Theses/Dissertations - Educational Psychology

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A college readiness intervention program’s impact on college-going self-efficacy and college knowledge.
(2018-07-18) Wilson, Robin Denise, 1962-; Saxon, Terrill F.
EnAbled for College functions as a model postsecondary education (PSE) transition program to assist high school students who are at risk and/or low socioeconomic status. EnAbled for College pairs graduate student mentors with high school students who meet weekly with students to cover a research based curriculum designed to instill strategies for persisting until high school graduation and skills for preparing for PSE attainment and success. This study analyzes the results for a three-year span of the program and includes a comparison group that is similar in gender, ethnicity, socioeconomic level, and first generation status. The participants for the comparison group were selected based on a proportional stratified sample to represent the demographics of the EnAbled for College participants. The study was a quasi-experimental pre- and post-intervention design with a post hoc data analysis. Pre- and post-intervention surveys were obtained from both groups and a multiple regression analysis was used to measure growth in self-efficacy attendance, self-efficacy persistence, and college knowledge. The National Student Clearinghouse data was used to determine enrollment in PSE and a logistic regression was used to measure the differences in PSE enrollment between groups. The findings indicate the EnAbled for College participants’ high school graduation, college attendance, and growth in college knowledge were statistically different from the comparison group. PSE enrollment for the EnAbled for College participants exceeded the comparison group as well as the national average. The analysis did not show a statistical difference between groups for self-efficacy attendance and persistence, but the difference in growth from the pre- to the post-surveys for the EnAbled for College participants exceeded the comparison group. The program provides interventions for students from low socioeconomic backgrounds to increase knowledge of PSE readiness. Steps to implement a transition program are presented as well as practical implications and directions for future research.
A comparison of positive practice and functional communication training in the treatment of challenging behavior.
(2017-07-27) Feind, Amy N., 1994-; Gerow, Stephanie L.
The purpose of this thesis was to compare positive practice and a function-based intervention in reducing challenging behaviors. The present thesis included a systematic review of the literature and a single-case research study. The systematic review was conducted to identify and synthesize the existing literature on the use of positive practice to reduce challenging behaviors in children with disabilities. The database search resulted in the identification of 30 studies that have evaluated the efficacy of positive practice in reducing challenging behavior for children with developmental disabilities. The purpose of the single-case research study was to compare the efficacy of functional communication training and positive practice. One 7-year-old with autism spectrum disorder (ASD) participated in the study. The study used an alternating treatment design to compare positive practice and functional communication training. The results of the study indicated that functional communication training was more effective at reducing challenging behaviors than positive practice.
A comparison of tact interventions on emergent intraverbal responses in children with developmental disabilities.
(2016-07-28) Cloud, Madison, 1993-; Davis, Tonya Nichole, 1979-
Many individuals with developmental disorders experience communication deficits, including those with autism spectrum disorders. For some, this includes the underdevelopment of an intraverbal repertoire. A review of the existing literature on tact to intraverbal training showed a majority of the existing body of research has focused on transfer of stimulus procedures. A minority used tact training procedures. This study sought to compare tact training, transfer of tact stimulus, and transfer of echoic stimulus procedures to evaluate for efficiency. Two male children with autism spectrum disorder were taught to name items by category with the three procedures in an adapted alternating treatments design. Results showed that the most efficient prompting technique varied across learners. This confirms previous suggestions that prompting efficiency may vary because of learner idiosyncrasies or learner history. However, tact transfer of stimulus prompting was the most effective across participants.
The acquisition of electronic portfolio support staff expertise : a theoretical model.
