This study explored the meaning teachers and children in an elementary school setting make of music. This study utilized an adapted version of Thomas Armstrong's musical intelligence checklist, as well as additional questions probing both teachers and children to relate their past and present experiences with music and how they are musically intelligent. This study was conducted with two third grade classes and two fifth grade classes, with the researcher spending one class period with each group. Implications for how music is affecting elementary students, as well as the meaning it holds for teachers, were discussed. In addition, recommendations for future study of music in early education were made. / Master of Science

Over the past two decades, a great deal of research has been devoted to the understanding of internalizing disorders in children. Internalizing disorders encompass a wide variety of problems, including depression, anxiety, social withdrawal, and somatic complaints. It has been suggested that the existence of internalizing disorders in children has negative effects upon their self-esteem, academic achievement, physical health, and future adjustment. However, because internalizing disorders are, in great measure, subjective perceptions of internal distress, they are often not readily or reliably identified by external observers. As a result, several researchers have stressed the importance of eliciting the child 's perspective through self-report assessment. While there are several excellent self-report measures of internalizing constructs, none of these instruments is designed to measure the comprehensive domain of internalizing disorders in children below the age of 11 even though it has been established that children as young as 8 are able to give reliable self-reports. This apparent dearth of broad-based instruments for middle- to late-elementary school children creates problems for the assessment of internalizing problems because the various internalizing syndromes often coexist with one another, therefore limiting the utility of a single-syndrome instrument. The newly developed Internalizing Symptoms Scale for Children (ISSC) is a 48- item self-report instrument designed to measure the broad range of internalizing problems in children. This investigation was conducted to establish whether the ISSC is a reliable measure of internalizing symptoms in 8- to 12-year-old children over 2-, 4-, and 12-week intervals. Overall, the findings provide strong support for the ISSC as a reliable measure of internalizing symptoms in elementary-age children over short- to medium-length time intervals.

For students with physical and health disabilities, the development of self-advocacy skills is critical to their future success. Characteristics that may inhibit the development of self-advocacy skills in this population include reliance on others for assistance across multiple areas requiring physical abilities, deficits in communication skills, and the development of learned helplessness. Instruction in self-advocacy is needed for this population of students in order to maximize future success and decrease learned helplessness (Angell, Stoner, and Fulk, 2010; Macdonald & Block, 2005; Roberts, 2007). For this study, the researcher provided instruction to four elementary age students with physical disabilities who exhibited characteristics of learned helplessness, including ineffective initiation of requests. Students used speech, sign, or gestures as their primary form of communication, and were able to use this form of communication as a reliable means of response during typical classroom activities, including social interactions and when responding to questions. When they needed to initiate a request for required materials during classroom activities, they made no response, ineffectively gestured, or made unrelated comments when prompted to complete an activity. Students who initiated requests ≤ 50% of presented opportunities were eligible to participate in this study. The intervention consisted of combined use of environmental arrangement and the system of least prompts in a multiprobe multiple baseline across participants design. Environmental arrangement strategies included missing materials or materials that were out of reach. The system of least prompts involved the following levels of prompting: (a) independent, (b) verbal – restatement of direction, (c) indirect verbal, and (d) verbal/model. Analysis of the data indicated that three of the four students increased their effective initiation of requests during intervention, and generalized this skill to new materials and novel settings. The fourth student exhibited noncompliant behaviors that interfered with his ability to reach criteria during intervention. These results support the effectiveness of this intervention in decreasing learned helplessness and increasing the self-advocacy skill of initiating requests with students with physical disabilities who have no interfering behaviors.

The Food neophobia (FN) behaviors in children are developed during childhood and can be influenced by parental FN and feeding behaviors. The objective of this study was to evaluate the relationship between FN and fruit and vegetable neophobia (FVN) among parents, the parents-reports on child's behavior and child self-reports. The effect of parental feeding practices and demographic variables on children’s FN and FVN were evaluated. Sixty-eight parents paired with their elementary school children (aged 7-12 years) in San Luis Coastal Unified School District participated in this study. Results indicated that parents reported their children more neophobic than children self-reported neophobia; however, there was a significant association between parents-reported child FN and child self-reported FN (r=0.62, p<0.05). FVN behaviors were positively and consistently correlated with FN in both parents and children. Parents with the highest income levels used less restriction for weight and child control strategies to feed their children (p<0.05). More pressure to eat was applied significantly for younger children, which increased their levels of food and FVN as reported by parents.

Parent-child interaction could arguably be the most important factor in child development, including academic achievement, behavior, and personality. This study suggests that the quantity of parent-child interaction is just as important as quality, and we test the reliability and validity of our instrument developed to quantitatively measure parent-child interaction in the home under realistic conditions. Twenty-eight children’s parents participated in the study over four days. Eight families had two research observers complete the instrument simultaneously with them, and reliability measures were taken between parents (74%), parent and one research-observers (78%), and two research observers (97%). Validity measures yielded scores of 78% for parents and 77% for colleagues. This study’s instrument was shown to be a simple and strongly reliable instrument for measuring children’s after-school activities and a reliable way to measure parent-child interactions indirectly, avoiding a social desirability response set.