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- Title
- Effects of a Reading Inference Strategy Intervention on the Reading and Social Inference Abilities of Adults with Asperger Syndrome.
- Creator
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Murza, Kimberly, Nye, William, Ehren, Barbara, Schwartz, Jamie, Hahs-Vaughn, Debbie, University of Central Florida
- Abstract / Description
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The ability to generate inferences is a skill that is necessary to fully comprehend a text and understand the intentions, behaviors, and emotions of a conversational partner. Individuals with Asperger syndrome (AS) have been shown to demonstrate significant difficulty in inference generation in both social contexts and in reading comprehension. Although, the reciprocity of the four components of literacy (reading, writing, listening, and speaking) has been established in the literature ...
Show moreThe ability to generate inferences is a skill that is necessary to fully comprehend a text and understand the intentions, behaviors, and emotions of a conversational partner. Individuals with Asperger syndrome (AS) have been shown to demonstrate significant difficulty in inference generation in both social contexts and in reading comprehension. Although, the reciprocity of the four components of literacy (reading, writing, listening, and speaking) has been established in the literature (Bradley (&) Bryant, 1983; Catts (&) Kamhi, 2005; Englert (&) Thomas, 1987; Gillon (&) Dodd, 1995; Hiebert, 1980; Kroll, 1981; Ruddell (&) Ruddell, 1994); the relationship between inference generation in reading and social inference generation is not well understood. The present study investigated the efficacy of a language-focused reading inference strategy intervention (ACT (&) Check Strategy) on the general reading comprehension, inference generation in reading, social inference, and metacognitive ability of adults with AS. Twenty-five adults with AS were randomly assigned to either a treatment or a control group. The treatment group participants were divided into groups of 3-4 based on their availability and preferred location for treatment resulting in a total of 4 groups. Each group met in one-hour sessions twice a week for a total of six weeks. When controlling for pretest scores, the treatment group was found to perform significantly better on one measure of inference generation in reading and metacognitive ability compared to the control group. Significant differences between groups were not found in two measures of inference generation in reading comprehension or social inference ability. These findings suggest that the ACT (&) Check strategy was effective in improving participants' ability to generate inferences as they read and their metacognitive reading ability. However, instruction in inference generation in reading does not appear to generalize to other language modalities (i.e., social inference generation). This research provides support for an explicit language-focused strategy intervention addressing the reading inference deficit area. Further research is warranted to investigate potential interventions to address social inference skills for individuals with AS.
Show less - Date Issued
- 2011
- Identifier
- CFE0004146, ucf:49045
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004146
- Title
- Truly Accomplished: Effectiveness of a Measurement and Feedback Approach to Lifestyle Change.
- Creator
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Wright, Natalie, Pritchard, Robert, Fritzsche, Barbara, Sims, Valerie, Roth, Colin, University of Central Florida
- Abstract / Description
-
Individuals' personal improvement efforts are pervasive and the benefits associated with successful self-improvement are both tangible (e.g., healthier lifestyles, more intimate relationships) and intangible (e.g., personal accomplishment, enhanced well-being). As evidenced by research on work-family spillover, self-improvement also has important implications for organizations, as there is considerable crossover between work and non-work domains. The current study tested the effectiveness of...
Show moreIndividuals' personal improvement efforts are pervasive and the benefits associated with successful self-improvement are both tangible (e.g., healthier lifestyles, more intimate relationships) and intangible (e.g., personal accomplishment, enhanced well-being). As evidenced by research on work-family spillover, self-improvement also has important implications for organizations, as there is considerable crossover between work and non-work domains. The current study tested the effectiveness of Truly Accomplished, an intervention designed to help individuals develop personalized systems for measuring and improving behavior, and examined the extent to which the outcomes associated with such behavior change exhibit positive spillover effects into the workplace. Participants (N = 44) experienced large gains in effectiveness (d = 2.93). Effectiveness gain was predicted by conscientiousness (r = .40), core self-evaluations (r = .42), and psychological safety (r = .64). Learning goal orientation and performance goal orientation interacted with perceived goal difficulty to predict effectiveness gain. Overall effectiveness gain was negatively related to stress and positively related to future change efficacy, job-related efficacy, and satisfaction with the intervention. Job satisfaction and job efficacy increased following feedback, providing some evidence of spillover.Results have implications for individual behavior and attitude change, and its impact seems to extend into subjective well-being above and beyond actual behavior change. Evidence of spillover has implications for organizations, suggesting that TA may be used as a mechanism through which job-related outcomes can be improved.
Show less - Date Issued
- 2012
- Identifier
- CFE0004231, ucf:48998
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004231
- Title
- The impact of a strengths-based group counseling intervention on LGBTQ+ young adult's coping, social support, and coming out growth.
- Creator
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Ali, Shainna, Lambie, Glenn, Barden, Sejal, Clark, M. H., Vaughan, Michelle, University of Central Florida
- Abstract / Description
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Lesbian, gay, bisexual, transgender, and queer individuals, and those who otherwise identify as a minority in terms of affectional orientation and gender expression identity (LGBTQ+) have a higher rate of mental health concerns than their heterosexual and cisgender counterparts (Meyer, 2003). Young adulthood is a difficult time for individuals who identify as LGBTQ+ as internal identity development processes coincide with stressors from the outside world. The conflict between intrapersonal...