(2011-01-05T19:39:02Z) Filkins, Daniel Treadgold.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The purpose of this qualitative case study was to investigate the different methods in which electronic portfolio support staff acquired their expertise. In this study, five electronic portfolio support staff members served as a purposeful sample for analysis. Data were gathered over the course of one semester using individual and group observations, interviews with each study participants, demographic information, narrative prompts, and concept maps. Data were collected from each of the data sources and analyzed using NVIVO 8. Data were then categorized into thirteen different behavioral categories of expertise taken based on the literature. Further analysis revealed four predominant themes of expertise that were observed from each research participant: (a) domain knowledge, (b) performance, (c) problem solving, (d) deliberate practice in the domain over time, and (e) participation in a learning community. Next, a cross-case analysis was used to study the similarities and differences in the experience of each study participant in their journey to acquire electronic portfolio expertise and knowledge. Findings from the within and across case studies indicated that direct experience with the electronic portfolio was a major contributor of acquisition of expertise for each of the research participants. Domain performance tended to improve as the electronic portfolio support staff member acquired more domain experience through deliberate practice over time. Findings also indicated that problem solving skills improved through direct interaction with the electronic portfolio and through observation of more advanced electronic portfolio support staff members. Within the context of a learning community, the factors of domain knowledge, performance, problem solving, deliberate practice over time, and preservice teacher relationships interacted with one another in producing electronic portfolio expertise.
An evaluation of generalization strategies used with functional communication training.
(2018-12-04) Williams, Kristen Nicole, 1995-; Gerow, Stephanie L.
Research has shown that functional communication training (FCT) is effective for reducing problem behavior and multiple schedules can facilitate reinforcer schedule thinning during FCT. Most studies that have used multiple schedules with FCT have included contrived stimuli (e.g., colored cards) as the discriminative stimuli (Sᴰs), but recently, researchers have evaluated similar multiple-schedule training procedures with naturally occurring Sᴰs (e.g., activities or items that signal reinforcement in the natural environment). The purpose of the current study was to evaluate the effect of discrimination training and fading from contrived to natural stimuli on a child’s ability to generalize FCT to untrained natural stimuli.
An examination of parameter recovery in latent transition models with distal outcomes.
(2017-07-19) Moore, Courtney A., 1994-; Morgan, Grant B.
Latent transition analysis (LTA) is an increasingly popular research method used to categorize subsets of individuals within a population. The current study is purposed to investigate parameter recovery of a distal outcome effect in an LTA model. All models have a two-class solution with two time points. Design factors of interest include sample size, class prevalences at Time 1, the transition parameter, and the distal outcome effect size. ANOVA was used to seek out any practically significant effects (η2P ≥ 0.14) of these design factors on the raw bias (RB) of the distal outcome estimate. The results revealed no practically significant effects, meaning that the LTA model accurately estimated the distal outcome effect size under all specified conditions. Future research could expand upon this study by including different numbers of classes, indicators, time points, distal outcomes, and other auxiliary variables in addition to the distal outcome(s).
Analysis of behavioral indicators as a measure of satiation.
(2015-07-16) Scalzo, Rachel.; Davis, Tonya Nichole, 1979-
Applied behavior analysis (ABA) is the scientific study of behavior that utilizes procedures aimed at improving socially significant behavior, relying heavily on the use of reinforcement, which increases the future frequency of a behavior. Practitioners employ procedures that include extensive use of reinforcement in a variety of ways. Motivating operations is an area of research within ABA that focuses on the momentary effectiveness of a reinforcer, altering both its value and associated behaviors. One way in which to manipulate motivating operation effects is through the use of the behavioral indicators of satiation procedure. A discrepancy was noted in the literature regarding the parameter needed to determine when there is an abative effect, which led to the development of this study. After conducting a paired stimulus preference assessment, a functional behavior assessment was completed with four males diagnosed with autism spectrum disorder indicating challenging behavior was maintained by access to a tangible. To verify the identified behavioral indicators, an item rejection analysis was then completed. Three distinct presession conditions were then manipulated including restricted access to the tangible stimulus for 30 min, access to the tangible stimulus until the display of one behavioral indicator, and access to the tangible stimulus until the display of three behavioral indicators. Each condition was followed by a tangible condition of the functional analysis to measure challenging behavior. Results indicated that presession access to a tangible stimulus until the display of three behavioral indicators is a better measure of an abative effect than one behavioral indicator. Furthermore, a social validity survey was administered to the participants' ABA therapists to gain valuable input regarding the behavioral indicators procedure. This is the first attempt to ascertain the perceived effectiveness or appropriateness of the intervention from stakeholders and it appeared the behavioral indicators procedure was valued to some extent.
An analysis of critical thinking skills with gifted and general education students : relationships between cognitive, achievement, and demographic variables.
