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Title: Role Play and Social Stories: An Intervention for Increasing Verbal Initiations in children with Autism.
Creator: Dinon, Andrea, Culp, Rex, Pearl, Cynthia, Levin, Judith, University of Central Florida
Abstract / Description: The effect of a treatment package consisting of social stories and role play on the verbal initiation of one 4-year old girl with autism was examined. Using a multiple baseline across activities treatment design, the investigator measured the number of verbal initiations during 10-minute sessions while the participant engaged in one of three activities, board games, pretend play, or constructive play. Baseline data, baseline probes and treatment data were collect for the three activities. The...
Show moreThe effect of a treatment package consisting of social stories and role play on the verbal initiation of one 4-year old girl with autism was examined. Using a multiple baseline across activities treatment design, the investigator measured the number of verbal initiations during 10-minute sessions while the participant engaged in one of three activities, board games, pretend play, or constructive play. Baseline data, baseline probes and treatment data were collect for the three activities. The results indicate that the treatment package was effective in increasing the participant's verbal initiations across all three activities.
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Date Issued: 2013
Identifier: CFE0005093, ucf:50726
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005093

Title: Reconciling Ex Ante Expectations with the Ex Post Reality: A Look at the Effectiveness of Third-Party Diplomatic Interventions in Civil Wars.
Creator: Benchimol, Matthew, Handberg, Roger, Kinsey, Barbara, Mousseau, Michael, University of Central Florida
Abstract / Description: Research has begun to focus on the role third-party diplomatic intervention plays in the length of civil conflicts. Diplomatic interventions by a third-party actor are assumed to help resolve or alleviate violence over time. Is this really the case? Hypotheses relating to these aspects of civil wars are proposed to test this long-standing assumption. This thesis uses statistical analysis to observe the relationship between diplomatic interventions and civil war duration and then observe the...
Show moreResearch has begun to focus on the role third-party diplomatic intervention plays in the length of civil conflicts. Diplomatic interventions by a third-party actor are assumed to help resolve or alleviate violence over time. Is this really the case? Hypotheses relating to these aspects of civil wars are proposed to test this long-standing assumption. This thesis uses statistical analysis to observe the relationship between diplomatic interventions and civil war duration and then observe the relationship between duration and civil war violence. The data incorporates approximately 150 civil wars from 1945 to 1999, 101 of which had outside interventions. This thesis finds that, contrary to ex ante expectations, diplomatic interventions are a significant contributing factor to civil war length. Furthermore, longer civil wars are not associated with more civil war intensity in the aggregate, suggesting that longer civil wars do not mean more violent or intense ones.
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Date Issued: 2015
Identifier: CFE0005578, ucf:50253
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005578

Title: The epic of the black sea revolt.
Creator: Marty, Andre Pierre
Date Issued: 1941
Identifier: 360091, CFDT360091, ucf:5249
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/360091

Title: OUTCOMES ASSESSMENT WITHIN PROSTATE CANCER INTERVENTIONS FOR COUPLES: A NARRATIVE REVIEW.
Creator: Siguenza, Andrea M, Rovito, Michael J., University of Central Florida
Abstract / Description: Current cancer research is beginning to address the psychosocial implications of a prostate cancer (PCa) diagnosis from not just the perspective of quality of life of the patient, but of his partner as well. Such inquiries have created novel intervention programs aiming to alleviate the adverse side effects that a PCa diagnosis may inflict on the couple. Assessing efficacy of couple-based interventions, however, has been a difficult task due to the lack of homogeneity between studies...
Show moreCurrent cancer research is beginning to address the psychosocial implications of a prostate cancer (PCa) diagnosis from not just the perspective of quality of life of the patient, but of his partner as well. Such inquiries have created novel intervention programs aiming to alleviate the adverse side effects that a PCa diagnosis may inflict on the couple. Assessing efficacy of couple-based interventions, however, has been a difficult task due to the lack of homogeneity between studies regarding the operationalization process of primary outcome variables, as well as the instruments being used to measure them. This thesis, in response, aims to provide a detailed assessment of how previous interventions operationalized their targeted variables, the reported psychometric analysis of the instruments of measurement, and which instruments yielded statistically significant results. A narrative review was conducted using a database search strategy to collect articles regarding couple-based interventions that focused on outcomes related to PCa diagnosis, treatment, and survivorship. Out of the ten articles that passed the screening method, forty-two outcomes were identified, ranging from physical, social, and mental well-being of the couple, to the impact PCa had on their relationship quality. The outcomes were grouped into eight categories: quality of life, appraisal of PCa outcomes, sexual/physical well-being, relationship assessment, coping, mental health, knowledge, and distress. Various scales were used to measure similar outcomes with some articles failing to report on the psychometric properties of their chosen instruments. This assessment aims to provide future researchers with an indication as to what outcomes have been previously targeted and their corresponding methods of operationalization, categorization, and analysis. The multitude of assessed outcomes, the lack of uniformity on best practices in PCa couple intervention research, and the general failure to report on reliability and validity of measures may serve as significant barriers to producing high-quality evidence that can inform the development of future research and practice. This review provides the research community an aid in the development of behavioral interventions, and potentially, practice, via offering recommendations on certain outcomes that remain underreported within interventions. It is the ultimate aim of this project to assist in fostering a true public health for all.
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Date Issued: 2016
Identifier: CFH2000118, ucf:45977
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000118

