The purpose of this study was to examine the emergence of convergent intraverbals through prerequisite skills training identified by Sundberg and Sundberg (2011) and assessed by DeSouza and colleagues (2019). Further, the study explored the emergence of convergent intraverbals amongst individuals with Autism Spectrum Disorder (ASD) through several variations of prerequisite skills training and to determine if fewer than all four prerequisite skills could facilitate the emergence of convergent intraverbals. Two children, ages 13 to 15 years old, participated in the study, which took place at a university-based school psychology services clinic in the Southeastern United States. Results suggest the sequence of prerequisite skills training identified by previous literature can facilitate the emergence of convergent intraverbals in individuals diagnosed with ASD. However, based on the results of the study, there is little evidence to support the notion that training these prerequisite skills in a varying sequence can facilitate the emergence of convergent intraverbals. Overall, the findings of this study revealed several implications about facilitating the emergence of convergent intraverbals with individuals with ASD. Limitations to this study as well as recommendations for future research in this area are discussed.

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Despite the growing popularity and utilization of Curriculum-Based Measurement for assessing students’ academic skills and for progress monitoring, little attention has been devoted to the area of written expression. Very few studies have been conducted to assess test-retest reliability. Only three previous studies were identified that examined the test-retest reliability of written expression curriculum-based measures. To address this issue, the current study examined the test-retest reliability of five common scoring procedures with students in grades 2, 4, and 6. A one-week time interval was used. Results indicated that while test-retest correlations were statistically significant and often at a moderate to moderately strong level, three of the measures showed statistically significant mean differences between the two test administrations in grade 6. The implications of these results are discussed.

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 35-39).

This study constructs a curriculum guide to supplement the half-unit elective in Texas high school psychology. The guide is designed to provide a basic course structure to assist the secondary-level psychology teacher. Material already in existence in high school psychology was determined from The Educational Index, Psychological Abstracts, Dissertation Abstracts, and the Education Research Information Center. The Texas Education Agency provided guidelines for teaching secondary psychology and all other state-level information on high school psychology. The American Psychological Association furnished information about their work in secondary psychology, and the fifty state departments of education provided other state-level information. Further, a survey was conducted of the 111 high school psychology teachers in the 85 schools in the State of Texas which offer secondary-level psychology courses. An equal number of counselors within these same schools was also surveyed, as well as an expert panel of six judges. Points of emphasis in high school psychology textbooks were determined from the tables of contents in the eight such texts voluntarily used in the state. Relatively little published information provides guidelines for a high school psychology curriculum. The survey of the fifty state departments of education produced no statewide curriculum guides. The survey of teachers, counselors, and experts confirmed the desirability of five basic course areas recommended by the Texas Education Agency and five recommended by this researcher. The survey of textbook authors also supported these results, and the curriculum guide developed includes all ten areas. Each curriculum area included concepts to be conveyed, content to be taught, and instructional strategies suggested to the classroom teacher. This study recommends that this curriculum guide be piloted in Texas high school psychology classrooms, that it be updated to meet current needs, and that it be revised to improve its effectiveness.

Response to intervention (RTI) is a data driven framework that classifies students into three tiers and provides interventions at different levels of intensity (Flanagan, Ortiz, Alfonso, & Dynada, 2006; Fuchs, Fuchs, & Stecker, 2010, Gilbert et al., 2012). The screening assessments and interventions used for RTI have become generalized (Garcia, Gonzalez-Castro, Fernandez, & Rodriguez-Perez, 2012). Many schools implementing RTI use one screening instrument and one intervention for all struggling readers (Ezpeleta, Granero, Penelo, de la Osa, & Domenech, 2015; Flanagan et al., 2006; Garcia et al., 2012; Gilbert et al., 2012). Executive functioning (EF) is a neuropsychological ability that regulates behaviors and cognitions to guide behaviors to accomplish a goal (Bledsoe, Semrud-Clikeman, & Pliszka, 2010; Coghill, Seth, & Matthews, 2014; Ezpleta et al., 2015; Goldstein et al., 2014; Zelazo, 2016). Inhibition, cognitive flexibility, and working memory are three core processes of EF that affect reading comprehension (Cartwright, 2016; Dahlin, 2011; Miyake et al., 2000). EF assessments and screeners provide valuable information for designing interventions, as most Tier 2 and Tier 3 RTI reading interventions focus primarily on the linguistic nature of tasks without taking into consideration other relevant domains like EF (Garcia-Fernandez et al., 2012; Goldstein et al., 2014). For this study, the researcher collected data on the reading comprehension, language, and EF abilities for 87 elementary school students ages seven through ten. The data were categorized into RTI Tier 1, Tier 2, or Tier 3 depending on their reading comprehension results. Correlations, MANOVAS, and regressions were conducted to analyze the data and study the hypothesis that explored relationships and predictive abilities of EF on reading comprehension. The results demonstrated correlations between the EF abilities and reading comprehension skills. Working memory demonstrated significant predictive capabilities for reading comprehension deficits (RCD). Language abilities demonstrated the strongest predictive ability for RCD. These results have implications for the literature on RTI diagnostic testing/screenings, RTI intervention development, and the implications of EF on RCD. These results support the use of EF rating scales as screening assessments for practitioners to implement when making decisions on RTI.