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Theses/Dissertations from 2018

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The Effects of School Socio-Economic Status on Oral Reading Fluency Scores of Students Identified and Not Identified With a Specific Learning Disability, Sandra Hoffman
Department: Educational and School Psychology

Theses/Dissertations from 2017

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Differential Diagnosis of Specific Learning Disability Within a Response to Intervention Framework, Michael J. Boneshefski
Department: Educational and School Psychology

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Performance on Monitoring Basic Skills Progress - Computation Probes in First, Second and Third Grade: Is It a Predictor of Pennsylvania System of School Assessment Mathematics Achievement in Third Grade?, Adelle C. Campbell
Department: Educational and School Psychology

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Examining the Role of Orthographic Coding Ability in Elementary Students With Previously Identified Reading Disability, Speech or Language Impairment, or Comorbid Language and Learning Disabilities, Erin K. Haugh
Department: Educational and School Psychology

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An Examination of the Relationship Between Supervision and Self-Efficacy in Early Career School Psychologists, School Psychology Interns, and Practicum Students, Felicia M. Kaas
Department: Educational and School Psychology

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School-Based Implementation of a Prevention of Depression Program With Urban At-Risk Adolescents, Hortense S. Mowatt
Department: Educational and School Psychology

Theses/Dissertations from 2016

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An Analysis of Varying Instructional Time and the Association With Third Grade Reading and Mathematics Proficiency on the Pennsylvania System of School Assessment, Heather D. Carr
Department: Educational and School Psychology

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The Impact of Access to School-Based Parent Resource Centers on Parents' Perceptions of School Climate and Students' Academic Achievement, Cherisse Le'Fay Chisolm
Department: Educational and School Psychology

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Caregivers of Children of Incarcerated Parents: Motivations for Involvement in the Family-School Partnership, Nikole Y. Hollins
Department: Educational and School Psychology

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Kindergarten Entry Age and the Effect on Student Academic Achievement, Angela J. Hughes
Department: Educational and School Psychology

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Intensive and Systematic Training in Working Memory: Does It Have Validity for Improving Reading Achievement?, Geneel A. McKenzie
Department: Educational and School Psychology

Theses/Dissertations from 2015

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Criterion Validity of Mathematics Curriculum-Based Measurement, Giancarlo A. Anselmo
Department: Educational and School Psychology

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Examination of the Relationship Between Perceived Social Support and Students' Academic Outcomes, Heather Lynnette Bravener
Department: Educational and School Psychology

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The Efficacy of Readers' Theatre with Digital Voice Recording as a Means of Improving Reading Skills, Meghan Ferraro
Department: Educational and School Psychology

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Evaluating the Sensitivity of a Reading Comprehension Benchmark Assessment as a Predictor of Performance on a High Stakes Academic Assessment For Middle School Students, René Fetchkan
Department: Educational and School Psychology

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Recommended Practices for Determining Rate of Improvement: A Review of State-Level Guidance, Caitlin S. Flinn
Department: Educational and School Psychology

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The Effects of Performance Feedback on Oral Reading Fluency, Jill Marie Little
Department: Educational and School Psychology

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Working Memory: The Concurrent Validity of the Behavior Rating Inventory of Executive Function and the Relationship Between Parent and Teacher Ratings and Performance-Based Measures, Ray M. Milke
Department: Educational and School Psychology

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Personality Differences Between RTI-Oriented and Neuropsychological Assessment-Oriented School Psychologists, Bridget L. O'Connell
Department: Educational and School Psychology

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Two Techniques for Assessing Rates of Acquisition and Retention Among the Gifted, Michael T. Paff
Department: Educational and School Psychology

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The Predictive Strength of the DIBELS Next ORF Assessment to the WIAT-III ORF and Reading Comprehension Subtests for Students Referred for Special Education Eligibility Evaluations, Jaclyn R. Pollard
Department: Educational and School Psychology

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The Effects of Principal Longevity and the Variation of the Implementation and Sustainability of RTI on Reading Achievement, Sandra A. Seibel
Department: Educational and School Psychology

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Giftedness: Conceptualizations and Identification Practices of School Psychologists, Benjamin T. Stumpf
Department: Educational and School Psychology

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Differences in Handwritten and Typed Responses to Curriculum-Based Measurements in Written Expression (WE-CBM), Megan L. Trapasso
Department: Educational and School Psychology

Theses/Dissertations from 2014

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School Psychologists' Report of School-Based Mental Health Service Programs Across Pennsylvania School Systems, Ajani Yanea Cross
Department: Educational and School Psychology

