+publisher:"Central Washington University" +contributor:("Dr. Heath Marrs")

1. Thornton, Paige M. The Effects of Question-Present Versus Item Present Conditions on Acquisition of Mands.

Degree: MS, Psychology, 2016, Central Washington University

URL: https://digitalcommons.cwu.edu/etd/358

► A mand, often referred to as a request in lay terms, is a verbal operant that is under the control of an establishing operation… (more)

Subjects/Keywords: mand; autism; Applied Behavior Analysis

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APA (6^th Edition):

Thornton, P. M. (2016). The Effects of Question-Present Versus Item Present Conditions on Acquisition of Mands. (Masters Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/358

Chicago Manual of Style (16^th Edition):

Thornton, Paige M. “The Effects of Question-Present Versus Item Present Conditions on Acquisition of Mands.” 2016. Masters Thesis, Central Washington University. Accessed February 21, 2019. https://digitalcommons.cwu.edu/etd/358.

MLA Handbook (7^th Edition):

Thornton, Paige M. “The Effects of Question-Present Versus Item Present Conditions on Acquisition of Mands.” 2016. Web. 21 Feb 2019.

Vancouver:

Thornton PM. The Effects of Question-Present Versus Item Present Conditions on Acquisition of Mands. [Internet] [Masters thesis]. Central Washington University; 2016. [cited 2019 Feb 21]. Available from: https://digitalcommons.cwu.edu/etd/358.

Council of Science Editors:

Thornton PM. The Effects of Question-Present Versus Item Present Conditions on Acquisition of Mands. [Masters Thesis]. Central Washington University; 2016. Available from: https://digitalcommons.cwu.edu/etd/358

2. Barrio, Stevi. The Use of a Visual Aid to Facilitate Transitional Periods for Children with Autism Spectrum Disorder.

Degree: MS, Applied Behavior Analysis, 2016, Central Washington University

URL: https://digitalcommons.cwu.edu/etd/505

► Transitioning is described as moving from one activity or place to another and has been often recognized as an event that can provoke problem… (more)

▼ Transitioning is described as moving from one activity or place to another and has been often recognized as an event that can provoke problem behaviors in children diagnosed with autism spectrum disorder (Sainato et al., 1987). Past research has concentrated on facilitating transitions by using both functional behavior assessments and visual aids. A type of functional behavior assessment is the Questions About Behavioral Function, which is a measurement system designed to determine the function of a given behavior and the environmental stimuli that surround that behavior. This questionnaire rates how often the individual engages in the behavior for situations where it usually occurs in order to identify the reasons why that behavior is occurring by identifying the functional purpose. Additionally, visual aids that have been used in past research included tools that resembled a picture schedule that were presented to various participants at the end of one activity and before beginning another activity in order to facilitate that transitional period. The purpose of this study was to train a child to utilize a picture schedule by using a least-to-most prompting strategy to help facilitate transitions and reduce those problem behaviors associated with transitions. The findings from the current study were expected to show two different outcomes. First, the problem behavior would occur at a high frequency or for longer durations prior to implementing the condition with the visual aid. Secondly, the proposed method of presenting a picture schedule to each participant before transitioning between activities would reduce the frequency or duration of problem behaviors that occur during that time. The results demonstrated that the implementation of the picture schedule reduced the occurrences of both of the problem behaviors for the participant. In addition, using the least-to-most prompting strategy helped him learn how to use the picture schedule independently so he could transition to activities with little prompting. Advisors/Committee Members: Dr. Ralf Greenwald, Dr. Sadie Lovett, Dr. Heath Marrs.

Subjects/Keywords: transitions; children; autism spectrum disorder; picture schedule; functional behavior assessment; problem behaviors; Applied Behavior Analysis; Child Psychology; Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Barrio, S. (2016). The Use of a Visual Aid to Facilitate Transitional Periods for Children with Autism Spectrum Disorder. (Masters Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/505

Chicago Manual of Style (16^th Edition):

Barrio, Stevi. “The Use of a Visual Aid to Facilitate Transitional Periods for Children with Autism Spectrum Disorder.” 2016. Masters Thesis, Central Washington University. Accessed February 21, 2019. https://digitalcommons.cwu.edu/etd/505.

MLA Handbook (7^th Edition):

Barrio, Stevi. “The Use of a Visual Aid to Facilitate Transitional Periods for Children with Autism Spectrum Disorder.” 2016. Web. 21 Feb 2019.

Vancouver:

Barrio S. The Use of a Visual Aid to Facilitate Transitional Periods for Children with Autism Spectrum Disorder. [Internet] [Masters thesis]. Central Washington University; 2016. [cited 2019 Feb 21]. Available from: https://digitalcommons.cwu.edu/etd/505.

Council of Science Editors:

Barrio S. The Use of a Visual Aid to Facilitate Transitional Periods for Children with Autism Spectrum Disorder. [Masters Thesis]. Central Washington University; 2016. Available from: https://digitalcommons.cwu.edu/etd/505

3. Periman, Douglas. Teacher Perceptions of School Climate and PBIS.

Degree: MS, Psychology, 2017, Central Washington University

URL: https://digitalcommons.cwu.edu/etd/627

► The purpose of this study was to assess the relationship between perceptions of Positive Behavior Interventions and Supports (PBIS), a behavior change system implemented… (more)

Subjects/Keywords: positive behavior interventions and supports; school climate; years of teaching experience; Other Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Periman, D. (2017). Teacher Perceptions of School Climate and PBIS. (Masters Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/627

Chicago Manual of Style (16^th Edition):

Periman, Douglas. “Teacher Perceptions of School Climate and PBIS.” 2017. Masters Thesis, Central Washington University. Accessed February 21, 2019. https://digitalcommons.cwu.edu/etd/627.

