<p> Response Interruption and Redirection (RIRD) has been demonstrated to be an effective treatment for stereotypic behavior exhibited by persons with autism spectrum disorder. The present study investigates the applicability of this intervention in the context of the classroom setting. Specifically, it investigates whether or not the intervention is as effective when it is used with a subject in the process of completing complex tasks. This research also investigates collateral effects of reduced stereotypic behavior on productivity and efficiency of task completion. While stereotypy was reduced and productivity increased across three experimental conditions, there were mixed results as to the relationship between RIRD and overall efficiency of task completion. </p>

<p> The current study is a replication and extension of Wilson and Ryan (2013), the goal of which study was to reduce the size of the 34-item Professor-Student Rapport Scale via principal components analysis. In light of several shortcomings of their methods, including use of an inadequate sample size, we sought to determine whether or not the two factors were replicable. An exploratory factor analysis conducted using an adequately large sample (>300) failed to replicate the factor structure previously found. Instead, we describe the emergence of two new factors: &ldquo;Professor Cares about Students&rdquo; and &ldquo;Professor Creates an Engaging and Constructive Atmosphere.&rdquo; The new factor-structure exhibited adequate model fit in a confirmatory factor analysis (<i>N</i> > 300) and significantly predicted five of the six student and course outcomes examined through multiple linear regressions (<i>N</i> >= 109 for all regression analyses). Importantly, in addition to methodological improvements, our results appear to have produced two factors &ndash; &ldquo;Professor Cares about Students&rdquo; and &ldquo;Professor Creates an Engaging and Constructive Atmosphere&rdquo; &ndash; that better capture the broader construct of professor-student rapport than did the previously identified factors. Implications of our findings for instructors wishing to establish rapport with their students are discussed, as are directions for future studies and remaining problems for the scale not addressed by the current research (namely, a need for discriminant validity). </p>

<p> This dissertation aims to address a gap in the literature regarding the effect of the achievement-focused student identity on prosocial values and behaviors, specifically among students who predominantly value prosociality. Largely, research on identity and motivation addresses academic outcomes and psychological well-being outcomes (Settles, Sellers, &amp; Damas, 2002; Jaret &amp; Reitzes, 2009) while more recent literature that has addressed prosocial motives (Yeager, et al., 2015) has solely assessed academic performance outcomes. Drawing upon values literature (Schwartz, 1992) it can be inferred that the achievement-focused student identity may inhibit or decrease prosocial values and behaviors. Further, this may be particularly deleterious for the psychological well-being of students who hold prosociality as a central guiding feature of their self-concept. First, I examine whether certain social identities tend to have a higher tendency towards prosociality (Study 1). Second, I assess how a salient achievement-focused identity affects student behaviors (with particular attention to more prosocially inclined students) during a stressful academic situation (Study 2a &amp; 2b). Next, I devise a novel measure to assess the centrality of prosociality to the self and perceptions of conflict between prosocial values and achievement-focused settings (Study 3). Then, I assess how a salient achievement-focused identity impacts prosocial values and behaviors, and offer a new "integrated" approach to the student identity. Last, I assess how this expanded and "integrated" identity influences students' academic perceptions and psychological well-being, specifically for those students who are more prosocially inclined (e.g., women and lower income) as well as for those who perceive higher levels of prosocial-achievement conflict (Study 4).</p>

