Browsing by Author "Ann Schulte, Member"

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    An Application of School-Based Intervention Implementation Adherence Monitoring and Performance Feedback Procedures.
    (2012-08-21) Mayer, Julia Elizabeth; William Erchul, Chair; Susan Osborne, Member; Ann Schulte, Member; John Begeny, Member
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    College Students' Perceptions of and Intentions to Engage in Sexually Abstinent versus Not Abstinent Behaviors
    (1998-12-10) Bailey, Malissa Ann; Patricia F. Horan, Chair; Rupert Nacoste, Member; Ann Schulte, Member
    The purpose of the following study was to assess college students' perceptions of sexual abstinence and to determine their likelihood of refraining from sexual behaviors in the future. Research conducted by Horan, Hagan, and Phillips (1998) indicates a need to clearly communicate to students what is meant by the term "abstinence," since a significant proportion of young adults appear to consider risky sexual behaviors as "abstinent". In the present study, using an anonymous self-report survey, students enrolled in various psychology courses at North Carolina State University were asked to report their previous sexual behavior, identify those behaviors they believe constituted sexual abstinence, and predict the likelihood that they will abstain from sexual intercourse in a one year period. The results suggest that there is a discrepancy between the CDC's definition of abstinence and college students' interpretation of this practice. This is especially true for behaviors related to oral sex. Implications of the research are provided.
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    Comparing Two Forms of Feedback to Increase Parents' Treatment Integrity of a Reading Intervention.
    (2015-01-30) Joyce, Lauren Breeding; Jeffery Braden, Co-Chair; John Begeny, Co-Chair; Ann Schulte, Member; Susan Osborne, Member
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    Effects of a Reading Fluency Intervention on Reading Skills of Students at a Residential Treatment Center for Youth with Emotional and Behavioral Disorders.
    (2011-05-04) Devaney, Asenath; Mary Haskett, Chair; John Begeny, Co-Chair; Lynne Baker-Ward, Member; Ann Schulte, Member; HOOPER, STEVE (UNC-CH), External; Sarah Bowen, Graduate School Representative
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    Measuring Response to Intervention: Comparing Three Effect Size Calculation Techniques for Single-Case Design Analysis.
    (2012-03-16) Ross, Sarah Gwen; John Begeny, Chair; Scott Stage, Member; Edward Sabornie, Member; Ann Schulte, Member
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    The Relationship Between Selected Process and Outcome Measures in Conjoint Behavioral Consultation
    (2001-11-15) Grissom, Priscilla Fletcher; William P. Erchul, Chair; Ann Schulte, Member; Patricia Horan, Member; Susan Osborne, Member
    Conjoint behavioral consultation, an extension of traditional behavioral consultation, is a relatively new model of structured problem-solving. No published study exists that systematically examines the relationship between process and outcome variables in CBC. In an effort to expand on the process-outcome research in traditional behavioral consultation, a relational communication perspective was adopted to examine the presence of relational control in CBC and its relationship to outcomes. CBC was initiated for 20 clients who were elementary and middle school students identified as having a disability such as behavioral or learning disorders. Consultants were 16 advanced graduate students trained in CBC, and consultees were 23 school-based professionals and 20 parents. Consultant, teacher, and parent control was measured within the Conjoint Problem Identification Interview of each case using the Family Relational Communication Control Coding System (Heatherington & Friedlander, 1987). This coding system, an extension of the Rogers and Farace (1975) Relational Coding System, allows for patterns of relational control regarding the process of consultation to be examined. For each speaker, two measures of relational control were calculated, domineeringness and dominance. Domineeringness is the number of one-up messages by speaker A divided by the total number of messages for speaker A. Dominance is the number of one-up messages by speaker A responded to with one-down messages by speaker B. Outcomes were assessed at the conclusion of CBC regarding the acceptability of CBC, consultant effectiveness, and client improvement. Correlational results suggest that parent control (i.e., dominance) toward the consultant is associated with less favorable teacher ratings regarding model acceptability, r(19) = -49, p = .01, and less favorable parent ratings of client improvement, r(14) = -61, p = .01. Additionally, parent-to-teacher control was associated with less favorable parent ratings of client improvement, r(14) = -58, p = .01. In contrast to behavioral consultation's focus on teacher behavior, the results of this study suggest that greater importance should be paid to parent relational control with respect to outcomes of CBC.
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    Understanding Verbal Interaction Patterns in Problem-Solving Team Meetings Using the Consultation Analysis Record.
    (2012-10-22) Bartel, Chelsea Maureen; William Erchul, Chair; Susan Osborne, Member; Mary Haskett, Member; Ann Schulte, Member