MLA Handbook (7^th Edition):

Periman, Douglas. “Teacher Perceptions of School Climate and PBIS.” 2017. Web. 21 Feb 2019.

Vancouver:

Periman D. Teacher Perceptions of School Climate and PBIS. [Internet] [Masters thesis]. Central Washington University; 2017. [cited 2019 Feb 21]. Available from: https://digitalcommons.cwu.edu/etd/627.

Council of Science Editors:

Periman D. Teacher Perceptions of School Climate and PBIS. [Masters Thesis]. Central Washington University; 2017. Available from: https://digitalcommons.cwu.edu/etd/627

4. North Wolfe, Sarah. Effects of a Growth Mindset Intervention on First-Year College Student Academic Performance.

Degree: MS, Experimental Psychology, 2017, Central Washington University

URL: https://digitalcommons.cwu.edu/etd/703

► Student success is influenced by a complex array of factors, including implicit theories of intelligence, or mindset. Previous research has shown that students’ mindset,… (more)

▼ Student success is influenced by a complex array of factors, including implicit theories of intelligence, or mindset. Previous research has shown that students’ mindset, whether they view intelligence as a fixed quantity or something that can be incrementally increased, can predict academic achievement. Students who hold a fixed mindset believe that intelligence is a static trait that cannot be changed and often internalize failure, exert less effort when faced with difficulty, and avoid challenging work in order to preserve their self-image. Conversely, students who hold a growth mindset believe that intelligence can be cultivated by engaging in challenging experiences. These students seek growth opportunities, as they feel most successful when they are learning and developing their intelligence. When facing difficult school transitions and challenging courses, students who hold a growth mindset are more likely to achieve academic success, and interventions can be used to foster this implicit theory of intelligence. Many higher education institutions utilize first-year seminars in order to facilitate student success, including Central Washington University (CWU). University 101 (UNIV 101) presents a unique opportunity to reach first-year students as they transition to college and may be an appropriate venue to incorporate a growth mindset intervention. This study explored whether including a growth mindset intervention in UNIV 101 had a positive impact on student success for first-year students. It was hypothesized that students whose UNIV 101 section included a growth mindset lesson would earn higher Fall quarter grades and be more likely to enroll in Winter quarter. Instructors were surveyed to ascertain whether and to what extent they included a growth mindset lesson in their UNIV 101 section(s), and student data were collected from institutional effectiveness. A multiple regression analysis and logistic regression analyses were conducted to explore the hypotheses; however, the data did not support either hypothesis. Advisors/Committee Members: Dr. Heath Marrs, Dr. Susan Lonborg, Dr. Kara Gabriel.

Subjects/Keywords: growth mindset; implicit theory of intelligence; student development; student success; Developmental Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

North Wolfe, S. (2017). Effects of a Growth Mindset Intervention on First-Year College Student Academic Performance. (Masters Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/703

Chicago Manual of Style (16^th Edition):

North Wolfe, Sarah. “Effects of a Growth Mindset Intervention on First-Year College Student Academic Performance.” 2017. Masters Thesis, Central Washington University. Accessed February 21, 2019. https://digitalcommons.cwu.edu/etd/703.

MLA Handbook (7^th Edition):

North Wolfe, Sarah. “Effects of a Growth Mindset Intervention on First-Year College Student Academic Performance.” 2017. Web. 21 Feb 2019.

Vancouver:

North Wolfe S. Effects of a Growth Mindset Intervention on First-Year College Student Academic Performance. [Internet] [Masters thesis]. Central Washington University; 2017. [cited 2019 Feb 21]. Available from: https://digitalcommons.cwu.edu/etd/703.

Council of Science Editors:

North Wolfe S. Effects of a Growth Mindset Intervention on First-Year College Student Academic Performance. [Masters Thesis]. Central Washington University; 2017. Available from: https://digitalcommons.cwu.edu/etd/703

5. Bratcher, Briana M. Gender Differences in Task Switching: An Event-Related Potential Study.

Degree: MS, Experimental Psychology, 2018, Central Washington University

URL: https://digitalcommons.cwu.edu/etd/959

► The current study examined the possible differences in several brainwaves and behavioral reaction times between males and females in relation to task switching. Previous… (more)

Subjects/Keywords: erp; executive function; task switching; gender; Cognitive Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bratcher, B. M. (2018). Gender Differences in Task Switching: An Event-Related Potential Study. (Masters Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/959

Chicago Manual of Style (16^th Edition):

Bratcher, Briana M. “Gender Differences in Task Switching: An Event-Related Potential Study.” 2018. Masters Thesis, Central Washington University. Accessed February 21, 2019. https://digitalcommons.cwu.edu/etd/959.

MLA Handbook (7^th Edition):

Bratcher, Briana M. “Gender Differences in Task Switching: An Event-Related Potential Study.” 2018. Web. 21 Feb 2019.

Vancouver:

Bratcher BM. Gender Differences in Task Switching: An Event-Related Potential Study. [Internet] [Masters thesis]. Central Washington University; 2018. [cited 2019 Feb 21]. Available from: https://digitalcommons.cwu.edu/etd/959.

Council of Science Editors:

Bratcher BM. Gender Differences in Task Switching: An Event-Related Potential Study. [Masters Thesis]. Central Washington University; 2018. Available from: https://digitalcommons.cwu.edu/etd/959

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