Browsing by Author "Mary Haskett, Committee Member"

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Deliberate Memory in Three-Year-Old Children: Interrelations among Task Approaches, Working Memory, and Inhibitory Control
(2008-04-24) Turner, Kimberly Ann; Mary Haskett, Committee Member; Shevaun Neupert, Committee Member; Lynne Baker-Ward, Committee Chair
Development and Validation of a Measure of Social Support for School Consultation
(2008-04-23) Rupard, Melinda Denise; William P. Erchul, Committee Chair; Susan Osborne, Committee Member; Ann Schulte, Committee Member; Mary Haskett, Committee Member
Exploring Relational Communication Patterns in Preferral Intervention Teams
(2010-04-20) Bennett, Megan S; William P Erchul, Committee Chair; Ann Schulte, Committee Member; Mary Haskett, Committee Member; Susan Osborne, Committee Member
The purpose of this research was to understand the relational communication patterns that characterize school-based prereferral intervention teams (PITs). Prior research has suggested that although many states either require or recommend PITs, little is known about what occurs during PIT meetings (Truscott, Cohen, Sams, Sanborn, & Frank, 2005). A relational communication perspective emphasizes that within interpersonal interactions (such as those that occur in group-based situations), speakers are constantly redefining their roles, positions, and relationship through conversations (Erchul, Grissom, & Getty, 2008). A popular way of studying relational communication in dyadic or group situations is through coding systems such as the Family Relational Communication Control Coding System (FRCCCS; Heatherington & Friedlander, 1989). In this study, 15 PIT meetings were used as the basis of analyses and each meeting was audiotaped, transcribed, and coded using the FRCCCS. Additionally, each coder completed the PIT Meeting Evaluation Coding Sheet that assessed participantsâ€™ adherence to a traditional problem-solving framework. Important results included: (a) relatively consistent domineeringness (i.e., attempted influence) scores, with the exception of the referring teacher; (b) overall relatively consistent dominance (i.e., successful influence) scores; (b) significantly greater (p < .05) domineeringness by the school psychologist when compared to the referring teacher; and (c) no significant differences in dominance scores between the school psychologist and teacher. In sum, the current study represents an important first step in understanding communication patterns in school-based groups, which will continue to be important as schools transition to using response-to-intervention (RTI) models of service delivery.
Gender and Professional Experience as Predictors of Consultants' Likelihood of Use of Social Power Bases
(2006-05-04) Getty, Kimberly Chapman; Helen Lupton-Smith, Committee Member; Mary Haskett, Committee Member; Ann Schulte, Committee Member; William P. Erchul, Committee Chair
The social power typology originally identified by French and Raven (1959) and later modified by Raven (1965, 1992) was used to examine factors related to school psychological consultation. Specifically, this dissertation investigated whether the gender and amount of relevant professional experience of psychologists (i.e., consultants) and teachers (i.e., consultees) influenced how likely psychologists were to use soft power bases when consulting with teachers. In addition, this study examined whether consultants' use of soft power bases was related to their self-evaluations of effectiveness during consultation. Two instruments were employed: the Interpersonal Power Inventory (IPI), which was modified to examine school consultants' likelihood of use of social power bases when consulting with teachers; and the Consultant Evaluation Form (CEF), which was modified to assess psychologists' self-evaluations of effectiveness during teacher consultation. The IPI and CEF were mailed together to 1,000 Nationally Certified School Psychologists, and a total of 352 usable protocols were returned. Results indicated that when consulting with female teachers, female consultants were not more likely to use positive referent power than the other four soft power bases combined; however, male psychologists were more likely to use positive expert power than the other four soft power bases combined. Additional results indicated that consultants' likelihood of use of soft power bases was not related to their years of professional experience, although results of a secondary set of analyses using a slightly different constellation of soft power bases did yield a significant relationship between the two variables. Findings also revealed a significant relationship between consultees' years of experience and consultants' use of soft power bases, in that school consultants were less likely to use soft power with more experienced teachers. Finally, results indicated a significant, positive relationship between consultants' likelihood of use of soft power bases and their self-evaluations of effectiveness during consultation. Findings of this study suggest that the experience level of teachers plays a significant role in determining the influence strategies used by psychologists during consultation. Results also imply that consultants' use of soft power is related to perceptions of more effective school consultation.
