Psychology (Ed.S.)http://hdl.handle.net/10211.3/1634662024-03-29T13:25:40Z2024-03-29T13:25:40ZCHC narrow and broad processes as predictors of basic reading achievementvan doren, Cynthia Mariehttp://hdl.handle.net/10211.3/2030502020-04-20T20:51:46Z2018-05-01T00:00:00ZCHC narrow and broad processes as predictors of basic reading achievement
van doren, Cynthia Marie
Cattell-Horn-Carroll’s (CHC) theory seeks to address the issue of specific learning disability identification by linking particular areas of cognitive abilities with academic achievement. Recent research has examined individual patterns of strengths and weaknesses in cognitive and academic abilities to identify students with Specific Learning Disabilities (SLDs). The basis for this assertion is the research linking specific cognitive abilities, defined within the CHC framework, with specific academic domains. The present study examines the correlations between CHC cognitive abilities and reading achievement. This study was conducted through the use of archival data from a large urban school district in the Southwest United States. All students were evaluated for their academic achievement using Woodcock-Johnson Psychoeducational Battery–Third Edition Tests of Academic Achievement (W-J III ACH). Participants were administered selected subtests from the WJ-III Tests of Cognitive Ability (W-J III COG) by district school psychologists in relation to specific referral concerns. Results of this study indicate that the broad ability of Ga is not significantly related to basic reading achievement within a clinical population. Focusing assessment and intervention on the narrow ability Ga-PC may be more effective in accurate identification and intervention for students with reading difficulties.
2018-05-01T00:00:00ZUsing positive discipline to connect students with an emotional disturbance to their schoolTurney, Victoriahttp://hdl.handle.net/10211.3/2030492020-04-20T20:51:46Z2018-05-01T00:00:00ZUsing positive discipline to connect students with an emotional disturbance to their school
Turney, Victoria
Students who have been found eligible for special education services based on an emotional disturbance can have difficulties fostering relationships with their peers and experiencing feelings of connectedness to their school. One way to increase feelings of school connectedness is through a social-emotional learning curriculum, such as Positive Discipline. Previous research has shown Positive Discipline to be effective in increasing prosocial behaviors between peers in a general education classroom. The first purpose of the study was to determine if students (N=17) enrolled in an Emotional Disturbance program would increase feelings of connectedness to their classroom and teachers following the implementation of the Positive Discipline program. A paired samples t-test showed no significant change in the feelings of connectedness following the Positive Discipline program. The second purpose of the study was to determine if classroom staff (N=16) working with emotional disturbance programs would increase their feelings of connectedness following implementation of Positive Discipline program. A paired samples t-test, showed a significant increase in feelings of connectedness for classroom staff. Further implications for the use of Positive Discipline are discussed.
2018-05-01T00:00:00ZA cluster analysis of transgender and gender non-conforming peopleOhlsen, Jennifer C.http://hdl.handle.net/10211.3/2030462020-04-20T20:51:46Z2018-05-01T00:00:00ZA cluster analysis of transgender and gender non-conforming people
Ohlsen, Jennifer C.
People who are transgender identify as a gender other than the one they were assigned at birth. The Williams Institute estimates there are nearly 700,000 transgender individuals living in the United States as of 2011 (Gates, 2011). However, much of the previous research is limited and combines sexual minorities (e.g., lesbian individuals) and gender minorities (e.g., transgender individuals) into one group of participants. This study analyzed data collected exclusively from 2,563 transgender respondents to the 2011 National Transgender Discrimination Survey. An exploratory hierarchical cluster analysis was performed to determine if there are subgroups among the transgender population based on a set of five differentiating types of variables: demographic, gender/sexuality, physical health, mental health, and environmental variables. Results indicate there are three clusters within the sample: male to female transgender individuals with positive physical and mental health statuses; female to male transgender individuals with positive physical and mental health statuses; and transgender individuals who have negative physical and mental health statuses. These findings add to the limited research that focuses on the transgender population and indicate distinct types of transgender individuals with distinct characteristics and needs.
2018-05-01T00:00:00ZThe relationship among familism, family conflict, and depression in latino college studentsMunoz, Robertohttp://hdl.handle.net/10211.3/2030442020-04-20T20:51:45Z2018-05-01T00:00:00ZThe relationship among familism, family conflict, and depression in latino college students
Munoz, Roberto
The rapid growth of Latinos in the United States and high prevalence of depression among the population have important implications. Research continues to focus on constructs that may play a role in the elevated risk of depression among Latinos. Familism is a central value in Hispanic culture that has been associated with a decrease in depression. Although familism has been associated with preventing depression, other relevant constructs that may act as mediators have not yet been explored. Thus, the current study examined the association between familism—as latent, all three dimensions combined, and its individual components—and depression and the mediating role of family conflict. Participants, n = 336, were undergraduate psychology students from California State University, Fresno. Results obtained via structural equation modeling partially supported the hypotheses. Specifically, results confirmed the association between familism and depression. Furthermore, family conflict partially mediated the relationship between familism and depression when all three dimensions of familism composed a latent variable. Findings show the nuanced association between familism and depression. Furthermore, findings also demonstrate the important role that family conflict plays in association between familism and depression. Results also highlight the need to consider other relevant constructs such as types of conflict that may be more common among Latino families.
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