Title: IMMEDIATE VERSUS DELAYED FEEDBACK IN SIMULATION BASED TRAINING: MATCHING FEEDBACK DELIVERY TIMING TO THE COGNITIVE DEMANDS OF THE TRAINING EXERCISE.
Creator: Bolton, Amy, Bowers, Clint, University of Central Florida
Abstract / Description: Optimal delivery of instruction is both critical and challenging in dynamic, scenario-based training (SBT) computer simulations such as those used by the military. Tasks that human instructors must perform during these sorts of simulated training exercises can impose a heavy burden on them. Partially due to advances in the state-of-the-art in training technology and partially due to the military's desire to reduce the number of personnel required, it may be possible to support functions...
Show moreOptimal delivery of instruction is both critical and challenging in dynamic, scenario-based training (SBT) computer simulations such as those used by the military. Tasks that human instructors must perform during these sorts of simulated training exercises can impose a heavy burden on them. Partially due to advances in the state-of-the-art in training technology and partially due to the military's desire to reduce the number of personnel required, it may be possible to support functions that overburdened instructors perform by automating much of the SBT process in a computer simulation. Unfortunately though, after more than 50 years of literature documenting research conducted in the area of training interventions, few empirically-supported guidelines have emerged to direct the choice and implementation of effective, automated training interventions. The current study sought to provide empirical guidance for the optimal timing of feedback delivery (i.e., immediate vs. delayed) in a dynamic, SBT computer simulation. The premise of the investigation was that the demand for overall cognitive resources during the training exercise would prescribe the proper timing of feedback delivery. To test the hypotheses, 120 volunteers were randomly assigned to 10 experimental conditions. After familiarization on the experimental testbed, participants completed a total of seven, 10-minute scenarios, which were divided across two training phases. During each training phase participants would receive either immediate or delayed feedback and would perform either high or low cognitive load scenarios. Four subtask measures were recorded during test scenarios as well as subjective reports of mental demand, temporal demand and frustration. Instructional efficiency ratios were computed using both objective performance data and subjective reports of mental demand. A series of planned comparisons were conducted to investigate the training effectiveness of differing scenario cognitive loads (low vs. high), timing of feedback delivery (immediate vs. delayed), and sequencing the timing of feedback delivery and the cognitive load of the scenario. In fact, the data did not support the hypotheses. Therefore, post hoc, exploratory data analyses were performed to determine if there were trends in the data that would inform future investigations. The results for these analyses are discussed with suggested directions for future research.
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Date Issued: 2006
Identifier: CFE0001223, ucf:46935
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001223

Title: THE EFFECT OF PRE-K EARLY INTERVENTION DURATION ON ACADEMIC ACHIEVEMENT AND SOCIALIZATION OPPORTUNITIES OF 3RD GRADE STUDENTS WHO WERE ELIGIBLE FOR SPECIAL EDUCATION SERVICES AT AGES 3 TO 5: AN EXPLORATORY STUDY OF CHILDREN WITH DEVELOPMENTAL DELAYS.
Creator: Lin, Mike Chang-Hui, Wienke, Wilfred, University of Central Florida
Abstract / Description: The study focuses on young children with developmental delays (DD) in a large school district and explores the effects of Pre-Kindergarten Exceptional Student Education (Pre-K ESE) duration on 136 students' 3rd grade academic achievement and socialization opportunities. This study specifically examines the 2003 statewide assessment (i.e. Florida Comprehensive Assessment Test, FCAT) results of children with DD and their 3rd grade special education status. The literature review showed that...
Show moreThe study focuses on young children with developmental delays (DD) in a large school district and explores the effects of Pre-Kindergarten Exceptional Student Education (Pre-K ESE) duration on 136 students' 3rd grade academic achievement and socialization opportunities. This study specifically examines the 2003 statewide assessment (i.e. Florida Comprehensive Assessment Test, FCAT) results of children with DD and their 3rd grade special education status. The literature review showed that providing early intervention services for young children ages 3 through 5 with special needs in the public school system has become the movement of both the federal and state educational policies. However, the empirical studies regarding the effects of Pre-K early intervention programs provided within the public school system are few. A multivariate analysis of covariance (MANCOVA) was conducted to examine the effect of the Pre-K duration (1 year vs. 2 years) on students' 3rd grade performance as measured by FCAT Reading scores, FCAT Math scores, and socialization opportunities (i.e. weekly Non-ESE minutes) while controlling for students' socioeconomic status (i.e. free/reduced price lunch status) and gender. Moreover, a paired sample t test was conducted to examine the difference of the Matrix of Services scores between Pre-K and 3rd grade evaluations. The results of this study provide an insightful picture of Florida Pre-K intervention duration on the performance of children with special needs in public schools.
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Date Issued: 2005
Identifier: CFE0000672, ucf:46537
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000672