<p> <b>Objective:</b> Early Intensive Behavioral Intervention (EIBI) is the leading recommended treatment for children with Autism Spectrum Disorder (ASD). Children with ASD are at a substantially higher risk for developing symptoms associated with additional psychopathology compared to typically developing children. Currently, little is known about the utility of EIBI on symptoms of additional psychopathology. This study aimed to assess if EIBI would serve as a preventative treatment for the development of symptoms associated with additional psychopathology in a sample of young children with ASD. <b> Method:</b> This study was part of a larger multicenter, 2-year, two-arm randomized clinical trial (RCT) evaluating the effectiveness of Project DATA [Developmentally Appropriate Treatment for Autism] Toddler Model, an inclusive based EIBI for young child with ASD, as compared to Services as Usual (SAU). Fifty-one children between the ages of 20 and 35 months with an Autism Spectrum Disorder were assessed at pretreatment and approximately a year into service. Children&rsquo;s intellectual ability, level of ASD symptoms, and emotional and behavioral symptoms were assessed at both assessment points. <b>Results: </b> Groups were equivalent on all dependent variables at pretreatment. A one-way multivariate analysis of variance (MANOVA) did not reveal an overall treatment effect when groups were compared simultaneously across level of ASD symptoms, intellectual functioning, and emotional and behavior symptoms. Univariate analyses demonstrated that EIBI resulted in significantly higher child intellectual functioning compared to SAU at post. No significant differences for level of ASD symptoms or emotional or behavioral symptoms indicative of additional psychopathology were revealed between groups at post. <b> Conclusion:</b> EIBI appears to influence child intellectual functioning, but may not have an effect on other important areas of child well-being. The utility of EIBI for children with ASD and additional psychopathology is discussed. More research is needed to identify the impact EIBI has on children with ASD. Particular focus should be given to symptoms of additional psychopathology and emerging treatments for children with ASD.</p>

<p> Prejudice and discrimination based on gender occurs within the referral and assessment process of students' social, emotional, and behavioral functioning. Gender disproportionality has received little attention in special education research (Sullivan &amp; Bal, 2013), yet researchers have found that males are more likely than females to be identified as having learning disability, cognitive disability, emotional disability, other health impairment, speech-language impairment, and low-incident disability (Coutinho &amp; Oswald, 2005). Gender is often discussed as a risk factor for several mental health disorders and gender differences in the experience and prevalence of disorders are emphasized in the Diagnostic and <i>Statistical Manual, 5^th edition</i> (DSM-5) (American Psychiatric Association, 2013). The purpose of this study was to examine student, parent, and teacher ratings on a behavioral rating scale, the <i>Behavioral Assessment System for Children, 2^nd edition</i> (BASC-2), for similarity based on the gender of students. The normative data from the BASC-2 rating scale were examined for similarities through independent <i>t</i>- tests of equivalence. </p><p> Results indicated that the genders were similarly rated on the majority of the subscales on the BASC-2. Correlations and coefficients of determination were weak and did not demonstrate substantive strength between the BASC rating scales subscales and gender. At the large effect size 100% equivalence was found, at the moderate effect size 86% equivalence was found, and at the small effect size 16% equivalence was found.</p>

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 418.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 418.

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3081628."

Thesis (Ph. D.)--Syracuse University, 2005. / "Publication number AAT 3193779."

<p> Adolescent boys without strong and healthy male role modeling are more likely to act out, dropout, and be behavior referrals at school. A literature review revealed that fatherless (physically or emotionally) boys are two times more likely to drop out of school, which leads to greater opportunities to participate in antisocial behaviors. Identification of this knowledge gap revealed a potential solution as to what adolescent boys are going to receive, and the process designed to meet those missing developmental needs. The research question that was asked and answered: Is there a statistically significant difference in behavior between adolescent boys who attend a 10-week counselor-facilitated group, and adolescent boys that do not attend the adolescent boys&rsquo; group? The introduction of a rite of passage program using an operational model based on psychosocial theory and bioecological theory of human development provides an avenue to redirect fatherless adolescent boys toward healthy emotional adulthood and stay in school. The problem statement outlined Erikson&rsquo;s and Bronfenbrenner&rsquo;s theories of development and offered the pedagogy in the form of a rite of passage to address the healthy developmental needs of adolescent boys. The intervention group and the untreated group had 50 participants. A paired sample t test analyzed the data to determine if there is a difference in the variable before and after treatment comparing all subjects on five different variables. This result showed that boys&rsquo; behavior on average was better after attending the 10-week program. The untreated group effect was significant in a negative direction during the 10 weeks without treatment reflected in the after scores of each dependent variable. The meaningful change in higher scores indicated the effect on boys&rsquo; behavior in school getting worse. Future research could include studying a larger group of boys from a more diversified population and to continue collecting data for a longer time to study staying power of the changes.</p><p>