The literature suggests that adolescents with Autism Spectrum Disorder (ASD) are characterized by restricted interests and deficits in social skills (White, Keonig, & Scahill, 2007). Due to the deficits associated with ASD, adolescents with ASD do not typically engage in social interactions at a rate similar to their same age typicallydeveloping peers (Wagner, Cadwallader, Garza, & Cameto, 2004). This study assessed whether explicit social skills instruction in a restricted interest group in an afterschool club setting increased the frequency of specific social skills in two students identified with ASD. A multiple baseline experimental design was implemented across behaviors. During baseline measures, the participants showed minimal social interactions. During intervention, results showed increases in the social skills being measured. These results have implications for understanding factors related to developing social skills in adolescents with ASD.

The assessment of children’s social-emotional skills, especially in the preschool years, is essential, as it yields early identification of problems and allows for appropriate interventions to be tried. School psychologists and other professionals use a variety of assessment methods (e.g., observations, interviews, behavior rating scales) to determine a child’s social-emotional abilities. Two popular behavior rating scales used frequently by professionals are the Behavior Assessment System for Children-Third Edition (BASC-3) and the Child Behavior Checklist 1.5-5 (CBCL 1.5-5). The current study examines the consistency of results from the two instruments. Fifty-six Head Start teachers from two regions of the country completed both the BASC-3 and the CBCL 1.5-5 at the same point of time while thinking of a specific student who displays behavioral concerns. The findings revealed that most of similarly named scales from the two instruments correlated significantly. However, 40% of those comparisons resulted in significantly different mean scores. Approximately half of the comparisons resulted in adequate classification consistency (i.e., either average or clinically significant). Overall, the findings imply that the two instruments do not always measure similarly named behavioral constructs in a consistent manner.

Data from recent college and career readiness measures indicate an alarming number of students are beginning college courses unequipped with the necessary writing skills to meet the demands of these courses. This, in addition to the Common Core State Standards, leave many teachers feeling underprepared to effectively teach writing. The current study sought to evaluate the effectiveness of LEAD PD: Writing in the Content Areas, a writing professional development initiative for teachers grounded in the writing standards and best practices of writing instruction. In partnership with a university of higher education, teachers from a local middle school were trained to Learn new information, Embed it into their instruction, Assess the effectiveness of instruction, and Disseminate their findings. The LEAD PD model was evaluated through ratings of teacher self-efficacy related to writing using the Teacher Personal Efficacy Survey and the Teacher Professional Efficacy Survey. Student writing performance was measured through the use of the Kentucky Online Testing (KYOTE) Writing Assessment Rubric. Results of this study indicated that teacher attitudes towards personal writing abilities did not change as a result of the LEAD PD training. However, increases in overall feelings of self-efficacy towards professional writing instruction were observed. Additionally, increases and/or changes were not always observed in teacher actions such as frequency of student engagement in writing tasks and effective feedback. Finally, significant increases were noted from pre/post scores on student writing samples.

Using a Behavioral Expectation Scale (BES) format borrowed from the psychology department at the University of California – Berkeley and a BES form developed in and for a Southeastern university psychology department, students’ evaluations of their professors’ teaching performance were examined for interrater reliability, leniency error, variability and discriminability. Results indicate that neither form was psychometrically sound at the Southeastern university. Problems in obtaining sound ratings for the BES form were discussed.

The purpose of this study was to reconsider the five factor structure of the Teach Concern Checklist (TCC) currently being utilized by the teacher Preparation Evaluation Program (TPEP) at Western Kentucky University. The problem was to replicate the three factor solution of the TCC proposed by George (1978) and to further explore the progression of teacher concerns with experience to lend support to the self-task-impact concern theory proposed by Fuller (1969) Two hundred and sixty-five pre-service and in-service teacher participating in TPRP completed the TCC. These teachers represented the different experience levels of student. First, third and fifth year of teaching. Factor analysis technique revealed three concern factors similar to those of Fuller and George. Three additional factors also emerged that remained consistent with Fuller’s concern theory, however, they distinct from those reported by George (1978). Two self concern factor, one representing evaluation by peers and supervisors and the second representing evaluation by pupils, emerged in contrast to the one self concern factor identified by George. Two task factors also emerged, one involving instructional task concerns (similar to George) and one involving classroom discipline. Impact concerns were also represented by two separate factors, one involving academic impact and the second environmental impact concerns. The analysis of variance procedures supported the teacher concerns theory of a progression from most to least concern for self concerns; however, evidence strong enough to support the progression theory was not produced for the task and impact factors. Teachers of all experience levels were found to share a similar magnitude of concern for the task and impact factors.