Title: EXAMINING THE PERCEPTIVE ROLES OF A SCHOOL PSYCHOLOGIST IN COLLABORATION WITH EARLY EDUCATORS.
Creator: Cohn, Monique, Jennings-Towle, Kelly, University of Central Florida
Abstract / Description: The collaborative efforts between school psychologists and early educators can prepare children for success. Since the first decade of life is such a critical time period, early childhood interventions from birth to the early school grades are receiving widespread attention today as one of the most effective ways to prevent learning difficulties and to promote children�s development and well-being(Reyonlds, 2004). School psychologists should promote the fact that "making schoolsready for all...
Show moreThe collaborative efforts between school psychologists and early educators can prepare children for success. Since the first decade of life is such a critical time period, early childhood interventions from birth to the early school grades are receiving widespread attention today as one of the most effective ways to prevent learning difficulties and to promote children�s development and well-being(Reyonlds, 2004). School psychologists should promote the fact that "making schoolsready for all children" contributes to systems integration among schools and early childhood programs (Bagnato, 2006). This study is important to further examine the roles of current school psychologists and to study their collaborative work with early intervention. Early childhood intervention is defined as the provision of educational, family, health and/or social services during any of the first eight years of life to children who are at risk of poor outcomes because they face socio-environmental disadvantages or have developmental disabilities (Reynolds, 2004). Federal law acknowledges the importance and need for early intervention as The Economic Opportunity and Community Partnership Act of 1974 and subsequent amendments to the law required Head Start programs in each state to serve a minimum of 10% children with disabilities (Hooper & Umansky, 2004). When children are not meeting milestones, early intervention increases the likelihood of success and a more positive later outcome.
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Date Issued: 2016
Identifier: CFH2000070, ucf:45561
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000070

Title: MENTAL HEALTH INTERVENTIONS FOR ADOLESCENT CANCER PATIENTS.
Creator: Faherty, Kelsey A, Loerzel, Victoria, University of Central Florida
Abstract / Description: Background: According to the National Cancer Institute (2017) approximately 15,270 individuals' ages 0 to 19 years would be diagnosed with cancer in 2017. Although pediatric cancer survival rates continue to rise, there are high rates of anxiety, fear, and depression amongst this population. The purpose of this literature review was to explore mental health interventions for adolescent cancer patients. Methodology: A total of 165 articles were found in a literature search. Databases used...
Show moreBackground: According to the National Cancer Institute (2017) approximately 15,270 individuals' ages 0 to 19 years would be diagnosed with cancer in 2017. Although pediatric cancer survival rates continue to rise, there are high rates of anxiety, fear, and depression amongst this population. The purpose of this literature review was to explore mental health interventions for adolescent cancer patients. Methodology: A total of 165 articles were found in a literature search. Databases used include: CINAHL Plus with Full Text, Cochrane Center Register of Controlled Trials, Cochrane Clinical Answers, MEDLINE, and PsycINFO. As results were further narrowed based on relevance and set limiters a total of 7 articles were used for the purpose of this review. Results: Multiple interventions were used in the purpose of this review including therapeutic play, animal-assisted activities, complementary and alternative medicine interventions, and coping and stress reduction interventions. Interventions used significantly decreased anxiety, fear, and depression amongst adolescent cancer patients. Conclusion: One intervention was not more successful than another. Interventions that included participants in their plan of care, promoted normalcy, and were developmentally appropriate were successful at decreasing anxiety, depression, and fear in adolescent cancer patients.
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Date Issued: 2018
Identifier: CFH2000365, ucf:45791
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000365

Title: TRULY ACCOMPLISHED: AN EXPLORATORY STUDY OF MOTIVATION AND SOCIAL INFLUENCE.
Creator: Tucker, Carly, Fritzsche, Barbara, University of Central Florida
Abstract / Description: The purpose of this study was to examine the motivation of individuals to use Truly Accomplished (TA) as a fitness intervention, with or without a social support component. All participants utilized the TA Software as a fitness intervention and received weekly feedback on their progress. Thirty participants were randomly assigned to either participate in the regular TA process or a modified TA process with the addition of a social support component in the form of a social media group....
Show moreThe purpose of this study was to examine the motivation of individuals to use Truly Accomplished (TA) as a fitness intervention, with or without a social support component. All participants utilized the TA Software as a fitness intervention and received weekly feedback on their progress. Thirty participants were randomly assigned to either participate in the regular TA process or a modified TA process with the addition of a social support component in the form of a social media group. Participants in the modified condition posted weekly to a Facebook group page about successes and obstacles they faced and gave feedback to their peers. It was hypothesized that participants, regardless of condition, would show fitness gains in the 6-week study. Also, with the added social support component to TA, participants were expected to have higher levels of self-determination in relation to the three psychological needs (i.e. autonomy, relatedness, and competence) and higher levels of perceived social support. A between-subjects deign was used to measure overall effectiveness, changes in fitness performance (plank, push-ups, wall-sit, step-test) and body composition (BMI, percent body fat), perceived social support, levels of psychological needs satisfaction as it relates to the three basic needs (autonomy, competence, and relatedness), and satisfaction with TA. No significant differences were found between conditions for satisfaction with TA, levels of perceived social support, or levels of psychological needs satisfaction post-intervention. However, a significant increase was found regardless of condition in terms of autonomy and guidance. A significant increase was shown in both the plank and modified push-up post-intervention measure, regardless of condition. Finally, the condition with the added social support had a significantly higher overall effectiveness gain than the condition with no added social support. The practical and theoretical implications of the results are discussed.
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Date Issued: 2015
Identifier: CFH0004782, ucf:45389
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004782