(2012-11-29) Kettler, Todd.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
Critical thinking is an often-stated educational objective in gifted education as well as general education. Yet for all the attention that 21st Century education has placed on thinking skills, including critical thinking, methods of assessing critical thinking are not well-developed or widely used. This study investigated the critical thinking skills of upper elementary students using two tests of critical thinking. Participants (n =208) were fourth grade students in a suburban school district in North Texas. Participants completed both the Cornell Critical Thinking Test and the Test of Critical Thinking. Existing data was collected from the school district, allowing for analysis of the relationships between critical thinking, cognitive ability, student achievement, and demographic variables. As part of the study, critical thinking skills were compared between identified gifted students and general education students. First the study found there was a significant relationship between the two measures of critical thinking (r =.60). Second, identified gifted students outperformed general education students on both measures of critical thinking (d =1.52 and d = 1.36). Third, evidence collected in the study supported significant relationships between cognitive ability and critical thinking as well as academic achievement and critical thinking. There was no evidence to support gender differences in critical thinking and weak evidence to support any critical thinking differences attributed to ethnicity or economic disadvantage. Multiple regression analyses were conducted predicting both tests of critical thinking. Data supported that cognitive ability and academic achievement were strong predictors of critical thinking. A random effects analysis of variance was conducted to rule out potential random effects associated with the participants nested in three different schools chosen at random in the participating school district.
Antecedents to turnover intention : examining organizational learning culture and leader member exchange.
(2016-04-04) Parker, Sonia Lee.; Beaujean, A. Alexander.
Turnover intention is an important variable for organizations seeking to retain employees and reduce costs associated with hiring and training new employees. While variables such as organizational commitment, job satisfaction, and to a lesser extent, leader member exchange, have been studied in conjunction with turnover intention, organizational learning culture has not been a prominent within the human resources management literature. I found an existing model of turnover intention which examined organizational learning culture, leader member exchange, and organizational commitment. The extant model had been created and previously validated with populations from Korea and Malaysia. Using path analysis, I sought to determine whether the model would fit a sample (n= 192) from the United States. The model fit was not acceptable and results were interpreted with caution. Next, I extended the model by adding the variable of job satisfaction. The Parker model of turnover intention was tested with the same sample. LMX quality and organizational learning culture explained 18% of the variance in organizational commitment and 32% of the variance in job satisfaction. Overall, 54% of the variance of turnover intention was explained by this model of turnover intention and the overall model fit was deemed acceptable. I discuss the implications of the results and conclude with a discussion on the cultural considerations of the models of turnover intention, limitations on the study, and ideas for future research.
Assessment and treatment of elopement among children with developmental disabilities.
(2018-11-28) O'Guinn, Kristin Nicole, 1992-; Davis, Tonya Nichole, 1979-
Elopement is a problem behavior that is prevalent among individuals diagnosed with developmental disabilities. It often puts them in dangerous situations and makes caretaking difficult. This literature review identified a variety functional behavior assessment methodologies and function-based interventions for elopement among children with developmental disabilities. A replication study based on the procedures of Lehardy et al. (2013) was conducted. The procedures accurately evaluated the function of elopement for one of the two participants. A social validity questionnaire was filled out by all research assistants.
Choice-making interventions to reduce challenging behavior for individuals with intellectual and developmental disabilities.
(2018-11-27) Gee, Providence Alyssa, 1989-; Davis, Tonya Nichole, 1979-
A systematic literature review was conducted to summarize the current literature on interventions incorporating choice to reduce challenging behavior. Current literature supports the effectiveness of choice-making interventions on reducing challenging behavior. However, choice-making interventions can vary by the type of choices offered, such choice of activity and choice of materials. Few studies have compared these various approaches to choice-making interventions. The purpose of this study was to compare the effectiveness of choice of activity and choice of materials on both challenging behavior and task completion with two children with developmental disabilities. The two choice-making interventions were compared within an alternating treatment design embedded within an ABAB design. Both choice-making interventions resulted in a decrease in challenging behavior and increase in task completion, relative to baseline. However, choice of activity resulted in less challenging behavior relative to choice of materials for one of the two participants. Implications of the results will be discussed.
