College of Education and Human Development Faculty Research
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12588/195
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Browsing College of Education and Human Development Faculty Research by Department "Educational Psychology"
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Item A Cross-Lagged Panel Analysis of Psychometric Intelligence and Achievement in Reading and Math(2017-09-01) Watkins, Marley W.; Styck, Kara M.A cross-lagged panel analysis of Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) intelligence test scores and reading and math achievement test scores of 337 students twice assessed for special education eligibility across a test-retest interval of 2.85 years was conducted. General intelligence (g) was loaded by the four WISC-IV factor index scores whereas reading and math were composite scores. After confirming measurement invariance, it was found that g, reading, and math were stable across time and synchronously correlated. The cross-lagged paths from g at time 1 to reading and math at time 2 (0.26 and 0.39, respectively) were both significantly greater than zero whereas the paths from reading and math at time 1 to g at time 2 (0.03 and 0.23, respectively) were not statistically significant. Given this pattern of relationships and extant research on the correlates of general intelligence, it was tentatively inferred that general intelligence was the temporal precursor to reading and math achievement.Item Clinic-Based Behavioral Skills Training to Teach Caregivers Adaptive Skill Interventions for Children with Autism(Springer, 2020-06-30) Neely, Leslie; Castro-Villarreal, Felicia; Hong, Ee Rea; Ponce, Kelly; Gerow, StephanieObjectives Behavioral skills training (BST) with video-based feedback may be an effective means of preparing caregivers of children with autism spectrum disorder (ASD) to implement behavioral interventions for adaptive skills. The purpose of this study was to evaluate the use of BST with video-based feedback to train caregivers to implement adaptive skill (e.g., brushing teeth, drinking from cup) interventions in a natural setting (home/community). Methods Three caregivers and their children participated in the study. The caregivers identified tooth brushing, drinking from a cup, and walking down the stairs as target adaptive skills. Researchers taught the caregivers to implement an intervention consisting of choice, prompting, chaining, positive reinforcement, and differential reinforcement. Researchers employed a single-case multiple-probe across participants design to evaluate the effects of the training package on caregiver implementation of the intervention and child adaptive skill. Results Results demonstrated improved caregiver procedural fidelity with all three of the caregivers meeting the pre-set performance criteria. Changes in the caregiver behavior maintained up to 8 weeks following the cessation of the intervention. Improvements in the child adaptive skill were also noted. Finally, all of the caregivers reported that they found the intervention and training procedures acceptable. Conclusions These results demonstrate the utility of BST with video-based feedback to train caregivers in adaptive skill interventions for children with ASD. Limitations of the study and future research are also discussed.Item Cross-age peer mentoring: Model review(National Mentoring Resource Center, Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice, 2017-09) Karcher, Michael; Berger, Joshua R.M.This review addresses four topics related to one-on-one cross-age peer mentoring for children and adolescents, including: 1. Its documented effectiveness for mentees and mentors, 2. The extent to which effectiveness depends on characteristics of mentors, mentees, or program practices, 3. Intervening processes likely to link cross-age peer mentoring to youth outcomes, and 4. The success of efforts to reach and engage targeted youth and achieve high quality implementation. Extending a 2007 MENTOR Research in Action monograph definition of cross-age peer mentoring, which also was used in other literature reviews on cross-age peer mentoring, this review sharply differentiates cross-age one-to-one peer mentoring programs from cross-age peer group mentoring, peer-led education or targeted preventative interventions, and peer mentoring as an informal practice within larger programs. Overall, evidence is beginning to accumulate that supports at least the short-term effectiveness of formal cross-age peer mentoring programs. But this literature is growing at a very slow pace, mainly, it seems, because most of the literature on “peer mentoring,” old and new, combines one-to-one cross-age peer mentoring with group peer mentoring programs and peer education led by older youth. The limited evidence of effectiveness of cross-age peer mentoring, specifically as defined in this review, reveals benefits accrued by both children (mentees) and their teenage mentors. However, benefits to mentors are not the focus of this review. The strongest effects for mentees appear to be increases in school attitudes (e.g., connectedness), relationships with adults (both teachers and parents) and peers, and improvements in internal affective states (e.g., self-esteem). The most significant moderators of program effectiveness appear to be the mentors’ attitudes and motivations, and the degree of clear programmatic infrastructure and fidelity of its implementation. Involvement of parents in programs also seems to yield larger benefits, and securing support from school administrators and teachers can directly influence effectiveness. The means by which programs have positive effects on mentees appears to be largely through the consistent and affirming presence of mentors, and the clarity and predictability resulting from a clear program structure. These assist mentors in establishing what Rhodes4 describes as the building blocks of successful mentoring relationships—empathy, trust, mutuality—despite variability in the maturity