Title: AN INVESTIGATION INTO THE USE OF EVIDENCE-BASED INTERVENTIONS IN CLASSROOMS FOR CHILDREN WITH AUTISM SPECTRUM DISORDER.
Creator: Twyman, Allison, Schwartz, Jamie, University of Central Florida
Abstract / Description: A survey was sent to classroom teachers in Central Florida educating students with autism spectrum disorder (ASD) to investigate: 1) intervention practices currently used in the classroom for students with ASD; 2) if the interventions being used are evidence-based, and; 3) if there a difference in use of evidence-based interventions between teachers with the Florida Autism Endorsement and teachers without the Endorsement. A nonprobability purposive study was conducted via an email-based...
Show moreA survey was sent to classroom teachers in Central Florida educating students with autism spectrum disorder (ASD) to investigate: 1) intervention practices currently used in the classroom for students with ASD; 2) if the interventions being used are evidence-based, and; 3) if there a difference in use of evidence-based interventions between teachers with the Florida Autism Endorsement and teachers without the Endorsement. A nonprobability purposive study was conducted via an email-based survey. The survey was designed using the tailored design method and was created in Qualtrics.com, an online survey software program. The survey was divided into three major sections: an intervention section which included a variety of evidence and non-evidenced-based practices drawn from the current research literature; a section focused on how teachers select the interventions they use in their classrooms; and, a demographic section. The survey was sent via email to classroom teachers registered with University of Central Florida Center for Autism and Related Disabilities. Participant inclusion criteria included: 1) currently a classroom teacher in a Central Florida, and 2) at least one student with ASD in the classroom. Forty surveys were completed for a ten percent response rate. Results indicated that a variety of evidence- based and non-evidence-based interventions were being used in classrooms. The top three reported interventions were Visual Supports (95 %), Computer Program Applications (93%), and Social Stories (73 %). Based on current empirical evidence, these top three interventions have insufficient evidence regarding their efficacy for use with students with ASD. In addition, two of the interventions reported to be used have a negative evidence base suggesting they may be harmful for some students with ASD. There were no significant differences between teachers with the Florida ASD Endorsement and teachers without the Endorsement with regard to the interventions used. Overall, the results of the study indicated a need for further research to determine which intervention practices may be the most effective for the specific needs of children with ASD.
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Date Issued: 2015
Identifier: CFH0004821, ucf:45468
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004821

Title: ENTRENCHED IN CONTEXT: PERCEPTIONS REGARDING INTIMATE PARTNER VIOLENCE AND VIABLE INTERVENTIONS AMONG UNDERGRADUATE STUDENTS.
Creator: Montanez, Julio, Donley, Amy, University of Central Florida
Abstract / Description: Many policies and programs have relevance to intimate partner violence (IPV), such as no-drop policies, firearm-related policies, mandatory reporting, mandatory arrest, and others. IPV affects persons from a multitude of demographics and statuses. Dating violence has its mark on college campuses. The present research studies both attitudes toward IPV and attitudes toward interventions that pertain to IPV. Attitudes toward IPV have been found to relate to a number of explanatory variables:...
Show moreMany policies and programs have relevance to intimate partner violence (IPV), such as no-drop policies, firearm-related policies, mandatory reporting, mandatory arrest, and others. IPV affects persons from a multitude of demographics and statuses. Dating violence has its mark on college campuses. The present research studies both attitudes toward IPV and attitudes toward interventions that pertain to IPV. Attitudes toward IPV have been found to relate to a number of explanatory variables: attributions, socioeconomic status, age, class standing, race/ethnicity, religion/spirituality, attitudes toward gender, violence in the family of origin, and previous IPV histories. Perceptions of IPV interventions have been found to relate to a number of explanatory variables as well: attitudes toward IPV, attributions, race/ethnicity, gender, age, socioeconomic status, education victim status, sexual orientation, attitudes regarding gender, and political variables. The present research administered a survey to undergraduate students at the University of Central Florida as a means to explore such perceptions.
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Date Issued: 2015
Identifier: CFH0004903, ucf:45493
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004903

