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- Creators: Debussy, Claude, 1862-1918
Description
The moderating effects of five characteristics of peers--their effortful control, anger, sadness, aggression, and positive peer behavior--were investigated in two separate series of analyses of preschooler's social behavior: (a) the relation between children's own effortful control and social behavior, and (b) the relation between children's shyness and reticent behavior. Latent variable interactions were conducted in a structural equation framework. Peer context anger and effortful control, albeit with unexpected results, interacted with children's own characteristics to predict their behavior in both the EC and shy model series; these were the only significant interactions obtained for the EC model series. The relation between shyness and reticent behavior, however, showed the greatest impact of peer context and, conversely, the greatest susceptibility to environmental variations; significant interactions were obtained in all five models, despite the limited range of peer context sadness and aggression observed in this study.
ContributorsHuerta, Snježana (Author) / Eisenberg, Nancy (Thesis advisor) / Spinrad, Tracy (Committee member) / Pina, Armando (Committee member) / Geiser, Christian (Committee member) / Arizona State University (Publisher)
Created2012
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
Description
This study examined whether changes in intervention related gains from the REACH for Personal and Academic Success program, an indicated anxiety prevention school-based protocol, vary as a function of participant youth's exposure to overprotective parenting. This study also examined if ethnicity/race (Caucasian vs. Hispanic/Latino) interacts with overprotective parenting to predict program response. A total of 98 children (M age = 9.70, SD = .07; 77.60% girls; 60.20% Hispanic/Latino) received 1 of 2 protocols (REACH or academic support) and responses were measured at post-treatment and 1-year follow-up. Findings showed that child self-regulation skills improved in the school program (REACH) for children of parents with low levels of overprotection, and child self-regulation skills improved in the control program (academic support) for children of parents with high levels of overprotection. These findings were significant in the Hispanic/Latino subsample, but not in Caucasian youth.
ContributorsBromich, Bobbi Lynn (Author) / Pina, Armando (Thesis director) / Presson, Clark (Committee member) / Hahs, Adam (Committee member) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This qualitative study considers past literature on postsecondary education for individuals diagnosed with autism spectrum disorder. In addition to this, it explains two existing specialized programs at universities for individuals diagnosed with autism spectrum disorder and discusses strengths and areas of consideration. This study explains best practices and analyzes how to develop a specialized program that embodies best practice at Arizona State University.
ContributorsVolmering, Cortney Lynn (Author) / Stenhoff, Donald (Thesis director) / Hahs, Adam (Committee member) / Hugh Downs School of Human Communication (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
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 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
Description
Frequent flyers are students who make repeated, unplanned visits to the school nurse, mostly presenting with somatic symptoms like headaches, stomachaches, and musculoskeletal pain. Somatic symptoms are characteristic of pediatric anxiety symptoms and disorders, but the relation between anxiety symptoms and frequent flyer status never has been systematically examined. This study employs data corresponding to 209 students in the 4th and 5th grade (Mage = 9.51, 43.5% girls, 50.9% 51.2% Caucasian, 23.9% Hispanic/Latino) to examine the relation between students' visits to the school nurse (frequent flyer status) and anxiety, including possible variations by children's socio-demographic characteristics, including sex and race/ethnicity. Findings showed statistically significant relations between anxiety and an increased number of nurse visits. A relation between anxiety and sex leading to increased nurse visits was not statistically significant. The statistical model testing race/ethnicity and anxiety in relation to increased nurse visits was found to be significant but driven solely by anxiety. Implications for this study include reframing how frequent flyers are viewed by teachers and addressing possible anxiety in these students.
ContributorsCarnesi, Elizabeth Dora (Author) / Pina, Armando (Thesis director) / Glenberg, Arthur (Committee member) / Stoll, Ryan (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12