Doctor of Philosophy

dissertationThe term "Acquired Brain Injury (ABI)" encompasses a wide range of noncongenital injuries, including stroke, brain surgery, and encephalitis, with traumatic brain injury (TBI) being most prominent in the research. TBI has been called a "silent epidemic," with an estimated 1.7 million new TBIs occurring in the United States each year. Executive function deficits are among the most common problems following a TBI, including increased distractibility, off-task behavior, and impaired initiation. These deficits can lead to significant complications in students' functioning across settings, especially in the classroom, resulting in decreased concentration and work completion. Experts recommend using interventions that have been shown to be efficacious with other populations displaying similar challenges, but few interventions have been validated specifically with individuals who have TBIs. Video self-modeling, a specific form of video modeling, is an established and cost-effective procedure that can facilitate and increase a variety of adaptive and positive behaviors, particularly on-task behavior in the classroom. To date, only two studies have been identified that have assessed the use of video modeling or video self-modeling with individuals with TBI. Both included adult participants and focused on teaching an adaptive behavior; one targeted expressive language and the other taught independent cooking skills. These studies show promise for the application of video modeling interventions with individuals with TBI. Video modeling and video self-modeling have been shown to help students with and without identified disabilities to make gains in behaviors that contribute to different types of student engagement (e.g., on-task behavior and social communication), but have yet to be tested in a school setting with students with TBI. The present study sought to explore the use of video self-modeling to increase academic engagement in elementary school students with confirmed histories of ABI. Three participants with different brain injuries (anoxia, brain tumor, and TBI) participated to create self-modeling videos to increase on-task and productive, initiatory behaviors in the classroom setting. Results indicated a moderate treatment effect overall for on-task behavior, and variability in response was noted between participants. Considerations for these results in the target population are explored, and concerns outlined with each type of injury represented in the study. Limitations, suggestions for future research, and implications regarding best practice for school psychologists are discussed

Personal values and involvement in problem behaviors among Bahamian early adolescents: a cross-sectional study

Background Few studies, particularly in developing countries, have explored the relationship between adolescents and parental values with adolescent problem behaviors. The objectives of the study are to (1) describe adolescents\u27 personal values, their problem behaviors, and the relationships thereof according to gender and (2) examine the relationship between parental values, adolescent values, and adolescents\u27 problem behaviors among sixth-grade students and one of their parents. Methods The data used in these analyses were from the baseline assessment of a school-based HIV risk reduction intervention being conducted and evaluated among sixth grade students and one of their parents across 9 elementary schools in The Bahamas. Personal values were measured by the Portrait Values Questionnaire (PVQ). Seven reported problem behaviors were queried from the students, which included physical fight with a friend, drank alcohol, beer, or wine, smoked a cigarette, pushed or carried any drugs, carried a gun, knife, screwdriver or cutlass to use as a weapon, had sex and used marijuana or other illicit drugs over the past 6 months. Multilevel modeling for binary data was performed to estimate the associations between adolescent and parental values and adolescent problem behaviors. Results Among 785 students, 47% of the students reported at least one problem behavior. More boys (54%) reported having one or more problem behaviors than girls (41%, p \u3c 0.01). Boys compared to girls expressed a higher level of self-enhancement (means score: 36.5 vs. 35.1; p = 0.03), while girls expressed a higher level of self-transcendence (42.3 vs. 40.7; p = 0.03). The results of multilevel modeling indicates that boys with a higher level of self-enhancement and girls with a higher level of openness to change and a lower level of conservation were more likely to report engagement in problem behaviors. Only two parental values (self-transcendence and conservation) were low or modestly correlated with youth\u27 values (openness to change and self-enhancement). Parental-reported values documented limited association on adolescents\u27 reported values and behaviors. Conclusion In designing interventions for reducing adolescents\u27 problem behaviors, it may be important to understand the values associated with specific problem behaviors. Further exploration regarding lack of association between adolescent and parental values and problem behaviors is needed

