The current study investigated the relationship between obstructive sleep apnea (OSA) and depressive symptoms on neuropsychological functioning and academic achievement in a sample of ethnically diverse school-aged children in the Southwest United States. A total of 38 participants aged 6 - 12 were studied as part of an ongoing randomized clinical trial (SleepCATS) investigating the neurocognitive impact of continuous positive airway pressure therapy (CPAP) on neurobehavioral outcomes. Children were identified as having primary snoring, mild OSA, or Moderate-Severe OSA based on in-lab nocturnal polysomnography and were assessed for depressive symptoms using the parent report of the Child Behavior Checklist (CBCL). Neuropsychological testing was conducted using the Cambridge Automated Neuropsychological Test Battery (CANTAB) to assess executive functioning, working memory, and motor control. The Grooved Pegboard Test (GPT) was used to assess fine motor speed and dexterity and academic achievement was assessed on the Woodcock-Johnson Test of Academic Achievement Third Edition (WJ-ACH III). The study identified 39% of the sample as having clinical depressive symptoms and mean depressive symptoms for the sample was nearly one standard deviation above the norms. Multivariate analysis of covariance models (MANCOVA) were used to determine differences in neuropsychological test performance by neurocognitive constructs. Results from the study found significant main effects for OSA severity on the CANTAB Spatial Span Test and a significant interaction of off clinical depressive symptoms and OSA severity on the Applied Problems test of the WJ ACH III. When groups were compared between children with primary snoring and OSA (Mild and Moderate-Severe combined) there were no longer significant effects for academic achievement or working memory, however, there was a significant main effect for motor control on the CANTAB with children with OSA exhibiting lower performance compared to those with primary snoring. The results from this study suggest children with moderate-severe OSA may exhibit increased difficulties in working memory and fine-motor control, and also have increased difficulties with academic math achievement when children with moderate-severe OSA also have depressive symptoms. These findings suggest children with higher severities of OSA may experience increased learning and academic challenges, which may be further exacerbated when accompanied by depression.

While significant research has been done on dyslexia with native English speakers, little is known about identifying dyslexia in English Language Learners (ELLs). Previous research, primarily involving monolingual native English speakers, has highlighted specific cognitive correlates of reading that help screen students with dyslexia at an early age. These cognitive correlates, which include Phonological Awareness (PA), Rapid Automatized Naming (RAN), and Processing Speed (PS), have consistently been linked to basic reading skills in English and other languages. The present study had many objectives that could provide guidance for practitioners working with ELLs. First it explored the value of PA, RAN, and PS as predictors of basic reading skills in Spanish speaking ELLs. Second, it investigated a model that combined tasks of PA, RAN and PS that had the highest correlations to aspects of reading. Third, it explored the role of Vocabulary (V) in both English and Spanish in the development of reading skills in ELLs. Fourth, it aimed at establishing the use of the Simple View of Reading (SVR; Gough & Tunmer, 1986), which postulates that reading is the product of decoding and listening comprehension skills, for the assessment of reading in ELLs. Finally, it incorporated findings from this study for an adaptation of the SVR for use with ELLs. Findings suggest that RAN, PA, and PS, as measured in this study, are highly correlated to basic reading skills in Spanish speaking ELLs, and that these can be used for the assessment of reading and dyslexia in this population. This study also demonstrated that a model that included RAN numbers and phoneme deletion in English can accurately predict reading performance. Findings also indicate that V in English is highly correlated to basic reading skills in English, and that the model of the SVR can be replicated with the population sampled in this study. Finally, case study analyses illustrate how a model similar to the SVR, which incorporates RAN and PS, as well as V, can be used for the assessment of reading and dyslexia in ELLs.

Curriculum-Based Measurement (CBM) has many effective uses in the school system and its use is increasing. Most CBM research focuses on the area of reading and little on writing. Only one study was found that examined the effects of choice in story starters on students’ writing performance, and a few studies examined the effects of interest level of writing topics, although none using CBM as a measure. Past research has indicated girls score significantly higher on CBM measures of writing than boys. This study investigated if choice and interest level in a story starter topic have an effect on students’ writing performance. This study investigated the differences between third grade boys and girls on two different CBM-Written Expression probes using production-dependent, productionindependent, and accuracy scores. The results indicate that when no choice is given, girls do score higher than boys. However, when given a choice of story starter topics, boys’ performance on the CBM measures is comparable to girls’ performance. Furthermore, higher interest in story starter topics lead to higher scores as well.

Surveys were used to explore the perceptions of teachers and school psychologists about school psychological services in the state of Indiana. Respondents were 114 school psychologists (30.48% return rate) and 375 teachers of various specialties (32.89% return rate). Data was analyzed using descriptive and comparative statistics with attention given to the influence of demographic variables (e.g., years of experience, specialty area). Results indicated that school psychologists' primarily engage in testing and related activities despite their aspirations to engage in a broader range of roles. In addition, the school psychologists expressed a desire to work less with students referred for testing and increase their time involvement with other student groups. Demographic variables had a minimal impact on their perceptions. In contrast, teachers' perceptions often varied as a function of demographic variables, such as their grade level and specialty area (e.g., regular or special education). Several significant differences existed between what teachers perceived to be happening and what they would prefer regarding school psychologists' roles and student groups served. For example, regular education and special education elementary teachers and special education secondary teachers preferred to see school psychologists engage in a broader range of functions including counseling and direct intervention with students. These results have implications for advocating for role changes in school psychology. First, this knowledge might be used to inform school psychology training programs about the nature of practice and the need to include a balanced number of courses in testing, consultation, and intervention. Second, findings might be used by individual practitioners to assist them in understanding the perceptions and needs of teacher groups with whom they work and tailoring their practice to address those teachers' expectations. / Department of Educational Psychology

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 120-125). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Ohio State University, 2007.

Thesis (M.S.)--Rochester Institute of Technology, 1988. / Includes bibliographical references (leaves 129-144).

Thesis (Psy.D.)--Rutgers University, 2010. / "Graduate Program in School Psychology." Includes bibliographical references (p. 169-172).

Thesis (Psy. D.)--Rutgers University, 2009. / "Graduate Program in School Psychology." Includes bibliographical references (p. 85-93).

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.