Show moreLesbian, gay, bisexual, transgender, and queer individuals, and those who otherwise identify as a minority in terms of affectional orientation and gender expression identity (LGBTQ+) have a higher rate of mental health concerns than their heterosexual and cisgender counterparts (Meyer, 2003). Young adulthood is a difficult time for individuals who identify as LGBTQ+ as internal identity development processes coincide with stressors from the outside world. The conflict between intrapersonal and interpersonal pressures may evoke a multitude of negative emotions such as anxiety, loneliness, isolation, fear, anger, resentment, shame, guilt, and fear. One difficult task that triggers these depreciating sentiments is the task of managing the process of coming out during LGBTQ+ young adulthood. The tumultuous, transformative coming out process prompts stressors that may cause the increase of mental health concerns for the LGBTQ+ population. Although counselors recognize the need and lack of counselor competency to assist LGBTQ+ individuals, there is limited (a) client-based outcome research and (b) intervention research to assert the efficacy of methods to assist LGBTQ+ young adults during the coming out process. Specifically, no studies were found that examined the efficacy of a group counseling intervention to assist LGBTQ+ young adults through the coming out process.The purpose of this study was to investigate the impact of a strengths-based coming out group counseling intervention on LGBTQ+ young adults' (ages 18-24) levels of coping, appraisal of social support, and coming out growth. In an effort to contribute to the knowledgebase in the fields of counseling and counselor education, the researcher examined (a) if a strengths-based group counseling intervention influences LGBTQ+ young adults' levels of coping (as measured by the Brief COPE [Carver, 1997]), social support (as measured by the Social Support Questionnaire-6 [Sarason, Sarason, Shearin, (&) Pierce, 1987]), and coming out growth (as measured by the Coming Out Growth Scale [Vaughan (&) Waehler, 2010]) over time; (b) the potential relationship between the outcome variables and group therapeutic factors (Therapeutic Factors Inventory(-)Short Form [TFI-S]; Joyce et al., 2011); and (c) the potential relationship between the outcome variables and the participants' demographic data (e.g., age, affectional orientation, level of outness).A one-group, pretest-posttest quasi-experimental design was utilized in this study. Participants received an eight-hour group counseling intervention divided in to four two-hour sessions. The counseling groups were offered at the University of Central Florida's Community Counseling and Research Center (CCRC). There were three data collection points: (a) prior to the first session, (b) after the second session, and (c) at the end of the last session. The final sample size included 26 LGBTQ+ participants. The research questions were examined using: (a) Repeated Measures Multivariate Analysis of Variance (RM-MANOVA), (b) MANOVA, (c) Canonical correlation, (d) Analysis of Variance (ANOVA), (e) Pearson Product Moment Correlations, and (f) Cronbach's alpha reliability analysis.The RM-MANOVA results identified a multivariate within-subjects effect across time (Wilks' ? = .15; F (12, 14) = 6.77, p (<) .001) and 84% of the variance was accounted for by this effect. Analysis of univariate tests indicated that Social Support Number (F [1.63, 68.18] = 13.94, p (<) .01; partial ?(&)#178; = .25), Social Support Satisfaction (F [2, 50] = 10.35, p (<) .001; partial ?(&)#178; = .29), Individualistic Growth (F [2, 50] = 8.22, p (<) .01; partial ?(&)#178; = .25), and Collectivistic Growth (F [2, 50] = 9.85, p (<) .001; partial ?(&)#178; = .28) exhibited change over time. Additionally, relationships were identified between the outcome variables of Individualistic Growth, Adaptive Coping, and Collectivistic Growth and the group therapeutic factors of Secure Emotional Expression, Awareness of Relational Impact, and Social Learning. Furthermore, age of questioning was positively correlated with Collectivistic Growth.In addition to a literature review, the research methods and statistical results are provided. Results of the investigation are reviewed and compared to previous research findings. Further, areas for future research, limitations of the study, and implications for the counseling and counselor education are presented. Implications of the study's findings include: (a) support for the use of a strengths-based group counseling intervention in order to increase social support and coming out growth in LGBTQ+ young adults, (b) empirical evidence of a counseling strategy promoting positive therapeutic outcomes with LGBTQ+ college age clients, and (c) verification of the importance of group therapeutic factors in effective group counseling interventions.
Show less - Date Issued
- 2016
- Identifier
- CFE0006066, ucf:50991
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006066
- Title
- A study of student achievement and educational intervention strategies in traditional and virtual format Algebra 1 courses within Volusia County School District.
- Creator
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Nehrig, Paul, Murray, Kenneth, Doherty, Walter, Baldwin, Gordon, Taylor, Rosemarye, Kennedy, Mary, University of Central Florida
- Abstract / Description
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The purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates...