The Relationship Among Behavior, Social Cognition, and Peer Acceptance in School-Identified Children with Learning Disabilities
(2007-12-07) Andreassi, Cristina Lynne; William Erchul, Committee Member; Ann Schulte, Committee Chair; Patricia Collins, Committee Member; Mary Haskett, Committee Member
This study examined the relationships among social cognition, externalizing behavior, and social acceptance in children with and without learning disabilities. It was hypothesized that social-cognitive accuracy and externalizing behavior would mediate differences observed in social acceptance between children with and without learning disabilities. School-identified children with learning disabilities (N = 55) in grades 3 through 5 were compared to their non-identified peers (N= 631) in terms of social acceptance. Social acceptance was determined using peer nominations of liked most and liked least, which were converted into an overall social preference score for each child. When it was determined that children's learning disability status accounted for a small but significant portion of the variance in children's social acceptance (1.3%), mediation tests were conducted to determine if externalizing behavior or social cognitive accuracy functioned as mediators in the observed relationship. Externalizing behavior was assessed through teacher report on the Child Behavior Checklist. Social-cognitive accuracy was determined by calculating the extent to which individual children's reports of peer groups in their classrooms matched the social groups derived through Social Cognitive Mapping. The results indicated that externalizing behavior partially mediated the relationship between learning disabilities and social acceptance. No evidence was found that social-cognitive accuracy functioned as a mediator. Limitations, implications for improving children's social functioning, and future research on the social functioning, behavior, and social cognition of children with learning disabilities were discussed in light of these findings.
Social Support, Social Skills, and Educational Setting and their Relation to the Perceived Self-Concept of Children with Learning Disabilities
(2003-10-29) Getty, Kimberly Chapman; William P. Erchul, Committee Chair; Mary Haskett, Committee Member; Ann Schulte, Committee Member
This study examined student-perceived teacher and classmate support, teacher- and peer-preferred social skills, and educational setting and their relation to student-perceived scholastic competence and social acceptance. Sixty children in fourth and fifth grades who were diagnosed with a learning disability (LD) in reading or written language participated in the study, as well as students' language arts teachers. Four research questions were posed. The first two questions asked whether educational setting was related to students' perceptions of teacher support and classmate support. The third question asked if student-perceived teacher support, teacher-preferred social skills, and educational setting were related to student-perceived scholastic competence. The last question asked whether student-perceived classmate support, peer-preferred social skills, and educational setting were related to student-perceived social acceptance. Two one-way ANOVAs indicated that student perceptions of teacher and classmate support were not related to educational setting. The third and fourth questions were answered using a parallel statistical procedure involving standard multiple regression analyses. Results indicated that social support and social skills were related to aspects of self-concept, and educational setting was related to self-concept. Implications of these findings regarding the role of school psychologists and the development of children with LD were discussed, emphasizing the importance of social processes within the classroom as well as how children with LD formulate their self-perceptions.
Understanding Socioeconomic Differences in Kindergarteners' School Success: The Influence of Executive Function and Strategic Memory.
(2010-05-20) Turner, Kimberly Ann; Lynne Baker-Ward, Committee Chair; Thomas Hess, Committee Member; Mary Haskett, Committee Member; Hiller Spires, Committee Member; Jason Allaire, Committee Member
Understanding the Relations Among Students' Beliefs about Intelligence, Academic Goals, Study Behavior, and Achievement in the Context of a College Course: A Test of Predictions from Dweck's Academic Motivation Model.
(2010-10-29) Miller, Joylynn Tenee; Ann Schulte, Committee Chair; Mary Haskett, Committee Member; Patricia Collins, Committee Member; Craig Brookins, Committee Member