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Assessing Executive Functioning in Schools: The Utility of the BRIEF and D-KEFS in Identifying ADHD, Mindy L. Emch
Department: Educational and School Psychology

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Academic Engagement and Relationship to Office Discipline Referrals, Erica J. Kaurudar
Department: Educational and School Psychology

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The Impact of Teacher Expectations on Student Achievement, Lisa M. Kohut
Department: Educational and School Psychology

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Including Students with Moderate and Severe Complexity of Disability in Kindergarten and First Grade: Investigating the Relationship Between Inclusive Classroom Quality Indicators, Level of Inclusive Education, and Social Competence, Amy Kristen Matz
Department: Educational and School Psychology

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A Comparison of Computer-Based and Multisensory Interventions on At-Risk Students' Reading Performance, Marissa S. Reed
Department: Educational and School Psychology

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Impact of a Reading Program on Rural Elementary School Students' Oral Reading Fluency and Early Literacy Skill Acquisition and Rate of Improvement, Christina Smith
Department: Educational and School Psychology

Theses/Dissertations from 2013

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The Utility of the Modified Checklist for Autism in Toddlers in a Preschool-Age Special Education Sample, JoAnna R. Cogan-Ferchalk
Department: Educational and School Psychology

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The Impact of School-Wide Positive Behavioral Interventions and Supports on Academic Achievement, Jessica Katherine Dirsmith
Department: Educational and School Psychology

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Exploring Writing Accuracy and Writing Complexity as Predictors of High-Stakes State Assessments, Ellie Whitner Edman
Department: Educational and School Psychology

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Test Nationally, Benchmark Locally: Using Local DIBELS Benchmarks to Predict Performance on the PSSA, Matthew R. Ferchalk
Department: Educational and School Psychology

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The Impact of RTI Practices on Student Reading Achievement, Tara L. Gleason
Department: Educational and School Psychology

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Examination of the Training of School Psychologists in Post-Secondary Transition Practices, Carrie R. Jackson
Department: Educational and School Psychology

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The Relationship Between Social, Cultural and Educational Factors and English Language Acquisition in Third Grade Second Language Learners, Jeffrey Paul Lotas
Department: Educational and School Psychology

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Does the Use of Data Analysis Teaming for Student Achievement and Level of Student Work Improve Student Performance in Reading?, Christina Marie Marco-Fies
Department: Educational and School Psychology

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The Impact of Evidence-Based Practices on the Oral Reading Fluency of Low-Socioeconomic-Status Elementary Students, Thomas B. McCracken
Department: Educational and School Psychology

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The Influence of Supervision on School Psychologists' Sense of Self-Efficacy, Lisa Weed Phifer
Department: Educational and School Psychology

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School-Wide Positive Behavior Support: Can It Help Address The Problem Of Disproportionate Minority Representation In The Emotional Disturbance Disability Category?, Jodi Abraham Porter
Department: Educational and School Psychology

Theses/Dissertations from 2011

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Perceived Quality of Interpersonal Relations of Students in an Alternative Center, M. Alicia Bennett
Department: Educational and School Psychology

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Assessment and Intervention Practices for Attention Deficit Hyperactivity Disorder (ADHD): A National Survey of School Psychologists, Timothy J. Borick
Department: Educational and School Psychology

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Executive Functions of Preschool Children with Autism Spectrum Disorders, Maria Colón-Torres
Department: Educational and School Psychology

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Curriculum Based Measurement and Cognitive Assessment Predictions on Reading Outcomes: A Meta Analysis, John M. Garruto
Department: Educational and School Psychology

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Examination of the Relationship Between the Child Behavior Checklist/ 6-18 and the Social Responsiveness Scale Parent Forms Using Individuals with High Functioning Autism, Richard Glosser
Department: Educational and School Psychology

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Use of a Tier 3 Evidence-Based Intervention with Progress Monitoring, Formative Assessment, and Student Goal-Setting: An Evaluation of the Immediate and Long-Term Effects on Student Reading Achievement, Angela B. McMasters
Department: Educational and School Psychology

Theses/Dissertations from 2010

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No Teacher Left Behind: Effectiveness of New Teacher Groups to Facilitate Induction, Jessica Lee Durn
Department: Educational and School Psychology

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The Exploration of Demographics and Computer Adaptive Testing in Predicting Performance on State-Mandated Reading Assessments, Amy L. Maziarz
Department: Educational and School Psychology