Title: SENSORY EXPERIENCES OF CHILDREN WITH AN AUTISM SPECTRUM DISORDER AND NURSING INTERVENTIONS FOR OVER STIMULATION.
Creator: Ballentine, Felicia, Waldrop, Julee, University of Central Florida
Abstract / Description: Background: Autism spectrum disorders (ASD) are a group of neuro-developmental disorders that are characterized by impaired social interaction, communication, and restricted or repetitive behavior. Children with an ASD also display significant sensory experiences due to sensory disintegration. This integrative review of literature examines the sensory experiences of children with an ASD and determines nursing interventions that will enable them to better cope within the hospital setting....
Show moreBackground: Autism spectrum disorders (ASD) are a group of neuro-developmental disorders that are characterized by impaired social interaction, communication, and restricted or repetitive behavior. Children with an ASD also display significant sensory experiences due to sensory disintegration. This integrative review of literature examines the sensory experiences of children with an ASD and determines nursing interventions that will enable them to better cope within the hospital setting. Method: an extensive search of databases and current literature on sensory experiences of children with an ASD and interventions that facilitate coping. Results: Children with an ASD experience a wide range of sensitivity and defensiveness toward stimuli that differs on an individual basis. There is no current research that reflects nursing interventions for children with an ASD, therefore interventions from other heath care occupations were examined and applied to nursing. Conclusion: Further research is needed to better understand sensory defensiveness and research is needed in the area of nursing interventions to enable the best nursing care of children with an ASD.
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Date Issued: 2011
Identifier: CFH0004063, ucf:44795
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004063

Title: ACADEMIC INTERVENTIONS FOR SUCCESSFUL INCLUSION OF STUDENTS WITH MILD TO MODERATE EMOTIONAL/BEHAVIORAL DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A SYSTEMATIC REVIEW OF LITERATURE.
Creator: Gischel, Carolynne, Boote, David, University of Central Florida
Abstract / Description: Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic...
Show moreStudents with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic performance with these students. This systematic review examined the literature to identify research-based effective interventions for students with EBD served in general education settings. Studies included in this review had to meet the following criteria: research sample includes students identified with EBD as their primary disability who are being educated full time in general education settings; description of intervention and implementation are thorough enough to allow replication; documented relationship between intervention and academic performance is clearly established; and data documenting intervention effect is provided. The focus of interventions for students with EBD is too often only on controlling behavior, whereas this review focused on improving academics. Studies not meeting these criteria were excluded from the review. These inclusion and exclusion criteria were necessary to identify studies relevant to current practice of inclusion, as well as to provide information to educators on interventions having an effect on academic performance. Five studies met all inclusion criteria. Effective interventions included: writing instruction, discovery teaching, teacher modeling, cross-age tutoring, and guided notes. Nineteen studies met all inclusion criteria except setting, with intervention and data collection performed in self-contained special education classrooms. These studies suggest that peer-tutoring and self-management interventions may also be effective if introduced into general education classrooms. The study concludes by suggesting specific methodological criteria needed for future research in this area.
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Date Issued: 2008
Identifier: CFE0002196, ucf:47914
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002196

Title: FEEDBACK-BASED ALCOHOL INTERVENTIONS FOR MANDATED STUDENTS: A COMPARISON OF INDIVIDUAL, GROUP, AND ELECTRONIC FORMATS.
Creator: Alfonso, Jacqueline, Dunn, Michael, University of Central Florida
Abstract / Description: The present study examined the effectiveness of personalized alcohol feedback interventions in three different delivery formats on alcohol use and related negative consequences in a sample of mandated college students referred for alcohol-related violations. Participants were randomized to one of three conditions: an individually-delivered face-to-face intervention, a group-delivered face-to-face intervention, or a web-based electronically-delivered intervention. Given that the current study...
Show moreThe present study examined the effectiveness of personalized alcohol feedback interventions in three different delivery formats on alcohol use and related negative consequences in a sample of mandated college students referred for alcohol-related violations. Participants were randomized to one of three conditions: an individually-delivered face-to-face intervention, a group-delivered face-to-face intervention, or a web-based electronically-delivered intervention. Given that the current study sought to modify factors associated with alcohol use, analyses were conducted using only those participants who reported alcohol use at the baseline assessment. The final sample resulted in 173 participants, 18-years-of-age and over, and consisted of 57% males (n = 98) who ranged in age from 18 to 25 years, with a mean age of 18.77 (SD = 1.08). The sample distributions in the individual, group, and electronic conditions were 53 (35 males), 72 (41 males), and 48 (22 males), respectively. Self-reported participant race was 82% White, 9% "Other", 4% Black, 4% Asian, and 1% American Indian or Alaska Native, with 91% classifying their ethnicity as Non-Latino/a. Participant class standing consisted of 69% freshmen, 21% sophomores, 6% juniors, and 4% seniors. The type of housing participants reported living in was comprised of 51% on-campus residence hall, 24% off-campus without parents, 20% university-affiliated off-campus, 2% off-campus with parents, 2% "other" type of housing, and 1% who reported living in a fraternity/sorority house. Findings revealed statistically significant reductions in alcohol use for the individually-delivered intervention, and statistically significant reductions in alcohol-related harms for the individually- and electronically-delivered interventions. No statistically significant results were found for the group-delivered intervention. This study is the first randomized clinical trial to compare an empirically supported individually-delivered personalized alcohol feedback intervention with more cost-effective group- and electronically-delivered feedback formats within a single research design. This examination also sought to add to the extant literature on mandated college students by expanding the range of participant drinking habits reported at baseline to include all drinking levels (excluding those meeting criteria for alcohol dependence), not solely those classified as 'heavy drinking,' as is the typical research convention. Additionally, given the potential demand characteristics to underreport illegal and/or illicit behaviors, this is the first study to provide mandated college students with anonymity pre- and post-intervention. Suggestions for future research, limitations of the current investigation, and implications for the development and improvement of personalized feedback interventions and of interventions aimed at mandated college students are also discussed.
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Date Issued: 2008
Identifier: CFE0002346, ucf:47823
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002346