Show moreThe purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates and student demand, while also exploring and developing methods to ensure student success. Student scores on the Florida Algebra 1 End of Course Exam (EOC) were compared to determine what difference, if any, existed in the performance of students in traditional face-to-face classrooms and virtual settings. Surveys were also distributed to traditional brick-and-mortar and virtual teachers to identify which educational interventions were provided to at-risk students and to measure teacher perception of the relative effectiveness of those interventions in each setting.One-sample t-test results indicated a statistically significant difference in the mean scale scores of traditional and virtual students on the Florida Algebra 1 EOC. Survey responses indicated little variation in the interventions provided by teachers to at-risk students in each setting. Low effectiveness ratings for interventions in the Resources category, such as Mentors from the Community, warrant further investigation, as these responses run counter to previous research. Due to this study's small sample and wide disparity between the number of traditional and virtual students, caution is advised in the interpretation of results.
Show less - Date Issued
- 2013
- Identifier
- CFE0005037, ucf:49987
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005037
- Title
- The Effect of Health Education on Clinical and Self-Reported Outcomes of Diabetes in a Medical Practice.
- Creator
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Rav-Marathe, Karen, Wan, Thomas, Fottler, Myron, Matusitz, Jonathan, Zhang, Ning, March, Allan, University of Central Florida
- Abstract / Description
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A majority of diabetes self-management programs have been shown to improve knowledge, attitude, practice, and health care outcomes. However, in the literature the underlying causal mechanisms for the improvement attributable to health education have not been explored, especially, how diabetes educational intervention may affect diabetes care outcomes. The purpose of the present study was to identify the causal mechanisms responsible for improved knowledge, attitude, practice and outcomes, so...
Show moreA majority of diabetes self-management programs have been shown to improve knowledge, attitude, practice, and health care outcomes. However, in the literature the underlying causal mechanisms for the improvement attributable to health education have not been explored, especially, how diabetes educational intervention may affect diabetes care outcomes. The purpose of the present study was to identify the causal mechanisms responsible for improved knowledge, attitude, practice and outcomes, so that educational interventions can be tailored efficiently and effectively to patients who are most likely to benefit from self-care management. The study used the knowledge, attitude, practice and outcome (KAP-O) framework. The specific purpose of the study was to examine the causes of variation in the outcomes of glycated hemoglobin (A1C), low-density lipoprotein cholesterol (LDLC), functional capacity (FC), and poor perceived health (PPH).An experimental study with a randomized control trial design involving 141 participants was conducted. The experimental group (N = 87) and control group (N = 52) were comparable in terms of demographics and major diagnoses. The experimental group received diabetes education. The control and experimental groups received usual customary care. Knowledge, attitude, practice, functional capacity and poor perceived health were measured before and after intervention using reliable and valid instruments. The study used a tailored attitudinal instrument. Glycated hemoglobin (A1C) and low-density lipoprotein cholesterol (LDLC) were measured before and after intervention. Multiple analytic strategies were applied to examine the experimental data.The four outcome variables of (A1C), (LDLC), (FC), and (PPH) did not constitute one common factor measurement model for outcome evaluation. Results of the Independent sample t-test showed that health educational intervention directly improves knowledge about diabetes. The path analysis of panel regression showed that health educational intervention directly lowers glycated hemoglobin (A1C). The causal modeling of {(Exp_Status)-(K-T2)-(A-T2)-(P-T2)} model showed that health educational intervention also indirectly improves preventive practice via knowledge. The effect of attitude (A-T2) was greater than the effect of knowledge on preventive practice of self-care. The difference-in-differences analysis showed that difference in practice (DP) statistically significantly affects the difference in glycated hemoglobin (DA1C). The greater the preventive practice, the greater the lowering of glycated hemoglobin (A1C), indicating a better control of diabetes. The data from this experiment do not support a strong causal path of experimental effects on outcomes via knowledge, attitude, and practice of self-care.The study should be replicated using the KAP-O model in research based on multi-centers, multiple providers, and a diverse population of Type 2 diabetes patients. The study should assess outcomes more than four times over a period of one to two years to elicit the trajectory of change in outcome variables. Knowledge and attitude should be assessed at baseline and continuously improved for the duration of the study.?
Show less - Date Issued
- 2014
- Identifier
- CFE0005541, ucf:50311
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005541
- Title
- An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program.
- Creator
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Bronson, Elethia, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Andreasen, Janet, University of Central Florida
- Abstract / Description
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The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards...
Show moreThe mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.
Show less - Date Issued
- 2018
- Identifier
- CFE0007393, ucf:52073
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007393
- Title
- School Psychologist Perceptions Regarding Implementation of Response to Intervention with English Language Learners.
- Creator
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Puyana, Olivia, Sivo, Stephen, Edwards, Oliver, Hewitt, Randall, Thomson, Arlene, University of Central Florida
- Abstract / Description
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This research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has...