Collegiate student-athletes' academic success : academic communication apprehension's impact on prediction models.
(2010-06-23T12:21:52Z) James, Kai'Iah A.; Robinson, Eric L.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
This dissertation study examines the impact of traditional and non-cognitive variables on the academic prediction model for a sample of collegiate student-athletes. Three hundred and fifty-nine NCAA Division IA male and female student-athletes, representing 13 sports, including football and men’s and women’s basketball provided demographic information (i.e., race, academic classification, gender, scholarship status) and provided responses to the Academic Communication Anxiety Test instrument. The Associate Athletic Director for Student-Athlete Services provided precollege and college academic information (high school GPA, SAT/ACT score, collegiate GPA) and this information along with data provided by the participants was entered into a multiple regression analysis. The purpose of the study was to determine which variables predicted student-athlete college GPA and if participation in a revenue-generating versus a nonrevenue-generating sport impacted college GPA. The analyses indicated that the ACAT was a valid and reliable measure (alpha = .94) with three factors. In addition, high school core GPA, study hall hour requirement, academic classification, and pre-college standardized test score made significant contributions to the prediction equation. Participation in a revenue-generating sport was found to significantly impact GPA.
Content validity evidence for the Verbal Behavior Milestones Assessment and Placement Program.
(2020-07-14) Padilla, Kristen L., 1981-; Akers, Jessica.
Autism spectrum disorder (ASD) affects one in 54 children in the United States and the prevalence has increased by exponentially in the last decade (Centers for Disease Control and Prevention [CDC]). With the rising prevalence, evidence-based treatment is critical for this population. Interventions based in applied behavior analysis (ABA) are the most effective research-based strategies for individuals with ASD (Axelrod, McElrath, & Wine, 2012; Foxx, 2008; Lovaas, 1987). In order to develop optimal treatment plans with accurately identified goals and intervention strategies, individuals must undergo a comprehensive assessment that includes the use of research-based instruments. The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) is the most widely used instrument for curriculum development and treatment planning in the field of ABA. However, there is currently no validity or reliability studies to support its widespread use. The purpose of this study is to address this gap in the literature by providing content validity evidence for the VB-MAPP. A national panel of 13 subject matter experts (SMEs) provided an evaluation of the domain relevance, age appropriateness, method of measurement appropriateness, and domain representation across the three levels of the Milestones Assessment, Early Echoic Skills Assessment (EESA), and the Barriers Assessment. Overall, the content validity evidence for the VB-MAPP Milestones, EESA, and Barriers Assessment was moderate to strong across the evaluated areas although there were areas with limited or conflicting support. The evidence suggests that the scores of the VB-MAPP provide information relevant to the target behaviors of interest but a few domains may not be fully represented by their specific items. When the VB-MAPP is used by itself, researchers and practitioners can have reasonable confidence in the results for many domains but should exercise caution for some domains across levels. That said, it is recommended that the VB-MAPP be used in conjunction with other sources of assessment information, which is recommended for assessment in general. The results of this study could inform revisions to future editions of the VB-MAPP. With some targeted revisions, the VB-MAPP could serve as a comprehensive assessment with strong validity evidence for this developmental age range.
Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims?
(2010-10-08T16:13:07Z) Aoyama, Ikuko, 1977-; Saxon, Terrill F.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The purposes of the present study were to classify youth into subgroups based on their involvement in cyberbullying, to examine group differences in terms of internalizing problems, and to examine moderator effects of peer relationships and sex. The research questions of the present study were: 1) Are there any differences between bullies, victims, bully-victims, and those not involved in cyberbullying, in terms of their internalizing problems (self-esteem, depression, anxiety, and stress)?; 2) Are there moderating effects of peer relationships between these groups and their internalizing problems?; and 3) Are there moderating effects of sex between these groups and their internalizing problems? In the present study, a cyberbullying survey was conducted with 463 public middle and high school students in central Texas. The participants were selected from two different school districts to include diverse samples. Students' cyberbullying experiences, self-esteem, depression, anxiety, stress, and peer relationships were measured. As a result of group classification, 2.3% of the participants were categorized in the victim group, 2.0% were in the bully group, 10.9% were in the bully-victim group, and the rest of the students (84.9%) were categorized in the not-involved group. Participants who were involved reported higher levels of internalizing problems than those who were not involved. Among them, the bully-victim group scored significantly higher on depression, anxiety, and stress compared to the rest of the groups. With regard to interaction effects of peer relationship and sex, practical effects were very small. These findings indicate that both males and females have equal risk of developing internalizing problems due to cyberbullying and better peer relationship was not a strong buffer against internalizing problems.