Title: Evaluating Teaching Grammar in Specific Constraints of Context: A Pilot Study in the Developmental Writing Program at Seminole State College.
Creator: Roney, Joshua, Marinara, Martha, Scott, John, McDaniel, Rudy, University of Central Florida
Abstract / Description: This pilot study investigated the efficacy of a supplemental Active Learning intervention that was administered with grammar workbook software in remedial-level composition classrooms at Seminole State College. The study analyzed student response data in a pre-test and post-test instrument in four classrooms; two followed standard methods while two incorporated the additional experimental intervention. The groups are identified in this study as either (")Standard(") or (")Experimental,(")...
Show moreThis pilot study investigated the efficacy of a supplemental Active Learning intervention that was administered with grammar workbook software in remedial-level composition classrooms at Seminole State College. The study analyzed student response data in a pre-test and post-test instrument in four classrooms; two followed standard methods while two incorporated the additional experimental intervention. The groups are identified in this study as either (")Standard(") or (")Experimental,(") according to the method administered in the classroom.The intervention was designed based on five grammar topic areas which correspond with content assessed in the pre-test and post-test. The Active Learning method required students to prepare a short, guided presentation on selected grammar topics. Findings showed that there was no significant change in improvement between the pre-test and post-test among the Standard or the Experimental groups, due in part to a relatively small sample size. A positive change approaching significant level occurred in the Experimental group in topic areas related to critical thinking. No significant or near-significant change was observed in the topic areas related to memorization in either group. Recommendations were made for further sampling, modification, and future applications of the intervention used in the study and for continued testing of grammar software used for instruction in Developmental Writing classes at Seminole State College.
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Date Issued: 2012
Identifier: CFE0004590, ucf:49218
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004590

Title: EVALUATION OF AN ONLINE ALCOHOL EDUCATION PROGRAM FOR FIRST-TIME-IN-COLLEGE STUDENTS.
Creator: Reiss, Elayne, Cintron, Rosa, University of Central Florida
Abstract / Description: Alcohol use among college students has maintained its place as a major issue in American higher education since its inception. Although dangerous drinking has always proliferated among college students, institutions have only provided alcohol and other drug (AOD) education and interventions encouraging students to adapt less harmful habits for a much shorter period of time. During this relatively short history of postsecondary alcohol interventions, colleges and universities have shifted away...
Show moreAlcohol use among college students has maintained its place as a major issue in American higher education since its inception. Although dangerous drinking has always proliferated among college students, institutions have only provided alcohol and other drug (AOD) education and interventions encouraging students to adapt less harmful habits for a much shorter period of time. During this relatively short history of postsecondary alcohol interventions, colleges and universities have shifted away from abstinence-only, education-based methods. Instead, institutions have begun to adapt cognitive behavior-centric, motivational enhancement-based strategies emphasizing harm reduction through the use of protective behaviors. In order to reach a greater number of students, alcohol intervention programs have been developed combining the harm reduction ideology with internet-based dispersion at a population level. This research study addressed the behavioral changes that occurred among an entire class of first-time-in-college freshmen at a large public university before and after mandatory participation in AlcoholEdu for College, an online, population-level, harm reduction-based alcohol intervention. The study expanded upon previous evaluations of the program, which addressed program efficacy among the population as a whole but did not further explore differences in effect upon students engaging in different levels of drinking. Other demographic factors, such as gender, ethnicity, family history of alcohol issues, and age of first consumption, were also taken into account. Pre-test surveys taken by students prior to the intervention at the beginning of the academic year were matched to follow-up surveys taken four to six weeks after program completion, providing the necessary data for conducting a quantitative study. The specific areas of interest within the study included (a) willingness to complete the program in a timely and complete fashion, (b) levels of consumption, (c) use of protective behavioral strategies (PBS), and (d) incurrence of negative alcohol-related consequences. A combination of analytical procedures was utilized, including descriptive statistics, chi-square tests for independence, exploratory factor analysis, repeated measures ANCOVA, and nonparametric inferential tests. Results were described within the framework of social cognitive theory (Bandura, 2004) as well as the CIPP program evaluation framework (Stufflebeam & Shinkfield, 2007). The analysis uncovered that three major factors determined willingness to complete the mandatory program in a timely and complete fashion: gender, age of first alcohol consumption, and drinker group. Specifically, students who were male, started drinking prior to high school, or were identified as heavy episodic drinkers were less likely than peers to complete all portions of the AlcoholEdu program. Both moderate and heavy episodic drinkers reduced their levels of consumption between pre-test and follow-up. A large percentage of abstaining students maintained this status later in the semester. Light and moderate drinkers either maintained or slightly reduced their use of PBS, while heavy episodic drinkers showed increases in use of most types of PBS over time. All students indicated low levels of incurrence of negative consequences in both the pre-test and follow-up periods. However, while students experienced an increased number of most of these consequences between the pre-test and follow-up surveys, heavy drinkers cited a decreased rate of drinking and driving-related consequences as of the follow-up. Throughout all of the analyses, important controlling factors included gender, ethnicity, and age of first alcohol consumption. The results of this study can guide future development and refinement of the AlcoholEdu program, as well as provide higher education administrators and AOD education program staff with additional baseline knowledge of the change process first-time-in-college freshmen undergo when engaged in the program.
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Date Issued: 2010
Identifier: CFE0003130, ucf:48624
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003130