Show moreThis research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has been questioned by both supporters and detractors of the model (Linan-Thompson (&) Ortiz, 2009). The most fundamental tenets of RtI are predicated upon the use of empirically validated interventions and the application of culturally responsive educational practices that provide equitable learning opportunities for all students. Due to the critical role of school psychologists in the development and implementation of RtI models, a questionnaire was designed for use with this population to explore the three domains delineated above. The Intercultural Sensitivity Scale (ISS; Chen (&) Starosta, 2000) was used to document participants' degree of intercultural sensitivity. Additional questions addressing domains two and three strategically juxtaposed participants' experiences with and perceptions regarding RtI with native English speakers versus RtI with ELLs. Through a series of eight research questions and the associated analyses, the following conclusions were reached: (1) Statistically significantly higher mean scores on the ISS were present among those respondents who identified themselves as Hispanic/Latino/Spanish and/or fluent in more than one language; (2) Statistically significant differences were documented in participants' responses to items focused on perceptions of training for implementing RtI with native English speakers versus training for implementing RtI with ELLs; and (3) Statistically significant differences were found in participants' responses to items inquiring about perceptions of familiarity with empirically-based interventions for use within an RtI framework with native English speakers in comparison to ELLs. Taken together, and in conjunction with a qualitative analysis of two open-ended questions, these results suggest the presence of considerable delays in school psychologists' training and perceptions of preparedness to implement RtI with a linguistically diverse population as compared to native English speakers. This outcome is disconcerting, given the emphasis throughout the literature on the importance of unique considerations required to implement RtI equitably with ELLs. Recommendations for practice and future research are provided that emphasize the need for additional research and training in implementing RtI with a linguistically diverse population.
Show less - Date Issued
- 2012
- Identifier
- CFE0004225, ucf:49017
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004225
- Title
- ADOLESCENT MOTHERS IN AN INTERVENTION STUDY: A QUALITATIVE ANALYSIS OF VARIABLES RELATING TO THEIR TEACHING INTERACTIONS WITH THEIR INFANTS.
- Creator
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Guzman, Janisse, Culp, Anne, University of Central Florida
- Abstract / Description
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The intent of this thesis was to study, in depth, the experiences of four adolescent mothers who underwent a home intervention program. I studied two mothers who did well with teaching their 12-month old children during play, and two mothers who did not do as well. All four mothers received weekly intervention from the time of their child's birth through 12-months of age. I studied the following variables: 1) how much time the home visitors spent on selected child development and parenting...
Show moreThe intent of this thesis was to study, in depth, the experiences of four adolescent mothers who underwent a home intervention program. I studied two mothers who did well with teaching their 12-month old children during play, and two mothers who did not do as well. All four mothers received weekly intervention from the time of their child's birth through 12-months of age. I studied the following variables: 1) how much time the home visitors spent on selected child development and parenting topics; 2) the mother's perceived social support; 3) how many community resources the mother used; and 4) if the infant was healthy and within normal developmental range. All of the mothers struggled in their lives, yet varied in the quality and time of most of the variables. It was striking how different each one was from the other. The implications of the study are important for child development specialists who can use the qualitative data within this document to better understand first time adolescent mothers in order to improve the outcomes of the home visitation services that they provide to mothers and infants. After spending time studying these four adolescent mothers, I would recommend that adolescent women not get pregnant. Adolescence is a time that is meant for experiences and self-discovery and should be spent free from a dependent child who critically needs them. Future research and funding should be spent on preventing adolescent pregnancy and ensuring that flexible curriculum be utilized by the home visitors in order to meet the varying needs of adolescent mothers.
Show less - Date Issued
- 2012
- Identifier
- CFH0004251, ucf:44934
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004251
- Title
- RECIDIVISM PREVENTION THROUGH PROSOCIAL SUPPORT: A SYSTEMATIC REVIEW OF EMPIRICAL LITERATURE.
- Creator
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McDaniel, Kimber, Lawrence, Shawn, University of Central Florida
- Abstract / Description
-
Of the 700 offenders that are released from prison each year, seven in ten will be rearrested. There are a number of barriers face by released offenders that inhibit their successful reentry. These barriers include: mental health illness, limited work experience, lower education, substance abuse, lack of transportation, homelessness and poverty strain of family ties and/or close relationships. This paper explores the impact of social support on recidivism rates through a systematic review of...
Show moreOf the 700 offenders that are released from prison each year, seven in ten will be rearrested. There are a number of barriers face by released offenders that inhibit their successful reentry. These barriers include: mental health illness, limited work experience, lower education, substance abuse, lack of transportation, homelessness and poverty strain of family ties and/or close relationships. This paper explores the impact of social support on recidivism rates through a systematic review of the literature surrounding prosocial support. The implications for social work practice and research are also discussed.
Show less - Date Issued
- 2014
- Identifier
- CFH0004627, ucf:45279
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004627
- Title
- Tier I RtI for English Language Learners with Language Deficits.
- Creator
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Soong, Maria Jose, Sivo, Stephen, Edwards, Oliver, Hewitt, Randall, Thomson, Arlene, University of Central Florida
- Abstract / Description
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Educators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI). Prior to the implementation of such initiatives, existing research relevant to this population must be critically reviewed and expanded. A synthesis of the available literature can provide significant insight into the type of data necessary to make informed decisions involving English...