Detecting sigmoidal trajectories in structured latent curve models : a fit measure performance and parameter recovery simulation study.
(2017-07-24) Wells, Kevin E., 1968-; Morgan, Grant B.
This simulation study examined parameter estimate recovery and model selection of structured latent curve models under varying conditions to provide recommendations on how to properly format longitudinal research when there is an a priori hypothesis of sigmoidal growth. To examine model selection, sigmoidal models were generated using the first order Taylor series approximation method detailed in Browne and du Toit (1991) and analyzed as sigmoidal, linear, quadratic, and cubic. Eleven fit measures were assessed to determine their performance in selecting true sigmoidal models over competing incorrect models. The information criteria examined were the Akaike Information Criterion (AIC), Bayesian Information Criterion (BIC), Bayesian Information Criterion with the Sclove sample size penalty adjustment (aBIC), Consistent AIC (CAIC), Draper Information Criterion (DIC), the Hannan and Quinn adjustment of AIC (HQ), and Sugiura's adjustment of the AIC (AICc). Other fit measures investigated were the Comparative Fit Index (CFI), the Tucker-Lewis Index (TLI), the Root Mean Square Error of Approximation (RMSEA), and the Standardized Root Mean Residual (SRMR). Parameter estimates were recovered from converged correctly specified sigmoidal models to assess the amount of bias present. Manipulated design factors for this study included sample size (50, 100, 200, 500, 1,000, and 1,500), the number of repeated measures (six, eight, and 10), the location of the inflection point within the measurement window (δ*= .25, .375, .5), and the rate of change at the inflection point (ρ* = .125, .1875, .25). In addition to model selection and parameter estimate bias, convergence proportions, coverage, and standard error bias were also investigated. Results and recommendations are provided within.
Does viewing bullying violence affect the allocation of attention in young adults?
(2012-08-08) Sulak, Tracey N., 1975-; Saxon, Terrill F.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The purpose of the current study was to experimentally test the relationship between symptoms of inattention and vicarious experiences of bullying. The research questions of the current study were: 1) Can vicarious bullying induce symptoms of inattention?; 2) What happens to inattention after multiple exposures to vicarious bullying?; and 3) Are there sex differences in inattention after exposure to bullying experiences? The participants were graduate and undergraduate students from a private university with a 0.2% diagnosis rate of attention-deficit/hyperactivity disorder. Participants viewed four videos with three depicting scenarios of bullying, and after each video, the Stroop test was used to assess inattention. Heart rate was also assessed following each video. After finishing participation in the video phase of the experiment, participants completed a demographic survey, a bullying experiences survey, and the Screener for Inattentive Symptoms. The findings indicated exposure to vicarious bullying led to an increase in symptoms of inattention. The effects appeared to be cumulative, such that with additional exposure to vicarious bullying, a participant’s symptoms of inattention increased. The heart rate of participants appeared to mirror the symptoms of inattention, with heart rate increasing over the course of the experiment. There were no significant differences in reaction to vicarious bullying by sex. Implications of the findings include the need to assess experiences with bullying when diagnosing ADHD inattentive.
The effects of a computerized study program on the acquisition of science vocabulary.
