Theses and Dissertations from UMD
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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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Item Real Partnership is Powerful: Understanding What Women Want and What They Know About Family Work and Communication(2024) Trovato, Karoline Joy; O'Brien, Karen M; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Women provide the vast majority of unpaid family care, resulting in relationship dissatisfaction, depressive symptoms, thwarted career advancement, and diminished earning power (Cooke & Hook, 2018; Jung & O’Brien, 2019; Woods et al., 2019). The PARTNERS video intervention (Trovato & O’Brien, 2022) was created to educate heterosexual college women about family work distribution and healthy partner communication. The intervention was effective in improving knowledge of family work and communication and enhancing confidence in communicating with a partner for 303 college women. This study builds upon prior research by Trovato and O’Brien (2022) to assess specific differences in knowledge of family work, desired partner characteristics, and communication resulting from the PARTNERS intervention, as well as to identify ways to improve the PARTNERS intervention. Results of this study indicated that that the PARTNERS intervention educated undergraduate women about family work inequity between women and men and the effect of family work distribution on women’s relationship satisfaction, changed their desired partner characteristics to align with communication-related factors, and taught women key PARTNERS communication strategies. Future directions for research and clinical implications are discussed.Item When Guardians Become Capable: An Analysis of Social Bias and Situational Context in Bystander Intervention(2021) Wy, Gabrielle Cabrera; Xie, Min; Criminology and Criminal Justice; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Data from the National Crime Victimization Survey in the 1990s indicate that bystanders were present in two-thirds of violent victimizations; however, a bystander who is present may not necessarily intervene. The present study posits that there are two major types of factors that may influence the likelihood of intervention across incidents: factors related to the severity of the crime, and factors that reveal social bias related to race, ethnicity, gender, socioeconomic status, and crime type. Using NCVS data from 2012-2018, the present study finds statistically significant associations between presence of a firearm, a victim being female, the crime being sexual assault or rape, and the crime being intimate partner violence, and the outcome of bystander intervention. Results add to the social psychology and sociology literature on helping behavior and inform policy and practice regarding the need for programs that target bystander intervention in violent victimization.Item Estimating the Prevalence and Timing of Events Along the Pathway to Identification of Autism in the US 2016–2018(2021) Hanley, Allison; Nguyen, Quyhn; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The prevalence of autism spectrum disorder (ASD) has risen rapidly in the past decade. Estimates on factors associated with developmental screening and the timing of events along the diagnostic pathway can inform early identification efforts. This dissertation uses cross-sectional data from the 2016–2018 National Survey of Children’s Health to achieve 3 aims: 1) evaluate individual- and state-level sources of variance between states in developmental screening rates via multilevel models, 2) evaluate characteristics associated with the ages at which children with ASD are first diagnosed, receive an intervention plan, and begin intervention, and 3) evaluate differences in lengths of time between these events by cohort. Aim 1: The national rate of developmental screening for children ages 9 months to 5 years is 34.4% (95% Confidence Interval (CI), [34.3, 34.4]). Rates varied between states by 38%. Individual-level factors explained 6% of the variance, while income inequality and a state’s choice to track developmental screening did not explain any variance between states. Aim 2: Linear regression models adjusted for individual and household characteristics showed that compared to children aged 3–5 years at the time of the survey, children 6–11 were 18 months older at first services (? =1.49, 95% CI, [1.18, 1.81] and children aged 12–17 were 38 months older at first ASD diagnosis (? =3.16, 95% CI, [2.72, 3.60]. Aim 3: Analyses using identical models showed that compared to children aged 3–5 at the time of the survey, the interval between first plan and first services was 4 months longer for children 6–11 (? =0.34, 95% CI, [0.07, 0.61]; and 8 months longer between first ASD diagnosis and first services for children aged 12–17 (? =0.67, 95% CI, [0.28, 1.06]. Today’s children with autism receive their first diagnosis, intervention plans, and developmental services at younger ages than in the past and are moving between events with less delay compared to older children. However, the low rate of developmental screening nationwide represents missed opportunities for even earlier identification. Research is needed to identify the macro-level factors that explain the variance between states on developmental screening rates.Item Public Opinion or Powerful Friends: The Motivation of Minor Power Intervention Into External Conflict(2020) McCulloch, Caitlin; Gallagher Cunningham, Kathleen; Government and Politics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)When and how do minor power states decide to intervene in external conflicts? When minor power states intervene, what form of intervention do they employ? I argue that particular types of intervention (military, financial, or diplomatic) are determined in part by whether a specific intervention is conducted to appease domestic or international audiences. When intervention is primarily a response to the domestic public, foreign policy elites will first and foremost take high visibility intervention action. If there is no strong domestic public opinion on the intervention but there is pressure from major power allies, foreign policy elites will be more likely to take financially costly intervention action. Previous explanations have not examined the entire menu of possible intervention types, missing important variation in the decision-making calculus around intervention. This study tests this theory with a mixture of qualitative and quantitative analysis. It