Show moreEducators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI). Prior to the implementation of such initiatives, existing research relevant to this population must be critically reviewed and expanded. A synthesis of the available literature can provide significant insight into the type of data necessary to make informed decisions involving English language learners (ELL) at Tier I of an RtI model. In forming the theoretical foundation for this research, cognitive deficits associated with language-based disabilities and principles of cognitive load theory were examined. The study is an investigation of the following research question: Is the effectiveness of the bilingual English as a Second Language (ESL) model significantly altered under certain conditions? The research question was addressed through testing moderator effects using hierarchical linear regression. Initial English proficiency and initial Spanish proficiency were examined as moderating variables of the relationship between ESL model type and Kindergarten academic achievement. Academic achievement was defined as student learning growth on the Florida Assessment for Reading Instruction (FAIR) and student outcome scores on the Comprehensive English Language Learning Assessment (CELLA) Listening/Speaking and Reading constructs. Results supported: a) the relationship between initial English proficiency and FAIR growth, CELLA Listening/Speaking, and CELLA Reading, b) the relationship between initial Spanish proficiency and FAIR growth and CELLA Listening/Speaking, c) the relationship between type of ESL model and FAIR growth, CELLA Listening/Speaking, and CELLA Reading, d) the additional effect of the interaction of initial Spanish language proficiency with ESL model type to alter FAIR learning growth over time, and e) the additional effect of the interaction of initial English language proficiency with ESL model type to alter CELLA Listening/Speaking scores. Overall, this research supports the hypothesis that initial language proficiency can significantly alter the effectiveness of a bilingual ESL model. Recommendations for future research in this area include longitudinal studies using a similar hierarchical regression design with moderators in order to contextualize positive student outcomes.
Show less - Date Issued
- 2012
- Identifier
- CFE0004187, ucf:48988
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004187
- Title
- The Effects of a Loving-Kindness Meditation Intervention on Positive Emotions, Social Connectedness, and Problem Behaviors in Second and Third Grade Students.
- Creator
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Collinsmchugh, Doreen, Gill, Michele, Allen, Kay, Hutchinson, Cynthia, Young, Mark, University of Central Florida
- Abstract / Description
-
Concerns about K-12 students' mental health and social, emotional, and ethical development have prompted some schools to implement programs designed to promote student well-being and healthy social and emotional functioning. Most of these programs are distinguished as social and emotional learning (SEL) programs and/or character education programs. Although there is growing empirical support for the potential of school-based mindfulness interventions to positively influence students' well...
Show moreConcerns about K-12 students' mental health and social, emotional, and ethical development have prompted some schools to implement programs designed to promote student well-being and healthy social and emotional functioning. Most of these programs are distinguished as social and emotional learning (SEL) programs and/or character education programs. Although there is growing empirical support for the potential of school-based mindfulness interventions to positively influence students' well-being, the number of school-based mindfulness studies is limited, and the majority of the investigations have focused on students' cognitive rather than affective capacities. Loving-Kindness Meditation (LKM), a mindfulness- and compassion-based practice, is garnering recent attention as an effective intervention for positively affecting numerous factors related to well-being. For instance, research has demonstrated LKM's effectiveness in enhancing positive emotions, empathy, and social connectedness, and improving problem behaviors in adult populations. Although LKM is a component of the Mindfulness-Based Stress Reduction (MBSR) program, and a number of mindfulness-based school programs are MBSR- adapted, to date LKM has not been studied with children or youth populations. With this in mind, the purpose of this active comparison trial investigation was to examine the effects of a loving-kindness meditation intervention on positive emotions, empathy, social connection, and problem behaviors in second- and third- grade students. Findings suggest LKM may be more appropriately used in school settings as a sequential part of a comprehensive mindfulness program and introduced after a solid mindfulness practice has been established.
Show less - Date Issued
- 2016
- Identifier
- CFE0006286, ucf:51584
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006286
- Title
- Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes.
- Creator
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Orban, Sarah, Rapport, Mark, Beidel, Deborah, Cassisi, Jeffrey, University of Central Florida
- Abstract / Description
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Children with ADHD are characterized frequently as possessing underdeveloped executive functions and sustained attentional abilities, and recent commercial claims suggest that computer-based cognitive training can remediate these impairments and provide significant and lasting improvement in their attention, impulse control, social functioning, academic performance, and complex reasoning skills. The present review critically evaluates these claims through meta-analysis of 25 studies of...
Show moreChildren with ADHD are characterized frequently as possessing underdeveloped executive functions and sustained attentional abilities, and recent commercial claims suggest that computer-based cognitive training can remediate these impairments and provide significant and lasting improvement in their attention, impulse control, social functioning, academic performance, and complex reasoning skills. The present review critically evaluates these claims through meta-analysis of 25 studies of facilitative intervention training (i.e., cognitive training) for children with ADHD. Random effects models corrected for publication bias and sampling error revealed that studies training short-term memory alone resulted in moderate magnitude improvements in short-term memory (d= 0.63), whereas training attention did not significantly improve attention and training mixed executive functions did not significantly improve the targeted executive functions (both nonsignificant: 95% confidence intervals include 0.0). Far transfer effects of cognitive training on academic functioning, blinded ratings of behavior (both nonsignificant), and cognitive tests (d= 0.14) were nonsignificant or negligible. Unblinded raters (d= 0.48) reported significantly larger benefits relative to blinded raters and objective tests (both p (<) .05), indicating the likelihood of Hawthorne effects. Critical examination of training targets revealed incongruence with empirical evidence regarding the specific executive functions that are (a) most impaired in ADHD, and (b) functionally related to the behavioral and academic outcomes these training programs are intended to ameliorate. Collectively, meta-analytic results indicate that claims regarding the academic, behavioral, and cognitive benefits associated with extant cognitive training programs are unsupported in ADHD. The methodological limitations of the current evidence base, however, leaves open the possibility that cognitive training techniques designed to improve empirically documented executive function deficits may benefit children with ADHD.
