Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4222. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4227. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 37-10, Section: A, page: 6337. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 38-04, Section: A, page: 2015. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2666. / Thesis (Ph.D.)--The Florida State University, 1977.

Despite growing literature of factors associated with the development of bulimia among female college students, relatively little is known of the effects of the disorder on the attainment of normative developmental tasks. To this purpose, this study investigated factors related to educational and vocational decision-making in bulimic and nonbulimic female college students. / A total of 173 female college students completed a questionnaire containing demographic, attitudinal, educational-vocational items, bulimia criterion items, and three measures of educational-vocational decision-making. The bulimia criterion items were derived from the DSM-III-Revised diagnostic criteria reported by Drenowski and Yee (1986), and modified for use in this study. A matched criterion group research design was employed. Based on the diagnostic criteria, 29 subjects were identified as bulimic, and 29 as nonbulimic from the pool of 173 respondents. / Three instruments were selected to assess educational-vocational decision-making: the Identity scale of My Vocational Situation (Holland, Daiger, & Power, 1980), the Career Decision Making Styles scale of the Assessment of Career Decision Making (Buck & Daniels, 1984), and the Vocational Decision Scale (Jones & Chenery, 1980). / It was hypothesized that female college students with bulimia would significantly differ from female college student nonbulimics on factors related to educational-vocational decision-making. Results of the study suggest an association between bulimia and impaired education-vocational decision-making. / Multivariate analysis of variance yielded significant differences between groups, with bulimic female college students evidencing a more diffuse vocational identity, greater use of a dependent career decision-making style, and lesser readiness to engage in educational-vocational decision making tasks. Stepwise discriminant function analysis identified the dependent career decision-making style as the primary function in discriminating bulimic subjects from nonbulimic subjects. Based on this discriminant function, nearly 70 percent of subjects were accurately classified into their respective groups. The implications of these results for future research and counseling of individuals with bulimia are discussed. / Source: Dissertation Abstracts International, Volume: 49-05, Section: A, page: 1098. / Major Professor: Harman D. Burck. / Thesis (Ph.D.)--The Florida State University, 1987.

<p> This program evaluation seeks to determine whether a new expulsion program established in a suburban school district in the Mountain West region of the United States was successful in its goals of reengaging expelled students and preparing them for a successful transition back to a traditional school. This new program was designed as a foil to computer based programs of previous years and adopted a social-emotional focus to increase student resiliency. Quantitative student data, as well as qualitative data from student focus groups was analyzed to gauge program effectiveness. Findings indicate that students earned significantly more credits and had significantly fewer absences than students from the previous year&rsquo;s program. Focus groups suggested that a warm, welcoming environment staffed by caring, supportive adults was critical to increasing student engagement. Additionally, direct instruction and practice of social-emotional and resiliency skills contributed to a sense of preparedness to return to a traditional school environment. </p><p>

This study compared the CBCL scores of clinically referred youth with PTSD to the CBCL scores of clinically referred traumatized youth without PTSD. It also compared the CBCL scores of youth with PTSD, as well as those of traumatized youth without PTSD, to those of a nontraumatized comparison group. Participants included a total of 123 youth aged 7 through 18 who were tested at Bellevue Hospital in New York City: 34 youth with PTSD, 56 traumatized youth without PTSD, and 33 nontraumatized controls. Participants in the PTSD and traumatized PTSD-negative groups were referred to the study subsequent to exposure to a variety of traumatic events (e.g., sexual assault, physical assault, motor vehicle accident, dog attack). Among the PTSD-positive group, 8 participants met DICA-R criteria for major depression, and 1 met criteria for substance dependence. Of the traumatized PTSD-negative participants, 2 met DICA-R criteria for major depression, 2 met criteria for CD, and 1 met criteria ADHD. Youth with a history of abuse or neglect were excluded. Additional exclusionary criteria included intellectual disability (i.e., IQ ≤ 69), the inability to speak or understand English, a history of significant head trauma, and the use of medication that could influence cognitive functioning. An ANOVA was used to compare the groups on standardized CBCL Total score, and a MANOVA was performed to test for group differences in standardized CBCL Internalizing and Externalizing aggregate scale scores. A MANCOVA procedure was performed with age, gender, and SES as covariates, to identify significant group differences in CBCL syndrome scale raw scores. Results of all analyses indicated significant differences between groups. The PTSD group had significantly higher CBCL Total and Internalizing aggregate scale scores than both comparison groups and significantly higher Externalizing aggregate scale scores than traumatized PTSD-negatives. No significant differences were observed between the mean CBCL Total, Internalizing aggregate scale, and Externalizing aggregate scale scores of the traumatized PTSD-negatives and nontraumatized controls. The scores of the PTSD-positive group significantly exceeded the scores of both comparison groups on the following CBCL syndrome scales: Anxious/Depressed, Delinquent Behavior, Attention Problems, Thought Problems, and Other Problems. The scores of the PTSD-positives were significantly higher than those of the traumatized PTSD-negatives on the Withdrawn and Somatic Complaints syndrome scales; they significantly exceeded those of nontraumatized controls on the Aggressive Behavior and Social Problems syndrome scales. The CBCL syndrome scale scores of traumatized PTSD-negatives and nontraumatized controls did not significantly differ. The results of this study suggest that parent-reported internalizing and externalizing behavior problems are associated with PTSD and not with exposure to trauma alone. Its findings also suggest that exposure to trauma in the absence of PTSD is not associated with higher estimates of psychiatric morbidity. As such, this study provides powerful empirical support for the differential validity of the DSM-IV PTSD classification as it applies to children and adolescents.