Examining the Relationship Between Attachment, Peer Influence, and Parent Modeling with Student Fitness

While college should be an ideal place for physical fitness behaviors to be supported through academic programming, access to exercise facilities and nutritional education, students are not engaging in the recommend daily physical fitness requirements (Gyurcsik, Johnson & Perrett, 2006). Studies examining the poor health behaviors of college students suggest there is a growing need for students to adopt lifelong fitness behaviors that are both sustainable and meet the recommended guidelines for health. Strong relationships have been found to positively influence exercise attitudes and behaviors (Feeny, 2000). The present study sought to examine a relationship between attachment style, parental modeling and peer influence and fitness behaviors in the college student population. The primary hypotheses were that college students who endorse a history of observing modeled fitness behaviors by their primary caregivers, have a secure attachment style in their close relationships and are positively influenced by peers to engage in exercise will demonstrate more regular engagement in fitness behaviors. Participants in this study were enrolled in a Lifelong Fitness course as first year college students. A self-report measure of attachment and qualitative questions were distributed and completed by participants. Additionally, students were asked to meet regularly in assigned accountability groups and submit data demonstrating their physical activity, measured in number of steps taken, through an online portal. In contrast with previous research, the present study did not yield statistically significant results among secure attachment, observed parental modeling of fitness behaviors, peer influence, and fitness behaviors

Personal values and involvement in problem behaviors among Bahamian early adolescents: a cross-sectional study

<p>Abstract</p> <p>Background</p> <p>Few studies, particularly in developing countries, have explored the relationship between adolescents and parental values with adolescent problem behaviors. The objectives of the study are to (1) describe adolescents' personal values, their problem behaviors, and the relationships thereof according to gender and (2) examine the relationship between parental values, adolescent values, and adolescents' problem behaviors among sixth-grade students and one of their parents.</p> <p>Methods</p> <p>The data used in these analyses were from the baseline assessment of a school-based HIV risk reduction intervention being conducted and evaluated among sixth grade students and one of their parents across 9 elementary schools in The Bahamas. Personal values were measured by the Portrait Values Questionnaire (PVQ). Seven reported problem behaviors were queried from the students, which included physical fight with a friend, drank alcohol, beer, or wine, smoked a cigarette, pushed or carried any drugs, carried a gun, knife, screwdriver or cutlass to use as a weapon, had sex and used marijuana or other illicit drugs over the past 6 months. Multilevel modeling for binary data was performed to estimate the associations between adolescent and parental values and adolescent problem behaviors.</p> <p>Results</p> <p>Among 785 students, 47% of the students reported at least one problem behavior. More boys (54%) reported having one or more problem behaviors than girls (41%, p < 0.01). Boys compared to girls expressed a higher level of self-enhancement (means score: 36.5 vs. 35.1; p = 0.03), while girls expressed a higher level of self-transcendence (42.3 vs. 40.7; p = 0.03). The results of multilevel modeling indicates that boys with a higher level of self-enhancement and girls with a higher level of openness to change and a lower level of conservation were more likely to report engagement in problem behaviors. Only two parental values (self-transcendence and conservation) were low or modestly correlated with youth' values (openness to change and self-enhancement). Parental-reported values documented limited association on adolescents' reported values and behaviors.</p> <p>Conclusion</p> <p>In designing interventions for reducing adolescents' problem behaviors, it may be important to understand the values associated with specific problem behaviors. Further exploration regarding lack of association between adolescent and parental values and problem behaviors is needed.</p

The Impact of Reflective Feedback Strategies on Learning Behaviors on Seventh-Grade Social Studies Students