Show less - Date Issued
- 2013
- Identifier
- CFE0005040, ucf:49962
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005040
- Title
- THE EFFECTS OF THE ATTAINMENT OF FUNCTIONAL ASSESSMENT SKILLS BY PRESCHOOL TEACHERS AND THEIR ASSISTANTS ON STUDENTS' CLASSROOM BEHAVIOR.
- Creator
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Wagner, Karen, Cross, Lee, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the effects of teaching functional assessment skills to three Prekindergarten teachers and their teaching assistants. The effects were measured by examining the behavior of the teachers and assistants, as well as the behaviors of the students; before, during and after the delivery of three, two-hour functional assessment classes. The teaching staff videotaped themselves and their students during a regular class time, predetermined by the researcher and...
Show moreThe purpose of this study was to examine the effects of teaching functional assessment skills to three Prekindergarten teachers and their teaching assistants. The effects were measured by examining the behavior of the teachers and assistants, as well as the behaviors of the students; before, during and after the delivery of three, two-hour functional assessment classes. The teaching staff videotaped themselves and their students during a regular class time, predetermined by the researcher and each teacher prior to the onset of baseline data collection, over an approximate nine-week period. The video was taken in twelve-minute segments every day. Later, the video was coded for specific behaviors. Although there were gains in appropriate intervention strategies from teachers and assistants during the intervention phase, the interventions generally peaked a week or two after the classes ended and gradually declined. Teacher skills were retained however, as most ratios of appropriate interventions maintained at higher rates than baseline. Relationships between student behavior and correct teacher interventions were established and maintained. The intervention resulted in changes in staff behavior, but results did not sustain at high levels over time. The realization that escape maintained some student behavior, and teaching skills to "test" for function, were likely the most important concepts for many of the participants. Further research should include adding a behavior coach to assist in shaping the teaching staffs' emerging skills and to provide a sounding board when developing specific student interventions.
Show less - Date Issued
- 2008
- Identifier
- CFE0002088, ucf:47575
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002088
- Title
- A CORRELATIONAL STUDY ABOUT COACHING AND TEACHERS' ATTITUDES, PERCEPTIONS, AND PRACTICES IN READING INSTRUCTION.
- Creator
-
Conway, Joan, Zygouris-Coe, Vicky, University of Central Florida
- Abstract / Description
-
The purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in teaching reading. The five point ratings and open-ended responses on the survey were the sources of data. Surveys were returned by 85% of teachers in five elementary schools in Collier County, Florida. Correlations of survey items were analyzed on the basis of the aggregated data and the following subgroups: certification, years of...
Show moreThe purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in teaching reading. The five point ratings and open-ended responses on the survey were the sources of data. Surveys were returned by 85% of teachers in five elementary schools in Collier County, Florida. Correlations of survey items were analyzed on the basis of the aggregated data and the following subgroups: certification, years of experience, school demographics, and grade levels. The survey in this study was excerpted and adapted from a survey, which was tested for validity and reliability, used with teachers in a research study, and published by the National Staff Development Council (NSDC) in Evaluating professional development: An approach to verifying program impact on teachers and students (Shaha, Lewis, O'Donnell, & Brown, 2004). Permission to use the survey was granted by Performance Learning Systems, Inc. and the National Staff Development Council (see Acknowledgements). The primary question for this study was: Are teachers' self-reports of their attitudes, perceptions, and instructional practices on the Reading Instruction Survey correlated with the amount of coaching they indicated they had received? Secondary questions pertained to how the results changed for the subgroups. The literature review contained information about resources and research in reading that led to the provision of reading coaches. High-stakes for the improvement of reading instruction from federal, state, and local levels provided a rationale for the study. The results of this study indicated that coaching made a difference for these teachers. The aggregated and disaggregated data revealed small to large, significant correlations to coaching. The items with the greatest number and magnitude of correlations to coaching were isolated skills instruction and intervention plans. The evidence of positive relationships of attitudes, perceptions, and practices to work with a coach is an important finding. The limited correlations of skilled, balanced, and integrated strategies led to questions about the content of the coaching. Further research is needed to determine whether the content of the professional development offered by coaches is comprehensive enough to impact reading proficiency levels of all students.