Latent class variables are often used to predict outcomes. The conventional practice is to first assign observations to one of the latent classes based on the maximum posterior probabilities. The assigned class membership is then treated as an observed variable and used in predicting the outcomes. This widely used classify-analyze strategy ignores the uncertainty of being in a certain latent class for the observations. Once an observation is classified to the latent class with the highest posterior probability, its probability of being in the assigned class is treated as being one. In addition, once observations are classified to the latent class with the highest posterior probability, their representativeness of the class becomes the same because they will all have a probability of one of being in the assigned class. Finally, standard errors are underestimated because the residual uncertainty about the latent class membership is ignored. This dissertation used simulation studies and an analysis of a real-world data set to compare five commonly adopted approaches (most likely class regression, probability regression, probability-weighted regression, pseudo-class regression, and the simultaneous approach) for measuring the association between a latent class variable and outcome variables to see which one can better account for the uncertainty in latent class membership in such a situation. The model considered in the study was a latent class extension of the signal detection model (LC-SDT) by DeCarlo, which has proved to be able to address certain measurement issues in the educational field, more specifically, rater issues involved in essay grading such as rater effects and rater reliability. An LC-SDT model has the potential for wide applications in education as well as other areas. Therefore it is important to explore the issue of accounting for uncertainty in latent class membership within this framework. Three ordinal outcome variables having a negative, weak, and strong association with the latent class variable were considered in the simulations. Results of the simulations showed that the simultaneous approach performed best in obtaining unbiased parameter estimates. It also yielded larger standard errors than the other approaches which have been found by previous research to underestimate standard errors. Even though the simultaneous approach has its advantages, including outcome variables in a latent class model can affect parameters of the response variables. Therefore, cautions need to be taken when using this approach. The analysis results of the real-world data set confirmed the trends observed in the simulation studies.

Manipulatives have the potential to be powerful tools in helping children improve their number sense, develop advanced mathematical strategies, and build an understanding of the base ten number system. Physical manipulatives used in classrooms, however, are often not designed to promote efficient strategy use, such as counting on, and typically do not encourage children to perceive higher-order units in multi-digit numbers. The aim of this study was to closely examine the affordances of a novel grouping by tens virtual manipulative. Seventy-nine first grade students were randomly assigned to one of two math software comparison groups or a reading software control group. In the math comparison groups, children received scaffolding and feedback while playing a computerized enumeration game that required them to use the novel grouping by tens manipulative. Children in the Transformation group used a manipulative that transformed from a unitized to a continuous model, while children in the Unitized group used a manipulative that remained discrete. Researchers recorded children's strategy use and accuracy when determining how many objects appeared on the screen, and the data were examined microgenetically. Children's counting on abilities, base ten understanding, and number sense were tested at posttest to examine group differences. The results showed that using the transforming manipulative significantly improved children's ability to count on at posttest. The math software also improved girls' base ten understanding at posttest. Children who used the math software in both conditions improved in their advanced strategy use and accuracy over time. These findings suggest that virtual manipulatives have the potential to improve children's strategy use and base ten understanding in ways that physical manipulatives may not. Suggestions for future research are discussed.