center in their village. Again, it does not appear that ‘too far’ is just a default reason for women, but that actual distance, more so than education, is a major contributing factor in their ability to take the nutrition packet. These findings suggest that improving access to supplemental nutrition packets at the village level may increase uptake by the women.
Level of education had little impact on whether or not women received the nutrition packet. Of those women with no education, 63.1% received the packet. Of those with any education, 63.9% got the packet.
In contrast, distance was strongly correlated with whether or not women received the packet. For example, of the women living within 200 meters of the health center, 93.2% received a nutrition packet. Of the women living between 250 meters and one kilometer of the health center, 68.4% received a nutrition packet. Of the women living over one kilometer from the health center, only 25% received a nutrition packet. The relationship between uptake of packets and women’s perception of distance to the health center was also explored. Out of 50 women who did not receive the packet, all of the women who said there was no health center in their village did live more than one kilometer from a health center. Of the women who lived between 250 meters and one kilometer from the health center, 40% felt it was too far. Of the women who lived more than a kilometer from the health center, 66.7% felt it was too far and 29.6% said there was no health center in their village. Again, it does not appear that ‘too far’ is just a default reason for women, but that actual distance, more so than education, is a major contributing factor in their ability to take the nutrition packet. These findings suggest that improving access to supplemental nutrition packets at the village level may increase uptake by the women.
ContributorsJeffers, Eva Marie (Author) / Hruschka, Daniel (Thesis director) / Maupin, Jonathan (Committee member) / Cook, Jeffrey (Committee member) / Barrett, The Honors College (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2015-05
Description
Children with dyslexia have difficulty learning to read. The purpose of this study was to investigate whether the use of simultaneous multisensory structured language (multisensory) instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (TD; N=6) or with dyslexia (DYS; N=5) than structured language instruction alone. The use of non-English graphemes (letters) to represent two pretend languages were used to control for children’s lexical knowledge.
A multiple baseline, multiple probe across subjects single-case design, paired with an alternating treatments design, was used to compare the efficacy of multisensory and structure language interventions. Participant’s graphed data was visually analyzed and individual Tau-U and weighted Tau-U effect sizes were calculated for the outcome variables: letter name production, letter sound production, word reading, and word spelling.
Both interventions had an overall effect for participants with TD and DYS, though for individual participants intervention effects varied across outcome variables. However, the multisensory intervention did not provide a clear advantage over the structured intervention for participants with TD or DYS.
A multiple baseline, multiple probe across subjects single-case design, paired with an alternating treatments design, was used to compare the efficacy of multisensory and structure language interventions. Participant’s graphed data was visually analyzed and individual Tau-U and weighted Tau-U effect sizes were calculated for the outcome variables: letter name production, letter sound production, word reading, and word spelling.
Both interventions had an overall effect for participants with TD and DYS, though for individual participants intervention effects varied across outcome variables. However, the multisensory intervention did not provide a clear advantage over the structured intervention for participants with TD or DYS.
ContributorsSchlesinger, Nora Werich (Author) / Gray, Shelley I (Thesis advisor) / Graham, Stephen (Committee member) / Marley, Scott (Committee member) / Arizona State University (Publisher)
Created2016