Show less - Date Issued
- 2006
- Identifier
- CFE0001357, ucf:46970
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001357
- Title
- INTERVENTIONS FOR CHILDHOOD OBESITY: EVALUATING TECHNOLOGICAL APPLICATIONS TARGETING PHYSICAL ACTIVITY LEVEL AND DIET.
- Creator
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DiPietro, Jessica, Norris, Anne, University of Central Florida
- Abstract / Description
-
Overweight and obese children have increased risks for multiple preventable diseases and conditions which can impair their physiological health and significantly increases the overall cost of their healthcare. Free mobile applications and technology for weight loss, dietary tracking, and physical activity may be quite useful for monitoring nutritional intake and exercise to facilitate weight loss. If so, nurses are well positioned to recommend such tools as part of their efforts to prevent...
Show moreOverweight and obese children have increased risks for multiple preventable diseases and conditions which can impair their physiological health and significantly increases the overall cost of their healthcare. Free mobile applications and technology for weight loss, dietary tracking, and physical activity may be quite useful for monitoring nutritional intake and exercise to facilitate weight loss. If so, nurses are well positioned to recommend such tools as part of their efforts to prevent childhood obesity and help children and parents better manage childhood obesity when it is present. However, there are no guidelines that nurses can use to determine what applications or technologies are most beneficial to children and their parents. The purpose of this project is to develop such guidelines based on a review of the scientific literature published in the last 5 years. Articles regarding healthy-lifestyle promoting mobile applications and technological approaches to health and fitness interventions were identified by searching articles indexed by CINAHL, Psychinfo, Medline, ERIC, IEEE Xplore, and Academic Search Premier. Identified articles were assessed using Melnyk's hierarchy of evidence and organized into tables so that implications for research and suggestions for practice could be made.
Show less - Date Issued
- 2014
- Identifier
- CFH0004616, ucf:45255
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004616
- Title
- The AfterMath: A Culturally Responsive Mathematical Intervention to Aid Students Affected by Natural Disasters.
- Creator
-
Kurtz, Brianna, Haciomeroglu, Erhan, Bush, Sarah, Safi, Farshid, Biraimah, Karen, University of Central Florida
- Abstract / Description
-
On September 20, 2017, Hurricane Maria struck the island of Puerto Rico. The damage was extensive, and many people found themselves to be natural disaster refugees. As a result, schools in Central Florida saw an influx of new students who had their educations interrupted by the disaster and now were resuming school in a new language of instruction. These students not only faced linguistic challenges but also academic differences due to the high prevalence of poverty and the effects of...
Show moreOn September 20, 2017, Hurricane Maria struck the island of Puerto Rico. The damage was extensive, and many people found themselves to be natural disaster refugees. As a result, schools in Central Florida saw an influx of new students who had their educations interrupted by the disaster and now were resuming school in a new language of instruction. These students not only faced linguistic challenges but also academic differences due to the high prevalence of poverty and the effects of neocolonialism in their previous schooling. This mixed methods study implemented an intensive intervention in probability to aid students in developing mathematical understanding and forming meaningful connections. Student participants, who had been affected by Hurricane Maria, were now attending a public high school and were paired one-on-one with a bilingual, mathematically high performing student mentor to complete culturally responsive, bilingual probability tasks. Data collection occurred over the course of six weeks in fall 2019. Both mentor and mentee students participated in focus group interviews, and the mentees completed a probability pre-test and post-test. Student participants were found to have statistically significant increases in the understanding of probability concepts when comparing pre-intervention and post-intervention results, with the understanding and usage of the multiplication rule showing the most significant improvement. Both mentors and mentees reported feeling a stronger sense of unity and belonging post-intervention as well as improvement in bilingual academic vocabulary. With the impact of natural disasters on the rise, implications of this study include its adaption to respond to future displaced students as they resume schooling post-interruption in Central Florida and beyond.
Show less - Date Issued
- 2019
- Identifier
- CFE0007828, ucf:52820
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007828
- Title
- Examining the Effects of Self-Regulated Strategy Development in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities.
- Creator
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Miller, Katie, Little, Mary, Dieker, Lisa, Pearl, Cynthia, Roberts, Sherron, University of Central Florida
- Abstract / Description
-
This research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing,...
Show moreThis research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing, including essay elements, length of responses, time spent writing, and overall writing quality, were collected and assessed to determine the effectiveness of the intervention. All students who received the intervention improved their overall writing performance on opinion essays as measured by the number of opinion essay elements, including topic sentence, reasons, examples, and ending. During the maintenance phase of the intervention, students who received a VSM booster session increased their total number of opinion essay elements back to mastery levels.
Show less - Date Issued
- 2013
- Identifier
- CFE0004893, ucf:49674
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004893
- Title
- Effects of Collaboration Between Speech-Language Pathologists and Third-Grade Teachers on Student Vocabulary Outcomes.
- Creator
-
Mitchell, Mary, Ehren, Barbara, Towson, Jacqueline, Zygouris-Coe, Vassiliki, Hahs-Vaughn, Debbie, University of Central Florida
- Abstract / Description
-
A persistent literacy crisis continues to be reflected in international (Organisation for Economic Co-operation and Development [OECD], 2013), national (National Center for Education Statistics [NCES], 2015), and local literacy outcome data. Educators, including speech-language pathologists (SLPs), are called upon to collaborate to support students who struggle with academic language/literacy. However, few studies have operationally defined collaboration and investigated the effects of...