Title: WHAT'S IN A NAME? GENOCIDE EARLY WARNING MODEL FOR HUMANITARIAN INTERVENTION.
Creator: Lewis, Alexandria, Morales, Waltraud Q., University of Central Florida
Abstract / Description: There is much debate among genocide scholars as to the causes and even accurate definitions of genocide. Early warning developed to address the increasing need for humanitarian intervention in violent conflicts around the world. As a subset of genocide studies, early warning seeks to go beyond explaining the causes of genocide. The early warning model created here uses six indicator variablesÃ‚Â--government, leaders/elites, followers, non-followers/bystanders, outsider group...
Show moreThere is much debate among genocide scholars as to the causes and even accurate definitions of genocide. Early warning developed to address the increasing need for humanitarian intervention in violent conflicts around the world. As a subset of genocide studies, early warning seeks to go beyond explaining the causes of genocide. The early warning model created here uses six indicator variablesÃ‚Â--government, leaders/elites, followers, non-followers/bystanders, outsider group, and environmentÃ‚Â--to detect the likelihood of genocide within a given case study. Four cases were chosenÃ‚Â--Kenya, Nigeria, Yemen, and EthiopiaÃ‚Â--and analyzed using the indicator variables to determine if these violent conflicts may already be or may become genocides. Preliminary findings show that the civilian outsider group is a vital component when determining whether or not a conflict is or may become a Ã‚Â"limited-genocideÃ‚Â" and that genocides are a function of the interaction of the six indicator variables and not just their presence. Other implications for sovereignty and humanitarian intervention are discussed.
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Date Issued: 2010
Identifier: CFE0003052, ucf:48362
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003052

Title: COMPUTER BASED INTERVENTION AND ITS EFFECT ON BENCHMARK TEST SCORES OF ENGLISH LANGUAGE LEARNERS.
Creator: Berrio, Gabriel, Martin, Suzanne, University of Central Florida
Abstract / Description: The Florida Department of EducationÃ‚Â's (FLDOE) Adequate Yearly Progress (AYP) Report (2007) listed and defined students who are in the process of learning English as a second language as English Language Learners (ELL). The graduation rate of English Language Learners in Florida is consistently smaller than the graduation rate of the total population of students (Echevarria, Short and Powers, 2006) in part due to the requirement for students to pass the FCAT in order...
Show moreThe Florida Department of EducationÃ‚Â's (FLDOE) Adequate Yearly Progress (AYP) Report (2007) listed and defined students who are in the process of learning English as a second language as English Language Learners (ELL). The graduation rate of English Language Learners in Florida is consistently smaller than the graduation rate of the total population of students (Echevarria, Short and Powers, 2006) in part due to the requirement for students to pass the FCAT in order to graduate. ELL students face the challenge of having to learn a different language, learn the subject area content in that language, and often-times pass a standardized test in order to graduate. In Florida districts, ELL is categorized as a subgroup often times not meeting adequate yearly progress in Reading (Florida Department of Education 2007). This study measured the effectiveness of a district approved computer based intervention in increasing student achievement for English Language Learners as identified by the Florida Department of Education (US DOE, 2009).
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Date Issued: 2010
Identifier: CFE0003445, ucf:48403
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003445

Title: Evaluation of the Expectancy Challenge Alcohol Literacy Curriculum (ECALC) for High School Students.
Creator: Boucher, Alyssa, Dunn, Michael, Renk, Kimberly, Dunn, Stacey, Linkovich Kyle, Tiffany, University of Central Florida
Abstract / Description: Prevention efforts targeted at children and adolescents are important because alcohol consumption contributes to the three leading causes of death in this among 12-20 year-olds: unintentional injury, homicide, and suicide. Research on the causes of alcohol misuse traditionally focused on pharmacological and genetic explanations, but models have expanded to include cognitive processes in the development of alcohol use patterns. Alcohol expectancies, or beliefs about the effects of alcohol, are...
Show morePrevention efforts targeted at children and adolescents are important because alcohol consumption contributes to the three leading causes of death in this among 12-20 year-olds: unintentional injury, homicide, and suicide. Research on the causes of alcohol misuse traditionally focused on pharmacological and genetic explanations, but models have expanded to include cognitive processes in the development of alcohol use patterns. Alcohol expectancies, or beliefs about the effects of alcohol, are an important influence on drinking behavior. Expectancies exist prior to the initial drinking experience, predict the onset of alcohol consumption, differentiate both children and adults in terms of light- and heavy-drinking patterns, mediate the influence of precursors on alcohol use, and when manipulated, result in significantly decreased alcohol consumption in heavy-drinking college students.The Expectancy Challenge Alcohol Literacy Curriculum (ECALC) is a web-based, interactive intervention that leverages technology in order to challenge students' expectancies through a media literacy presentation based on research findings. The 45-minute curriculum links exposure to alcohol media with expectancy beliefs and drinking decisions, and focuses on decreasing the positive reinforcing value of alcohol. The ECALC does not necessarily erase former expectations, but introduces new information about the physiological effects of alcohol that may compete with pre-existing positive expectations for influence over the individual's behavior. Though the ECALC has been validated with college students, the present study involved revising and evaluating the program to be appropriate for high school students. Results revealed changes in expectancy processes for students who reported alcohol use initiation and changes in mean BAC among females in this group.
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Date Issued: 2016
Identifier: CFE0006294, ucf:51581
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006294

