Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

More information is available at Theses and Dissertations at University of Maryland Libraries.

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2013 - 20152

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Author: search.filters.author.Kuhn-McKearin, Megan

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    EARLY INTERNALIZING AND EXTERNALIZING PROBLEMS: AN EXPLORATION OF RISK FOR LATER PROBLEM BEHAVIOR COMORBIDITY
    (2015) Kuhn-McKearin, Megan; Strein, William; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The comorbidity of problem behaviors within individuals is prevalent and represents a public health concern. To date, extant literature remains inconclusive regarding which presents greater risk for the development of comorbidity: internalizing problems or externalizing problems. This study addressed the question of risk by first creating an outcome variable representative of comorbid elevations in internalizing and externalizing behaviors--a first step taken by few extant studies. Logistic regression was used on data from the Early Childhood Longitudinal Study (ECLS-K; National Center for Education Statistics, 2002) to answer which single problem behavior was more likely to precede comorbidity. Additionally, mediation by social and academic competence along with gender differences were examined. Results showed that, in general, externalizing problems in first grade were more likely to precede fifth grade comorbidity. Social competence and, to a lesser extent, academic competence in math mediated the problem behavior trajectories. Significant gender differences existed, however, such that, for girls, externalizing problems did not present risk for later comorbidity and, for boys, academic competence was not a significant mediator. Existing research findings and psychological theory were utilized to provide potential explanations for the results and implications for future research and practice were discussed.
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    The Effects of the Duration of Special Education on Student's Externalizing Behavior
    (2013) Kuhn-McKearin, Megan; Strein, William; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    To date, the effects of the number of years students spend in special education on behavior outcomes has not been explored. This study sought to fill a gap in the existing literature by investigating the extent to which the number of years (i.e. duration) spent in special education and other aspects of special education (e.g. classroom setting and primary disability type) affected externalizing behavior in the fifth grade. Multiple regression analysis was used on data from the Early Childhood Longitudinal Study (ECLS-K; National Center for Education Statistics, 2002) longitudinal study to address the research questions. Results showed that longer placements were associated with higher rates of externalizing behavior. Additionally, receiving services in less inclusive settings and having a primary disability code of ED were associated with higher rates of externalizing behavior. Existing research findings and psychological theory were utilized to provide potential explanations for the results.