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This case study, conducted during the 2014-2015 school year, examined the reading comprehension instruction and assessment practices at an elementary school implementing the Response to Intervention (RtI) framework. Observed assessment practices were compared to what the International Literacy Association (ILA) deems appropriate assessment standards for literacy achievement. 3 educators from an elementary school (~ 750 students) participated in this case study. The participants included females of various backgrounds; a school administrator, lead teacher, and fourth grade classroom teacher. 3 research questions guided this case study: (1) What does reading comprehension assessment look like in a school implementing RtI?; (2) What is the relationship between reading comprehension instruction and assessment in a school implementing RtI?; (3) In what ways are reading comprehension assessment practices in a school implementing RtI consistent or inconsistent with ILA assessment guidelines that focus on multiple dimensions of literacy, new literacies and using assessment to improve teaching and learning? Initial and follow-up interviews were conducted as well as observations, and artifacts were examined in relation to reading comprehension instruction, assessment, and RtI. Data were analyzed at 2 levels – the school and classroom. From this analysis 4 themes were identified regarding the nature of assessments: (a) Administrators valued and required teachers to use multiple summative assessments to track students’ progression and make decisions regarding students’ remediation; (b) Teachers’ reading instruction decisions were heavily influenced by district, state, and national education mandates; (c) Teachers used formative assessment data to inform reading instruction, but questioned its validity and the quality of their instruction when results contradicted summative assessment data; and (d) The school’s assessment practices were not reflective of the International Literacy Association’s Assessment Standards. Results also included the role of the federal initiative Response to Intervention (RtI) and its impact on assessment practices. The findings of the study suggest implications for school and district administrators, classroom teachers, and teacher educators.

Autism spectrum disorders (ASD) are associated with many different levels of language and social impairment, differences in levels of cognitive impairment, varying levels of aberrant behavior, and discrepancies in the presence or amount of restrictive and repetitive behavior. The heterogeneity found within the ASD population is coupled with significant heterogeneity in outcome for these individuals. Although interventions based on the principles of applied behavior analysis have been repeatedly cited as evidence-based for individuals with autism, significant discrepancies in outcome are evident within the literature. The heterogeneity in treatment outcome has been hypothesized as related to the heterogeneity of children included within the autism spectrum as well as differences related to treatment variables. The current study evaluated individual child characteristics and differences related to intervention intensity and fidelity as predictors of outcome after one year of exposure to a behaviorally based intervention. The primary goal of this study was to identify individual and treatment level characteristics that were predictive of differences in outcome for children with ASD. Information was gathered from a total of 368 students with autism spectrum disorders in kindergarten through second grade classrooms in the School District of Philadelphia. Correlational analyses and multiple regression analyses indicated that increased levels of expressive language skills at the start of the intervention year were correlated with and predictive of improved outcome. However, no other child level variables were related to differential outcomes. Additionally, higher levels of treatment intensity and treatment fidelity were associated with improved outcome. / School Psychology

The purpose of this thesis was to determine the effectiveness of strategies to reduce sedentary behaviour (SB) and to communicate these strategies to healthy adults working in academic occupations using an educational video. Study One was a systematic review and meta-analysis of published literature on strategies to reduce SB in the home and workplace environments for healthy adults. Study Two was a single group pre-post study design to determine the effect of an educational video on viewers’ health beliefs related to reducing SB and daily sitting time. The information gained from these studies could be used to inform future interventions to reduce SB in the adult population. / Thesis / Master of Science Rehabilitation Science (MSc)

INTRODUCTION: Poor sleep quality is a significant risk factor for the development of postpartum depression. This thesis examined the impact of a post-delivery intervention which promoted and protected sleep during the immediate postpartum period on maternal mood, sleep quality, and anxiety. METHODS: 41 women with lifetime or current mood and/or anxiety disorders (12 receiving the intervention) were enrolled in this prospective naturalistic cohort study from the third trimester of pregnancy until 24 weeks postpartum. Depression, the primary outcome, was measured using the Edinburgh Postnatal Depression Scale at 12 weeks postpartum. Remaining outcomes (sleep quality and anxiety) were measured using self-report questionnaires (Insomnia Severity Index and State-Trait Anxiety Inventory, respectfully), and objective measures (i.e., actigraphy for sleep quality). RESULTS: There were no significant differences between the comparison and intervention group in depressive symptomatology at postpartum week 12 (primary outcome). On our secondary outcomes, we found that there were no significant differences in subjective and objective sleep quality at postpartum week two, or anxiety symptomatology at postpartum week eight between the two groups. There were also no significant differences in breastfeeding rates between the two groups at postpartum week 24. CONCLUSION AND FUTURE DIRECTIONS: Floor effects, specialized perinatal psychiatric treatment for a specific population, and low statistical power offer explanations for the observed null results. Strengths of our study include diagnosis of mood/anxiety disorders using the gold-standard (i.e., clinician diagnosis), and use of objective sleep measures. Future studies may benefit from implementing this intervention in resource-poor settings, using adequately powered research designs. / Thesis / Master of Science (MSc) / While the arrival of a child is a celebrated and joyous occasion, it can also be a source of duress and anguish, particularly for the mother. Postpartum depression is a mood disorder experienced by 10-15% of mothers after childbirth. One of the strongest risk factors for the development of postpartum depression is disrupted postpartum sleep quality. This thesis examined the impact of an intervention designed to protect and promote sleep of mothers during the postpartum period in an effort to improve mood, sleep quality, and anxiety symptomatology. By improving maternal mental health, not only do women benefit, but their children, their partners, and the healthcare system.

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