uses a national public opinion survey in the Republic of Georgia (2017) to support which external conflicts interest the public, public preferences for diplomatic intervention, and elite interest in public preference. It then follows this with a historical case study of India, Sri Lanka and the Tamils (1980-1990) illustratively demonstrating the exact mobilization mechanism of the public and their impact on intervention. These two chapters show that the public cares about cases with solidarity ties and media attention, and overwhelmingly prefers diplomatic intervention. It also shows a majority of elite policymakers do believe the public impacts foreign security policy. The last empirical chapter turns to the role of major power allies in motivating intervention. This dissertation uses a statistical analysis and data from 1975-2009 to show the importance of major power security incentives and security contexts in motivating minor power military intervention. It shows mixed impacts of major power security incentives and security contexts in motivating economic intervention, and shows that major power-minor power intervention occurs in less than 1% of all diplomatic intervention cases. This supports that major powers play a large role in motivating military intervention, but suggests that major powers have a smaller role in motivating diplomatic intervention.Item READING IN PRINT AND DIGITALLY: PROFILING AND INTERVENING IN UNDERGRADUATES’ MULTIMODAL TEXT PROCESSING, COMPREHENSION, AND CALIBRATION(2019) Singer Trakhman, Lauren Melissa; Alexander, Patricia A; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)As a consequence of today’s rapid-paced society and ever-changing technologies, students are frequently called upon to process texts in print and digitally. Further, multimodal texts are standard in textbooks and foundational to learning. Nonetheless, little is understood about the effects of reading multimodal texts in print or digitally. In Study I, the students read weather and soil passages in print and digitally. These readings were taken from an introductory geology textbook that incorporated various graphic displays. While reading, novel data-gathering measures and procedures were used to capture real-time behaviors. As students read in print, their behaviors were recorded by a GoPro@ camera and tracked by the movement of a pen. When reading digitally, students’ actions were recorded by Camtasia@ Screen Capture software and by the movement of the screen cursor used to indicate their position in the text. After reading, students answered comprehension questions that differ in specificity (i.e., main idea to key concepts) that cover content from three sources: text only; visual only; and, both text and visual. Finally, after reading in each medium, undergraduates rated their performance on the comprehension measure on a scale of 0-100 for each passage. The accuracy of these ratings formed the basis of the calibration score. The processing data were analyzed using Latent Class Analysis. In Study II, an intervention aimed at improving students’ comprehension and calibration when reading digitally were introduced to participants from Study I who returned to the lab about two weeks later. Next, the undergraduates repeated the procedure for digital reading outlined in Study I with a passage on volcanoes. In Study I, students performed better when reading in print and spent more time with the text but were better calibrated when reading digitally. Three clusters were identified for the print data, and three clusters were identified for the digital data. Cluster movement across mediums suggests that some participants treat digital texts differently than when reading in print. After the intervention in Study II, comprehension scores and duration increased but calibration accuracy scores worsened. The LCA revealed three clusters, each showing improvement in processing behaviors, comprehension, or reading duration.Item SCAFFOLDING CHILDREN'S COGNITIVE GROWTH USING THE STORIES GROUP INTERACTION(2012) Buell, Samantha Sedlik; Teglasi, Hedwig; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)A 15-session story-guided group intervention (STORIES) was implemented during a school lunch hour for six fourth grade students (N=6) referred for social-emotional and academic needs. Two transcript coding systems, the Group Leader Intervention System (GLIS) and Child Verbalization Codes (CVC) were used to assess both leader interventions and child cognition within the group through the coding of session transcripts. Patterns of reciprocal group dynamics were studied with a focus on various leader scaffolding techniques aimed at improving child cognitive understanding and functioning within the group setting. These patterns were examined across group phases (eating lunch and working with books), various group activities, and time. Results indicate that several leader interventions were related to higher child cognitive levels. Higher child scores followed verbalizations where the leader modeled responses, provided structure, and asked specific questions. The leader's behavior also varied following child verbalizations at different levels in terms of type and tone of intervention. Mean child cognitive responses indicated low levels of understanding and difficulty processing emotions or expressing empathy. Performance varied greatly by participant in terms of both frequency and quality of participation. Improvements in cognition were not seen over time, but certain activities were linked with better performance. Across group components, the use of more highly scaffolded questions by the leader reduced lower level responses from child participants. The highest level child cognitive responses were rare for this group and were linked with more open-ended questions from the group leader. Results are discussed in terms of the relevance for school-based group interventions, the practicality of implementing interventions during lunchtime, and the use of scaffolding techniques in work with children of varying ability levels.Item Third Grade Students' Writing Attitudes, Self-Efficacy Beliefs, and Achievement(2012) Williams, Heather Michelle; Wigfield, Allan; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In order to become successful members of society in the United States, students must be able to write effectively. However, many students are unwilling or unable to write by the time they leave high school. Two major factors linked to writing performance include writing attitudes and self-efficacy beliefs. The first