Counseling, Higher Education & Special Education Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/2757

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Subject: search.filters.subject.Early childhood education

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    The Role of Effortful Control in Moderating the Relationship Between Temperamental Shyness, Fearfulness, and Internalizing Behaviors
    (2023) Zheng, Shanyun G; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Internalizing behaviors, such as anxiety and depression, have frequently been associated with temperament characteristics, specifically Behavioral Inhibition (BI) traits, such as Shyness and Fearfulness. While Effortful Control (EC) has been posited as a potential moderator in the relationship between heightened negative emotionality and Internalizing problems, empirical evidence precisely about BI remains inconclusive. This cross-sectional study investigated the role of Effortful Control and its sub-constructs (Attentional Focusing, Inhibitory Control, Low-intensity Pleasure, and Perceptual Sensitivity) in moderating the relation between Behavioral Inhibition (fear and shyness) and internalizing behaviors in a sample of 130 kindergarteners. The findings indicated that Behavioral Inhibition was significantly correlated with and predicted internalizing behaviors. However, no significant correlations were found between Effortful Control, its sub-constructs, and internalizing behaviors in this sample. Additionally, Effortful Control and its sub-constructs did not moderate the relationship between Behavioral Inhibition and internalizing behaviors.
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    The Contributions of Temperament Traits to Regulatory Flexibility in Preschoolers: The Importance of Context
    (2019) Shoplik, Helena; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Regulatory flexibility is the ability to meet demands of a situation by modulating behavior, cognitions, or emotions. While flexibility has been studied in early childhood, the role of reactive and regulatory temperamental building blocks of flexibility to meet requirements of different contexts has not been investigated in preschoolers. Routine and novel contexts require very different skills to navigate appropriately. For example, different aspects of inhibition and modulation of behavior may come into play in familiar/routine and novel contexts such those that depart from expectations. The current study utilized a parent-report measure of temperament and of regulatory flexibility to address the unique contributions of selected temperamental attributes—including attention, sensitivity, and activity level—to regulatory flexibility. Because of its multi-faceted nature (Kashdan & Rottenberg, 2010), an in-depth examination of regulatory flexibility could provide a better understanding of how preschoolers meet the challenges that are introduced to them during this developmental period.
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    THE EFFECTIVENESS OF POINT-OF-VIEW VIDEO MODELING IN TEACHING SOCIAL INITIATION SKILLS TO CHILDREN WITH AUTISM SPECTRUM DISORDERS
    (2016) Kouo, Jennifer Lee; Kohl, Frances L; Lieber, Joan; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Deficits in social communication and interaction have been identified as distinguishing impairments for individuals with an autism spectrum disorder (ASD). As a pivotal skill, the successful development of social communication and interaction in individuals with ASD is a lifelong objective. Point-of-view video modeling has the potential to address these deficits. This type of video involves filming the completion of a targeted skill or behavior from a first-person perspective. By presenting only what a person might see from his or her viewpoint, it has been identified to be more effective in limiting irrelevant stimuli by providing a clear frame of reference to facilitate imitation. The current study investigated the use of point-of-view video modeling in teaching social initiations (e.g., greetings). Using a multiple baseline across participants design, five kindergarten participants were taught social initiations using point-of-view video modeling and video priming. Immediately before and after viewing the entire point-of-view video model, the participants were evaluated on their social initiations with a trained, typically developing peer serving as a communication partner. Specifically, the social initiations involved participants’ abilities to shift their attention toward the peer who entered the classroom, maintain attention toward the peer, and engage in an appropriate social initiation (e.g., hi, hello). Both generalization and maintenance were tested. Overall, the data suggest point-of-view video modeling is an effective intervention for increasing social initiations in young students with ASD. However, retraining was necessary for acquisition of skills in the classroom environment. Generalization in novel environments and with a novel communication partner, and generalization to other social initiation skills was limited. Additionally, maintenance of gained social initiation skills only occurred in the intervention room. Despite the limitations of the study and variable results, there are a number of implications moving forward for both practitioners and future researchers examining point-of-view modeling and its potential impact on the social initiation skills of individuals with ASD.
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    ASSESSING THE PROCESS OF IMPLEMENTING INCLUSIVE EDUCATION POLICY AT THE EARLY CHILDHOOD LEVEL IN TRINIDAD AND TOBAGO
    (2014) Joseph, LENISA N.; Lieber, Joan; McLaughlin, Margaret; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study examined the implementation of inclusive education at the early childhood level in Trinidad and Tobago. Subjects included officials from the Ministry of Education and teachers who are involved in implementation of the policies for children at early childhood centers. I used qualitative methodology in order to best assess inclusive education implementation process at the early childhood level using the implementation framework of Fixsen et al (2005) and the UNESCO (2005) guidelines for inclusive education. Using a combination of data collection methods I assessed from senior ministry officials and teachers at pilot schools how the implementation of inclusive education at the early childhood level was progressing. The written documents of the former government used to access loans for the initiative reflects use of all three drivers of the Fixsen framework. The actual implementation was affected by the lack of a sufficient number of teachers required for the initiative. In addition the former government lost the election during the early stages of implementation and changes at the Ministerial level resulted in alterations in implementation plans. The current government has not continued the same inclusive education model. The findings are reflective of what can happen when new education initiatives are attempted by a top down approach without sufficient infrastructure. As this is often the case in many developing countries, it leads to gaps between policies and their implementation. The study also indicates the need for ensuring that there are resources at the ground level and sustained support and technical assistance in order for countries to successfully implement inclusive education policies.