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Effects of Schools Attuned on Special Education Referrals for African American Boys, Andrea B. Rodriguez
Department: Educational and School Psychology

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Executive Functioning Skills in a School District: An Examination of Teachers' Perception of Executive Functioning Skills Related to Age, Sex, and Educational Classification, Cynthia Louise Wright
Department: Educational and School Psychology

Theses/Dissertations from 2009

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The Classification of Reading Disability Subtypes and the Efficacy of Hemisphere Specific Stimulation, Brian Douglas Buchan
Department: Educational and School Psychology

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The Effectiveness of Transitional First Grade Programs on Increasing the Academic Success of Students Through Third Grade, Megan Lynn Buchner-Horsh
Department: Educational and School Psychology

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A Survey of School Psychologists' Knowledge of School Refusal Behavior and Intervention Strategies, Danielle Lynn DeAngelis
Department: Educational and School Psychology

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Siblings of those with Developmental Disabilities: Career Exploration and Likelihood of Choosing a Helping Profession, Leslie A. Eget
Department: Educational and School Psychology

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National Association of School Psychologists (NASP) Member State of Practice for Work with Lesbian, Gay, Bisexual, and Questioning (Sexual Minority) Youth, Lisa Kilanowski-Press
Department: Educational and School Psychology

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The Effects of Teacher Performance Feedback on Treatment Integrity in Prereferral Intervention, Chad B. Kinsey
Department: Educational and School Psychology

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Reading Regression and Recoupment Among Students With and Without Learning Disabilities, Nicole E. Musil
Department: Educational and School Psychology

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Use of Cattell-Horn-Carroll Specific Cognitive Abilities to Enhance Prediction of Reading on the Third Grade Pennsylvania System of State Assessment, Kathleen J. Nicholson
Department: Educational and School Psychology

Theses/Dissertations from 2008

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Improved Critical Thinking Skills as a Result of Direct Instruction and Their Relationship to Academic Achievement, Sherlynn C. Bessick
Department: Educational and School Psychology

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Palm Form Recognition Task on the Quick Neurological Screening Test-II: Revisiting Issues of Clinical Sensitivity, Shannon L. Harmon
Department: Educational and School Psychology

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The Impact of Retention on Student Educational Outcomes: A Five Year Study of a Group of Retained and Socially Promoted Fifth Graders, Deborah Anne Houck
Department: Educational and School Psychology

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Minority Recruitment at School Psychology Graduate Programs, Audene Harvey Johnson
Department: Educational and School Psychology

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Academic Aspirations and Expectations: High School Guidance Counselor Perceptions of the Benefits Students Receive by Participating in Dual Enrollment Programs, Marjorie A. Mattis
Department: Educational and School Psychology

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The Impact of Reading Self-Efficacy and the Regulation of Cognition on the Reading Achievement of an Intermediate Elementary Sample, Mark Allen Nevill
Department: Educational and School Psychology

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Current Practices in Functional Behavioral Assessment: A National Survey of School Psychologists, Tara Egan Nusz
Department: Educational and School Psychology

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Possible Predictive Factors for the Greater Johnstown School District's Pennsylvania System of School Assessment Reading Results, Mary E. Armstrong Rauch
Department: Educational and School Psychology

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Teacher Behavior Ratings of Adolescents with Attention-Deficit Hyperactivity Disorder (ADHD): Interrater Reliability and Sources of Rater Bias, Brandon K. Schultz
Department: Educational and School Psychology

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The Effects of Supplemental Instruction in Phonological Awareness on the Skills Of Kindergarten Students, Sally King Shanahan
Department: Educational and School Psychology

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Autobiographical Narratives of Haitian Adolescents Separated from their Parents by Immigration: Resilience in the Face of Difficulty, Mark R. Stewart
Department: Educational and School Psychology

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Adolescents and Anger: An Investigation of Variables that Influence the Expression of Anger, Kirsten L. Stiffler
Department: Educational and School Psychology

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Components of Self-Regulated Learning in High School Students with Learning Disabilities, Madhavi Williams
Department: Educational and School Psychology

Theses/Dissertations from 2007

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The Prereferral Intervention Process in Pennsylvania Following the Removal Of the Instructional Support Team Mandate: A Follow-Up Study, Lori Neal Fernald
Department: Educational and School Psychology

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A Study of the Prereferral Intervention Process in Pennsylvania Following the Rescinding of the Instructional Support Team Mandate, Joanne Rubino Laverty
Department: Educational and School Psychology