The purpose of this thesis is to provide an analysis of the principal factors that affect first-generation students while traversing through the higher education pipeline. Specifically, this thesis will discuss the factors that affect the chances of first-generation students gaining admission to postsecondary institutions and later persisting to graduation in those institutions. In addition, this thesis will discuss the possibility of prescriptive policies in ameliorating the very real deficits that these students face in succeeding in college.

A sample population of 139 fifth grade students, ranging in age from nine years to twelve years eleven months, was drawn from a data pool created from test results collected from four elementary schools in a south central Kentucky municipality. Tests used in the study were the Wechsler Intelligence Scale for Children – Revised (WISC-R) and Cattell’s Children’s Personality Questionnaire (CPQ). These data were examined to determine the relationship of extraversion to performance on a standardized intelligence test. Correlations for the experimental variables and extraversion ranged from .12 to .51. The results indicated that extraverts had higher Performance, Verbal and Full-Scale I.Q.’s. No significant differences were found on extraversion scores for males vs. females. Overall the general hypothesis that extraversion was positively correlated to performance on the WISC-R was supported by the data.

Social competence during kindergarten has been linked to adaptive teacher-child and peer relationships. The quality of parents’ interaction with their children during the toddler years may promote better social development placing children on a trajectory towards social competence. Quite possibly, children vary in how responsive they are to parenting efforts. This study evaluated the extent to which positive parenting predicted change in social competence from child age 3 to 4 among 137 parent-child dyads. Observational measures of positive parenting and fearful temperament were analyzed when children were 3-years of age. Teacher reports of social competence in the classroom were collected during children’s 4-year old assessment. Positive parenting was positively associated with children’s level of social competence. No evidence emerged of fearful temperament as a moderator for the association between positive parenting and social competence. Regardless of children’s temperament, all children benefit from positive parenting during early childhood.

Selected occupants of University residence hall rooms accommodating three students in a physical facility originally designed for only two occupants were compared to selected occupants of rooms accommodating two residents in a physical facility originally designed for two occupants. They were compared along two psychological dimensions: frustration (stress) and self-perception. Both groups responded to an instrument package consisting of The Student Life Event Questionnaire, The Self Perception Assessment, and The Frustration Assessment. These instruments were designed to measure relative stress levels and relative strengths of self-perception. The returned instrument packages were scored and a comparison was made between the two groups through a series of t tests. The possible relationship between stress and self-perception was assessed through use of the Pearson r. There was no statistically significant difference in the mean scores reported by the two groups on The Student Life Event Questionnaire at the .01 level of significance. A statistically significant difference was found to exist between the scores reported by the two groups on The Self Perception Assessment at the .01 level of significance. The triple occupancy group demonstrated a characteristically lower strength of self-perception. A statistically significant difference was also found to exist between the scores reported by the two groups on The Frustration Assessment at the .01 level of significance. The triple-occupancy group demonstrated a characteristically higher level of stress as exhibited through frustration. Pearson r correlation coefficients revealed that the scores reported by both groups on The Self-Perception Assessment and The Frustration Assessment were not related to any meaningful extent. For the entire sample, the correlation coefficient was .021. Based on these considerations, the recommendation was made that colleges and universities refrain from assigning three students into a physical facility designed for only two occupants. Reasons for this recommendation included the demonstrated detrimental effects of such an arrangement on the personal, social, emotional and educational well-being of the individuals involved.

Thesis (M.Ed. (Educational Psychology))--University of the Witwatersrand, Education Faculty, 1998 / Reports received on psychoeducational assessments of their pupils, were rated by 93 teachers from Ex-"Model"C" primary schools in the greater Johannesburg area. The reports came mainly for psychologists in private practice (n=63) followed by departmental support services. (n=27) and education clinics (n=3). The chief reason for referral was academic difficulties. Thf majority of teachers held favourable attitudes to psychologists and test data in general, found report content as presented in specific reports useful, and found reports useful overall. Forced choices ratings also indicated that the majority of teachers were satisfied with their reports in areas commonly criticised in the literature (length of report, .understanding of the teacher’s role, specificity and number of recommendations, language use). These very positive findings are tempered by indications that teachers may have been : somewhat biased toward giving positive ratings, and by certain criticisms of the reports.Also reports were not seen as positively with regards to helping teachers deal with classroom ; behaviour and in helping develop specific instructional plans/methods. Language use, particularly in the presentations of test results, may represent a difficulty for teachers, Teacher ratings of the overall usefulness of specific reports did not relate significantly to their demographic charactel^ajs, or their attitudes to psychologists or test data.