Title: Evaluation of the Effectiveness of the Third Grade Summer Reading Camp Intervention Program in a Larger Urban School District.
Creator: Alchin, Danielle, Murray, Barbara, Taylor, Rosemarye, Murray, Kenneth, Baldwin, Gordon, University of Central Florida
Abstract / Description: This study sought to evaluate the effectiveness of the third grade Summer Reading Camp (SRC) in a large urban school district. The SRC curriculum was assessed to determine if it aligned with effective remediation and filled the third grade students' knowledge voids in reading. The study further analyzed how the school district officials selected the curriculum content utilized in the SRC. This study was conducted using qualitative and quantitative methods. Data were collected through...
Show moreThis study sought to evaluate the effectiveness of the third grade Summer Reading Camp (SRC) in a large urban school district. The SRC curriculum was assessed to determine if it aligned with effective remediation and filled the third grade students' knowledge voids in reading. The study further analyzed how the school district officials selected the curriculum content utilized in the SRC. This study was conducted using qualitative and quantitative methods. Data were collected through questionnaires and interviews of school district personnel on the SRC committee regarding the implementation of the 2012 lesson plan, and from students' Winter Benchmark Assessment scores. The school district implemented the SRC to fulfill a state requirement that all students who received a Level 1 on the reading Florida Comprehensive Assessment Test (FCAT) Reading must receive remediation. The SRC committee designed the curriculum using the state reading benchmarks and decided the activities required during SRC would be whole group, small group, writing, and independent reading. The program was to be evaluated each year using teacher and administrator survey data and the analysis of test scores to determine changes to be implemented. Of the 10 benchmarks assessed on the school district reading benchmark test, only three were aligned with the students' knowledge voids. There were a total of eight FCAT tested reading benchmarks that were not taught during SRC. The researcher suggests the school district re-align the curriculum with the needs of the students as identified by the Winter Reading Benchmark. It is further recommended that each student's specific remediation needs be evaluated to ensure the curriculum is meeting the needs of all the students in attendance at SCR.
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Date Issued: 2013
Identifier: CFE0004803, ucf:49750
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004803

intervention (19)	+ -
Intervention (6)	+ -
Response to Intervention (6)	+ -
alcohol (5)	+ -
interventions (5)	+ -

elementary (4)	+ -
nursing (4)	+ -
nursing interventions (4)	+ -
Autism (3)	+ -
Early Intervention (3)	+ -
RtI (3)	+ -
adolescents (3)	+ -
cancer (3)	+ -
children (3)	+ -
college students (3)	+ -
Autism Spectrum Disorder (2)	+ -
Behavior Intervention (2)	+ -
Collaboration (2)	+ -
ELL (2)	+ -
Exercise (2)	+ -
MTSS (2)	+ -
Multi-Tiered System of Supports (2)	+ -
Roles (2)	+ -
academic achievement (2)	+ -
alcohol expectancies (2)	+ -
animal assisted therapy (2)	+ -
assessment (2)	+ -
autism (2)	+ -
brief intervention (2)	+ -
childhood obesity (2)	+ -

ETD Collection (60)	+ -
Honors Collection (28)	+ -
PRISM: Political & Rights Issues & Social Movements (1)	+ -

University of Central Florida (88)	+ -
Dunn, Michael (6)	+ -
Taylor, Rosemarye (6)	+ -
Baldwin, Lee (5)	+ -
Cassisi, Jeffrey (5)	+ -

Doherty, Walter (4)	+ -
Little, Mary (4)	+ -
Bowers, Clint (3)	+ -
Ehren, Barbara (3)	+ -
Hahs-Vaughn, Debbie (3)	+ -
Hopp, Carolyn (3)	+ -
Levin, Judith (3)	+ -
Loerzel, Victoria (3)	+ -
Martin, Suzanne (3)	+ -
Murray, Barbara (3)	+ -
Murray, Kenneth (3)	+ -
Pearl, Cynthia (3)	+ -
Towson, Jacqueline (3)	+ -
Allen, Kay (2)	+ -
Baldwin, Gordon (2)	+ -
Barden, Sejal (2)	+ -
Boote, David (2)	+ -
Cross, Lee (2)	+ -
Dunn, Stacey (2)	+ -
Edwards, Oliver (2)	+ -
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Hutchinson, Cynthia (2)	+ -
Lambie, Glenn (2)	+ -
Linkovich Kyle, Tiffany (2)	+ -

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