objective of this research is an investigation of the effectiveness of an intervention designed to improve writing attitudes, self-efficacy beliefs, and achievement. The second objective is an examination of the relation between those constructs. Participants were given the Writing Attitude Survey, a writing skills self-efficacy scale, and a short writing assessment. Further, 50% of the participants participated in an intervention designed to increase positive writing attitudes, self-efficacy beliefs, and achievement. The study found a significant positive relation between writing self-efficacy and attitudes. The intervention was found to have no effect on the self-efficacy, attitudes, or performance of participants.Item Teacher Identification of Students for a Social-Emotional Intervention(2009) Sedlik, Samantha Lynn; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study described how students received services for social-emotional issues in several schools where a social competence program was implemented. The study examined several variables including a) teacher referral practices in the context of a program designed as a prereferral intervention for these issues in elementary school-aged children; b) child characteristics; and c) group dynamics. Referring teachers completed pre and post-test behavior rating forms for 45 children (N=45) in the program. All students completed pre and post-test measures of listening comprehension and self-report measures of depression, anxiety, and anger. A case study of two children with different initial profiles highlights how initial child characteristics affect performance and progress in the group situation. The variability in child performance demonstrates the need for careful selection of participants when conducting group interventions in schools. Implications for prereferral interventions are discussed.Item Evaluating an Evidence-Based Intervention for Families and Survivors after Traumatic Brain Injury: The Brain Injury Family Intervention(2008-10-28) Stejskal, Taryn M; Epstein, Norman; Kreutzer, Jeffrey; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The long-term detrimental impact of traumatic brain injury (TBI) on individuals and their family members is well known. However, there have been few standardized family interventions or findings from treatment efficacy studies to guide clinical practice. The Brain Injury Family Intervention (BIFI) is an evidence-based, five-session, manualized clinical intervention, provided for both family members and the injured person. Guided by cognitive behavioral theory, the program provides education, skill building, and psychological support for both persons with brain injury and their family members. The objective of the present study was to test the efficacy of the BIFI as it was designed to improve the emotional well-being and life quality of persons with brain injury and their family members. Evaluation occurred in an outpatient neuropsychology department attached to a major academic medical center, with a sample of 53 family member caregivers of 53 TBI survivors. It was hypothesized that the BIFI would increase the proportion of caregivers' met needs, decrease their psychological distress, increase their perception that survivors' neurological functioning had improved, and reduce perceived obstacles to obtaining services. It also was hypothesized that the BIFI would result in improved neurological functioning for survivors. A secondary analysis of existing data using repeated measures mixed models was used to analyze four self-report measures for family members: (1) the Family Needs Questionnaire (FNQ); (2) the Service Obstacles Scale (SOS); (3) the Brief Symptom Inventory-18 (BSI-18); and (4) the Neurological Functioning Inventory (NFI). Survivors' neurological functioning was examined based on their own self-report data, also measured by the NFI. Data were collected at pre-treatment, immediate post-treatment and at a three-month follow-up after treatment. Statistical analyses revealed that, after participating in the BIFI program, caregivers reported significantly more met family needs, perceived fewer obstacles to receiving services, and rated the survivor as having reduced depression and somatic symptoms. No significant effects were observed for caregiver psychological distress or survivors' reports of their neurological functioning. Methodological limitations, implications for clinical intervention with families after TBI, and suggestions for future research are discussed.Item Development and Preliminary Testing of a Brief, Behavioral Intervention to Address the Homework-Related Problems of Middle School Students with ADHD(2008-05-31) Raggi, Veronica Lee; Chronis-Tuscano, Andrea M; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In contrast to the vast literature on treatments for children with ADHD, there is a relative paucity of research examining the efficacy of psychosocial treatments for adolescents with ADHD. Furthermore, only a handful of these studies employ educational interventions designed to improve academic functioning, and no study has examined the use of a specific intervention targeting the homework-related difficulties of this group. This is despite the majority of parents of adolescents with ADHD reporting school and academic issues as their primary concern (Robin, 1990; Power et al., 2006). Intervening at this critical juncture may be ideal for preparing youth with ADHD to handle the increased academic demands of middle school and high school. In order to address this treatment need and gap in the literature, a behaviorally-based, family-school homework intervention program (HIP) for middle school students with ADHD was developed. This five-session program is integrative and evidence-based, with an emphasis on the functional analysis of homework problems, parent training in homework management principles, goal setting and contingency contracting, organizational and time management skills training, and parent-teacher consultation. Participants included 11 middle school students diagnosed with ADHD and their mothers. A multiple-baseline (MB) across participants design was used to assess intervention effects. Results from this single-subject design suggest that the HIP is beneficial in improving homework-related problems across multiple indicators of change. Positive effects were also observed on some measures of overall academic progress and ADHD symptoms. This intervention demonstrated high levels of acceptability and satisfaction as perceived by both parents and adolescents.