The purpose of this action research was to determine the impact of reflective feedback strategies on learning behaviors of seventh-grade social studies students. This study was conducted in an urban middle school in the Midwest region of the United States and included 37 seventh grade participants. The theoretical framework used for this study was supported by constructivist theory using a self-regulated learning model. Data was collected using reflection sheets and quiz scores collected weekly for six weeks. Students were tasked with reflecting on their academic behaviors following their quiz score and asked to create a plan of action to improve the following week. Based on this study’s findings, when students reflect on their academic behaviors and create a plan of action, students maintain their quiz scores within a margin of plus or minus five percent. Due to the findings of this study, future actions include modeling how to use the reflection sheet and reviewing plans of action prior to starting the new academic week

Living with Family Is Directly Associated with Regular Dental Checkup and Indirectly Associated with Gingival Status among Japanese University Students: A 3-Year Cohort Study

Although some studies showed that lifestyle was associated with oral health behavior, few studies investigated the association between household type and oral health behavior. The aim of this prospective cohort study was to investigate the association between household type, oral health behavior, and periodontal status among Japanese university students. Data were obtained from 377 students who received oral examinations and self-questionnaires in 2016 and 2019. We assessed periodontal status using the percentage of bleeding on probing (%BOP), probing pocket depth, oral hygiene status, oral health behaviors, and related factors. We used structural equation modeling to determine the association between household type, oral health behaviors, gingivitis, and periodontitis. At follow-up, 252 students did not live with their families. The mean +/- standard deviation of %BOP was 35.5 +/- 24.7 at baseline and 32.1 +/- 25.3 at follow-up. In the final model, students living with their families were significantly more likely to receive regular dental checkup than those living alone. Regular checkup affected the decrease in calculus. The decrease in calculus affected the decrease in %BOP over 3 years. Living with family was directly associated with regular dental checkups and indirectly contributed to gingival status among Japanese university students

When feeling attractive matters too much to women: a process underpinning the relation between psychological need satisfaction and unhealthy weight control behaviors

This study examined a process model linking psychological need satisfaction to unhealthy weight control behaviors. Female University students (N = 220; M age = 20.47; SD = 5.07) completed questionnaires measuring need satisfaction, appearance-contingent self-worth, weight-related appearance anxiety and unhealthy weight control behaviors. Structural equation modeling revealed that need satisfaction indirectly related to engagement in unhealthy weight control behaviors through appearance-contingent self-worth and weight-related appearance anxiety. The results indicate that appearance-contingent self-worth might help to explain how low levels of psychological need satisfaction are related to maladaptive weight-related outcomes in young women

Education as a Complex System: Conceptual and Methodological Implications

Education is a complex system, which has conceptual and methodological implications for education research and policy. In this article, an overview is first provided of the Complex Systems Conceptual Framework for Learning (CSCFL), which consists of a set of conceptual perspectives that are generally shared by educational complex systems, organized into two focus areas: collective behaviors of a system, and behaviors of individual agents in a system. Complexity and research methodologies for education are then considered, and it is observed that commonly used quantitative and qualitative techniques are generally appropriate for studying linear dynamics of educational systems. However, it is proposed that computational modeling approaches, being extensively used for studying nonlinear characteristics of complex systems in other fields, can provide a methodological complement to quantitative and qualitative education research approaches. Two research case studies of this approach are discussed. We conclude with a consideration of how viewing education as a complex system using complex systems’ conceptual and methodological tools can help advance education research and also inform policy

Moral Turbulence and the Infusion of Multimodal Character Education Strategies in American Elementary Schools

Pockets of American society are marked by increase in violent crime with concurrent decline in moral character. This phenomenon is infiltrating the nation’s school system as evidenced by growing numbers of aggressive incidents in the classroom. As a result, there is an increasingly accepted need for effective character education programs in the schools as a means to help change the décolleté trajectory of the behavior of the nation’s school children. While more money and growing numbers of legislation have been put forth to support such an endeavor, research is still lacking as to what activities, skills, goals, and approaches would be best incorporated for optimal outcomes. This article makes a case for assessing the effectiveness of a multimodal approach incorporating cognitive, social, and sociocultural learning elements is than a single approach using cognitive elements alone, and considers the complexity of a Christian perspective on character education in schools