Show moreA persistent literacy crisis continues to be reflected in international (Organisation for Economic Co-operation and Development [OECD], 2013), national (National Center for Education Statistics [NCES], 2015), and local literacy outcome data. Educators, including speech-language pathologists (SLPs), are called upon to collaborate to support students who struggle with academic language/literacy. However, few studies have operationally defined collaboration and investigated the effects of collaboration on student achievement. As a result, there is insufficient guidance for educators about ways to design, implement, and assess the effectiveness of collaboration models, defined in terms of their effects on student outcomes.There were two main objectives of this research. The first objective was to investigate whether literacy partnerships between SLPs and third-grade general education teachers, who used a systematic collaboration protocol, yielded better vocabulary outcomes for students than teachers instructing without collaborating with SLPs. The second objective of the study was to examine collaborators' progress toward adopting the collaboration protocol. The quasi-experimental design involved a collaboration treatment condition (n = 2 collaborative pairs; n = 34 students) and a comparison condition (n = 2 non-collaboration teachers; n = 34 students). In both conditions, similar versions of a specific vocabulary technique were implemented over seven weeks. Students' vocabulary knowledge was measured at pretest and posttest using three researcher-created vocabulary assessments adapted from previous measures in vocabulary research. A two-factor split-plot analysis of variance (ANOVA) revealed a statistically significant interaction effect on the Words-in-Context measure. The significant effect from pretest to posttest within the entire matched group changed as a result of condition; the group mean increase in the students' scores from pretest to posttest was higher in the collaboration condition than the comparison condition. Additional key findings were: (a) a statistically significant increase in group mean scores from pretest to posttest on all three measures within the entire matched group (n = 68) and (b) non-significant interactions between the collaboration and comparison groups on two of the vocabulary measures (Synonyms and Non-Examples). When Cohen's d effect sizes were calculated within each condition, there were large effects for all three tasks in the collaboration condition. In the comparison condition, there were large effects for the Synonyms task, and medium effects for the Words-in-Context and Non-Example tasks. The findings of this study also revealed that collaborators achieved high fidelity of the collaboration protocol within a seven-week collaboration segment. Collaborators demonstrated Routine use of a specific collaboration protocol according to the tools of the Concerns Based Adoption Model (Hall (&) Hord, 2015); however, they expressed concerns around managing the task demands of the collaboration protocol. Taken as a whole, these findings are promising. Collaboration between SLPs and third-grade general education teachers using a systematic collaboration protocol with a specific vocabulary technique resulted in student vocabulary gains; on one measure, the gains were significantly larger than those made by students in classrooms where teachers did not collaborate with SLPs. The findings have potential to inform a research and practice agenda for SLPs and other educators in schools. Clinical implications and specific research directions are discussed.
Show less - Date Issued
- 2017
- Identifier
- CFE0006767, ucf:51870
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006767
- Title
- A Qualitative Inquiry Investigating the Inclusive Practices of Teachers within Catholic Schools.
- Creator
-
Bell, Alicia, Little, Mary, Vitale, Thomas, Gresham, Gina, Flanigan, Jacquelyn, University of Central Florida
- Abstract / Description
-
This phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by...
Show moreThis phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by administrators and faculty members provided initial knowledge and perspectives of inclusive practices for instruction of students with disabilities (SWDs) within inclusive settings. Structured interviews and classroom observation were then completed with participants at the school to investigate the inclusive practices used within their classrooms and school for SWDs. All data were collected and analyzed from the observations of students with disabilities and educators in inclusive classrooms at the Elementary School site of this study, along with the data from surveys and interviews with the administrators and key faculty members at the school. The analyses across data sources resulted in five key themes attributed to inclusive practices within the school setting. The five themes that emerged were: (a) Catholic educators' belief to educate all students; (b) support provided of inclusive education; (c) planning for inclusive education; (d) differentiated instruction; and (e) consistency of vision and goals for inclusive education across the grade levels and throughout the school. This study exposed the key factors and practices that educators in a Catholic school attributed to successful inclusive practices for students with moderate to severe disabilities. This research provides initial research and data about inclusive practices in Catholic schools.
Show less - Date Issued
- 2017
- Identifier
- CFE0006720, ucf:51895
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006720
- Title
- An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School.
- Creator
-
Flynn, Timothy, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Bradshaw, Leigh, University of Central Florida
- Abstract / Description
-
The purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a...
Show moreThe purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a historical cohort of students who attended the target school. The impact of the course was statistically significant for persistence to the tenth grade, on-track to graduation status, and academic success; however ANOVA found statistical significance favored Algebra 1 EOC and not FCAT Reading. Effect size statistics revealed little to no effect among Freshman Experience and the dependent variables. These findings will help school-level and district administrators design research-based transition interventions which encourage academic success and graduation.
Show less - Date Issued
- 2016
- Identifier
- CFE0006684, ucf:51902
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006684
