Student Dissertations and Theses

Doctoral Dissertations (Ph.D.)

 

Cells, C. (2017).  Extending Reliability and Validity Evidence for Adjustment Scales for Preschool Intervention (ASPI) Scores Among At-Risk Rural Preschoolers

Leposa, B. (2016).  Trained vs. Untrained Raters Agreement on Direct Behavior Rating Measures

Perry, R. (2016).  Executive Functioning as a Moderator between Preschool Classroom Quality and Self-Regulation for Children from High and Low Poverty Backgrounds

Moore, S. (2016).  Addressing Cultural Conflict in Student-Teacher Relationships:  Efficacy of Bridging Cultures at the Elementary Level

Perlman, E. (2015).  The Use of Computerized Cognitive Assessment with Students with Autism

Spanjers, K. (2016).  Development and Structural Analysis of the Student-School Connectedness Scale (SSCS)

Shah, M. (2016).  An Exploratory Study of an Applied Prevention Model for Academic Difficulties among Students in a School in Mumbai, India

Schlager, O. (2016).  The Effect of Family Context Variables on Learning-Related Skills and Subsequent Academic Achievement

Paveliski, A. (2016).  Assessing the Mediating Effect of Mental Health on the Relationship Between Student Physical Activity and Academic Achievement

Crimmins, A. (2016).  Factor Structure of Scores from the Wechsler Preschool and Primary Scale of Intelligence (Third Edition) – Spanish Version among Children in Peru

Anthony, C. (2016).  Using Item Response Theory to Improve the Efficient Measurement of Academic Competence

Murray, A. (2015).  Evaluating Cognitive Behavioral Plan Intervention for Kindergardeners with Externalizing Behavior

Gammelmo, M. (2015).  The Validity of the Validity of Diagnostic Decision making in a School Psychology Training Clinic.

Ortiz, A. (2014).  Effects of Social Skills and Approaches to Learning on School Readiness in Children Based on Primary Language Spoken at Home.

Strunk, T. (2014).  A Model of Student Factors and Achievement for Middle School Students.

Winnick, J. (2014).  Predicting the Growth Curves of Metabolic Control and Academic Achievement of Adolescents with Type 1 Diabetes.

Freberg, M. E. (2014).  English Language Proficiency and Teacher judgements of the Academic and Interpersonal Competence of English Language Learners.

Meyer, E. L. (2013), Diagnostic Accuracy of the Culture-Language Interpretive Matrix with the WJ-III-NU:  A Comparison of Spanish-Speaking English Language Learners and monolingual English-Speaking.

Wollersheim, S. S. (2013).  Reliability and Validity Evidence for the Confusion, Hubbub, and Order Scale (CHAOS) when used in Rural Homes.

Smith (Carbone), M. C. (2013).  The Preparation of School Psychologists for Crisis Intervention.

Mintern, B. E. (2013), Effects of Environmental, Maternal, and Child Factors on Preschoolers' Emotion Regulation During a Frustrating Task.

Van Deth, L. M. (2013).  Validity of the KABC-II Culture-Language Interpretive Matrix:  A comparison of native English Speakers and Spanish-Speaking English Language Learners.

Norwalk, K. E. (2013).  Peer Relations and Behavioral Characteristics of Isolated Children in Elementary School:  A Longitudinal Investigation.

Bowersox, C. M. (2013).  Construct Validity of Affective and Cognitive Inhibitory Control Tasks for Preschoolers.

 

 

Predissertation Research Projects (M.Ed.)

Hunter, L. (2016). Elementary and middle School Teachers’ Use of Web 2.0 for Classroom Management Strategies

Runion, M. (2016). Feasibility of eLearning for Parents of Children with Autism Spectrum Disorders

Soni, C. (2016).  Construct Equivalence and Validity: Examination of the Grit-S and Grit-Ss Scales

McGraw, L. (2016) The Relationship between Student Perceptions of Classroom Environment, Academic Engaged Time, and Off-Task Behavior

McGraw, L. (2016) The Relationship between Student Perceptions of Classroom Environment, Academic Engaged Time, and Off-Task Behavior

Urbassik, R. (2015).  Effect of Psychosocial Well-Being on the Relation between Divorce and Academic Achievement

Crandall, S. (2015). Teacher Beliefs and Responses toward Child Misbehavior: Influence of Cognitive Skill Deficits

Lim, L. (2014). The Effect of Learning Strategy Use and Procrastination on College Students’ Academic Achievement

Gianella, L. (2014), Structural Validity Analysis of the Olweus Bully Questionnaire

Michalopoulou, L. (2014). Reading Comprehension Among Pontian Greek Students from the Former Soviet Union during Upper Elementary Years

Zhong, N. (2014).  Structural Validity of the Adjustment Scales for Children and Adolescents (ASCA) among school-aged youth in Kathmandu, Nepal.

Perlman, E. (2014).  The Use of Computerized Cognitive Assessment with Children with Autism.

Hall, G. (2013).  Childhood Social Skills as Predictors of Middle School Adjustment.

Heintz, L. (2013).  Teachers' Perceptions of Student Aggression:  Problematic, playful, or Both?

Breeden, N. (2013). Chronic Illness in Schools: What do School Psychologist’s Know?

Webb, A. F. (2013). Does Talented Middle and High School Students' Writing Self-Efficacy Improve after Completing an Enriched Writing Course?

Leposa, B. (2013).  Effect of Parental Unemployment on Academic, Social, and Emotional Development in School.

Lim, L. (2013).  Learning Strategies, procrastination, and Academic Achievement in College.

Mason, A. (2013).  The Tragic Mulatto?  Exploring Identity Development and Self-Concept of Biracial Children.