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    Teachers' Beliefs and Practices Toward Children with Disabilities in Ethiopia
    (2014) Abera, Nicole Taylor; Beckman, Paula J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to examine the beliefs and practices of teachers toward students with disabilities at one early childhood school in Ethiopia. I conducted a case study that included ethnographic features in order to examine teachers' beliefs about children with disabilities, factors that influence their beliefs and ways in which teachers' beliefs are evidenced by their daily classroom practices. I used the bioecological systems theory as a framework to consider data for this study. I conducted a series of classroom observations and interviews with 12 teachers at Addis Early Childhood School (AECS) for this study. I also gathered extensive background and contextual data interviews with other Ethiopian education professionals in order to gather additional data on this topic and to triangulate data I gathered from primary sources. Findings of the study indicate that, although AECS teachers acknowledged that Ethiopian traditional beliefs linking disabilities to supernatural causes persist in Ethiopia, most AECS teachers rejected those beliefs and believed children with disabilities could learn with appropriate support. Teachers' prior training and experience related to teaching children with disabilities influenced their beliefs about children with disabilities. They held similar expectations for all of their students regardless of their abilities, and they often provided assistance and differentiation to students in order to help them meet participatory, behavioral and academic standards. Findings from this study provide valuable information for Ethiopian teachers, education policy makers, and international organizations as they continue to reform Ethiopia's education system and attempt to improve education for all children.
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    Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management
    (2011) Drang, Debra Michal; Lieber, Joan A; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study examined preschool teachers' beliefs, knowledge, and practices related to classroom management. The rationale for researching this topic is based on the role of teachers in the special education referral process, the poor success rate for inclusion for children with disabilities who demonstrate problematic classroom behaviors, and the data on expulsion rates for preschool students. A multiple case study design was used to explore the following questions: (a) What are the components of classroom management in preschool? (b) What is the role of the preschool teacher in classroom management? (c) What are the sources of preschool teachers' knowledge about classroom management? (d) How have preschool teachers evolved or developed as classroom managers over the course of their careers? (e) How are preschool teachers' beliefs and knowledge about classroom management manifested in their classroom practices? (f) Do preschool teachers engage in classroom management practices that support or contradict their stated beliefs? The research setting was Hawthorne Academy, a private community-based preschool in a suburban county of a mid-Atlantic state. Participants included six teachers divided over three classrooms. Data were collected via interviews, classroom observations, and document review. Findings are presented as case summaries of each classroom and participant, a descriptive analysis of the setting, and themes from a cross-case analysis outlined in the context of the research questions. The participants in this study described teaching children the expectations of school as a component of classroom management, along with establishing structure and routines and fostering emotional development. Participants consistently cited other teachers as sources of knowledge about classroom management, but feedback from accumulated classroom experience was the strongest influence. There was considerable evidence to substantiate that participants' knowledge about classroom management came from personal and informal sources. Language was the tool that teachers employed to manifest classroom management beliefs and knowledge in their practices, and their practices were consistent with their stated beliefs. Findings are discussed in connection to pertinent literature, Bronfenbrenner's (2006) bioecological model of human development, and for their potential relevance to preschool children with disabilities who demonstrate problematic behavior.
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    Evaluating Which Classroom and Student Variables in an Early Childhood Program Best Predict Student Language and Literacy Achievement
    (2011) Carlis, Lydia Janeva; Silverman, Rebecca D; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Sufficient evidence exists that early intervention for students at-risk of school failure may prevent reading difficulties. In addition, research has identified several teacher, classroom, and student variables that correlate with students' academic progress in language and literacy domains. This research aimed to expand on existing research by analyzing the relationships between teacher and peer characteristics and language and literacy achievement, and change in achievement, for 431 three and four-year old children attending three Early Reading First funded public charter school programs in 29 Washington, DC classrooms. Four research questions were posed to answer the following: What are the peer and teacher variables that predict achievement, or change in achievement, on norm- or criterion-referenced language and literacy measures for children enrolled in a federally supported universal preschool program? Two-level hierarchical linear modeling (HLM) was conducted with students nested in classrooms. Results from the HLM indicate that peer and teacher characteristics helped predict three and four-year olds' achievement on nationally normed standardized language and literacy assessments. Peer and teacher characteristics also predicted achievement and change in achievement on curriculum-based measures of language and literacy development. These findings expand the research on teacher and peer characteristics predictive of student language and literacy achievement. Implications from these findings, strengths and limitations of this dissertation research, and future research directions are discussed.