(2013-05-15) Rollins, Karen, 1961-; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The following study examined the difference in science vocabulary acquisition comparing computer-assisted learning and a traditional study review sheet. Fourth and fifth grade students from a suburban school in central Texas were randomly selected and randomly assigned to either experimental group or control group. Both groups were given a pre-test to measure prior science vocabulary knowledge and to measure differences within the groups. Both groups learned 24 science vocabulary words over a two-week period. Both groups had the opportunity to study for five days. The experimental group studied using Study Hall 101 (Raley, 1999/2006), an interactive computer game designed to increase learning of vocabulary. The control group studied the vocabulary words using a paper review sheet. At the end of the two-week intervention, both groups took an immediate post-test assessing science vocabulary learned. Another test was given two weeks later to assess retention of the words. A mixed repeated measures 2 X 3 ANOVA was used to analyze the interactions. A repeated measures was used to analyze which group improved. Independent t-tests were used to analyze the differences between experimental and control groups. Analysis showed that although the groups had similar pre-intervention scores, the students’ scores were significantly different at post and delayed post-tests. Students who studied science vocabulary words using Study Hall 101 (Raley, 1999/2006) showed a significant statistical difference in the amount of science vocabulary words they learned and retained as compared to the review sheet group. In addition, effect sizes indicated large and moderate strengths for science vocabulary words learned (d = 0.76) and for words retained (d = 0.58) when using Study Hall 101 (Raley, 1999/2006).
Effects of Foldables® on teacher instruction.
(2016-11-18) Hardin, Kimberly A., 1983-; Johnsen, Susan K.
Teachers are continuously seeking effective methods for presenting, processing and practicing concepts that they are responsible for teaching. Note taking and graphic organizers, in many forms, are common instructional tools used in the classroom for the delivery of new information. Research suggests that presenting information in a more structured or pictorial form helps students focus on key ideas, easily access information, and stimulate learning. The majority of research on the effects of note taking and graphic organizers has involved the use of traditional outline notes and two-dimensional graphic organizer formats. The specific instructional strategy studied in this research is called a Foldable®, which is a three-dimensional tool that combines note taking and graphic organizer strategies with a kinesthetic integration. An instrumental case study design was used to examine the effects of Foldables® on teachers’ depth of knowledge, planning, and instructional practices. In an effort to closely examine variables, the researcher observed three teacher participants in their classrooms, conducted interviews, reviewed lesson planning data, and collected Foldable® reflections. Using Gagné’s (1985) Conditions of Learning and Bruner’s (1960, 1961) Concept Learning, along with Gagné and Driskoll’s (1988) Learning Outcomes as frameworks, the researcher analyzed the individual teachers’ cases and then conducted a cross-case analysis to identify the effects of Foldables® at the teacher level. Overall, the findings suggest that Foldables® are beneficial to teachers by increasing their depth of knowledge about the standards they are required to teach. Teachers also reported an increased awareness and attention to content-specific vocabulary during their planning process as a result of integrating necessary vocabulary, definitions, and examples into the Foldables® they created. Additionally, Teachers reported feeling more organized during instruction when using Foldables® due to the high level of structure and the breaking down, or task analysis, of standards required when creating Foldables®.
Effects of self-monitoring on math production and accuracy in sixth grade students with attention-deficit hyperactivity disorder.
(2016-11-18) Cavazos, Salvador E., 1992-; Sulak, Tracey N., 1975-
A single-subject ABAB withdrawal design was used to determine the effects of self-monitoring on attention, engagement, production, and accuracy in math for a sixth-grade student diagnosed with attention-deficit hyperactivity disorder. The performance and accuracy for all students in sixth-grade math class were used as comparable data for target student performance. Data collected included engagement at 30-second intervals, math problems finished, and math problems correct in a daily, 10-minute time sample. Baseline was collected using business as usual procedures in the classroom. The treatment utilized a two-minute interval timer with students marking math problems completed during each interval. Results show self-monitoring of task completion had positive effects on engagement, production, and accuracy.
Evaluation of resurgence after functional communication training of two communication responses.
(2014-09-05) Zoch, Tamara L.; Davis, Tonya Nichole, 1979-; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The current study examined the effects of multiple evaluations of resurgence of challenging behavior. A functional analysis identified the function of participants' challenging behavior. Participants were taught two alternative communication behaviors that served the same function as the challenging behavior. After the participants were taught the first communication behavior, a test for resurgence was implemented, in which reinforcement was withdrawn for using the alternative communication device. Then, a second alternative communication was taught to the participants and reinforced. Next, reinforcement was available for both alternative communication devices. In the final test for resurgence, neither alternative communication behavior was reinforced. This study used an A-B-C-D-B'-C design to evaluate participant responses.

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