and social distractibility of the teenage mentors.Item Meta-analysis of Single-Case Research on Teaching Functional Living Skills to Individuals with ASD(Springer, 2015-01-14) Ninci, Jennifer; Neely, Leslie; Hong, Ee Rea; Boles, Margot B.; Gilliland, Whitney D.; Ganz, Jennifer B.; Davis, John L.; Vannest, Kimberly J.A meta-analysis of 52 studies teaching functional living skills to individuals with autism spectrum disorder was conducted. Using the Tau effect size with the Dunn and the Kruskal–Wallis post-hoc analyses, the following categories were analyzed: age, diagnosis, intervention type, dependent variable, setting, and implementer. Analyses for age yielded statistically significant findings supporting greatest outcomes for elementary-aged individuals compared to secondary-aged individuals as well as adolescents and adults in comparison with preschool- and secondary-aged individuals. Moderate to strong effect sizes were noted across categories for diagnosis, intervention, and dependent variable. Outcomes indicated strong effects across categories for setting and implementer. Convergent validity of Tau effect sizes with visually analyzed ratings of evidence was evaluated, which largely resulted in correspondence.Item Social Connectedness in Physical Isolation: Online Teaching Practices That Support Under-Represented Undergraduate Students' Feelings of Belonging and Engagement in STEM(2022-01-18) Thacker, Ian; Seyranian, Viviane; Madva, Alex; Duong, Nicole T.; Beardsley, PaulThe COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students' feelings of belonging and engagement while in physical isolation, and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students at a Hispanic Serving Institution (HSI) revealed that interactive synchronous instruction was positively associated with feelings of interest and belonging, particularly for students of color, while noninteractive instruction reduced social belonging, but was related to more cognitive engagement. Small group and one-on-one interviews with 23 of these students suggest that students derived feelings of connectedness from their instructors, peers, and prior experiences and relied on their sense of competency to motivate themselves in the course and feel a sense of belonging. Two embedded cases of students in physics classrooms are compared to highlight the range of student feelings of connectedness and competency during the lockdown. Findings reaffirm that social interaction tends to support belonging and engagement, particularly for under-represented (Black or African American and Hispanic) racial groups in STEM. STEM instructors who aim to support feelings of belonging and engagement in virtual learning environments should consider increasing opportunities for student–student and student–teacher interactions, as well as taking a flexible approach that validates and integrates student voice into instruction. Future research is needed to further explore the themes of relatedness and competency that emerged as aspects of course belonging.Item STEM Faculty’s Support of Togetherness during Mandated Separation: Accommodations, Caring, Crisis Management, and Powerlessness(2022-09-18) Thacker, Ian; Seyranian, Viviane; Madva, Alex; Beardsley, PaulThe emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed interviews to examine how undergraduate Science, Technology, Engineering, and Mathematics (STEM) instructors adapted instruction to accommodate the mandated transition to virtual learning and how these accommodations supported or hindered community and belonging during the onset of the pandemic. Interviews with 25 STEM faculty at an undergraduate Hispanic Serving Institution revealed a wide range of accommodations they made to their courses and how they managed communication with students. Faculty strived to support student belonging with responses ranging from caring to crisis management, though some faculty expressed feelings of powerlessness when unable to accommodate certain challenges. The case of a responsive and flexible instructor is presented to highlight a productive response to a crisis. These retrospective findings point to strategies to support faculty teaching in virtual learning environments in the future; increasing opportunities for student–student and student–faculty interaction, supporting faculty in learning technologies that support these interactions and addressing faculty's feelings of powerlessness.Item Using Pyramidal Training to Address Challenging Behavior in an Early Childhood Education Classroom(2023-05-24) Thompson, Courtney; MacNaul, HannahChallenging behavior exhibited by students in a school setting is one of the most significant obstructions to student learning. These behaviors often warrant specialized interventions delivered by educators in the presence of typically developing peers; however, the availability of personnel to prepare educators to implement said interventions is limited. One viable solution may be to leverage a pyramidal training model in which training is provided in tiers, allowing for more individuals to be trained within a shorter period. In the current study, one researcher utilized pyramidal training to prepare four educators to implement functional communication training without extinction to decrease aggression toward peers for one student in an inclusionary early childhood education setting. With written instruction only (similar to what a teacher might receive as part of a behavior intervention plan), all educators implemented the intervention with low fidelity (M = 15% steps completed correctly). Post-intervention, all educators were able to implement the intervention with the trainer at or above 80% fidelity, and skills improved to 100% fidelity during in situ training with the student. For the student, aggression was completely decreased to zero levels, and functional communication responses increased. Moreover, all results were maintained after the holiday break without additional training. Implications for research and practice will be discussed.