WSPA Student Poster Session
Stevens Point, WI
March 26, 2015
Name:
Program:
Faculty Advisor:
Contact Information:
Kelsey Behrens
University of Wisconsin- La Crosse
Dr. Betty Deboer
behrens.kels@uwlax.edu
Title:
Reading Achievement: Examining the Impact of the Paired Reading
Program
The purpose of this study was to examine the impact of a parent implemented Paired Reading
intervention on elementary students’ reading fluency. This study compared participants’ actual
reading growth to expected reading growth. Results showed that the Paired Reading Program
boosted reading fluency significantly for two of the four students in the study, while the other
two students still made moderate progress. The findings led to recommendations for using Paired
Reading to increase reading performance.
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Name:
Program:
Faculty Advisor:
Contact Information:
Michelle Boyer
University of Wisconsin- Whitewater
Dr. Tracey Scherr
BoyerM07@uww.edu
Title:
Evaluating the Use of First Language in Literacy Instruction for
English Language Learners
Literacy has become a focus area for interventions with ELL students since reading is at the core
of successful performance in many other content classes. So, the question arises whether or not
learning to read in English can be supported by literacy instruction in the students’ first language
as well. This study will examine whether ELL students who receive reading instruction that
utilizes their first language (Spanish) will make more progress towards early literacy goals than
ELL students who receive English-only instruction. Twelve first grade ELL students who are
already receiving either English-only literacy instruction in a monolingual classroom or bilingual
literacy instruction in a dual-language classroom will be progress-monitored using AIMSweb,
and performance on measures of early literacy skills and oral reading fluency will be tracked
over six months to measure improvement.
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2
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Name:
Program:
Faculty Advisor:
Contact Information:
Leah Braunschweig
University of Wisconsin- La Crosse
Dr. Rob Dixon
braunsch.leah@uwlax.edu
Title:
School Safety: Examining High School Student Perspectives on School
Climate
Recent acts of violence have motivated school administrators to provide safe environments for
learners. Research suggests that feelings of safety are linked to mental health and academic
outcomes. This study examines gender differences of high school student perceptions of climate
on feelings of safety strategies. The findings will provide practitioners with guidelines as to how
to improve school safety strategies by addressing school climate for students at both individual
and school-wide levels.
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Name:
Program:
Faculty Advisor:
Contact Information:
Angie Brunett
University of Wisconsin-Whitewater
Dr. Kimberly Knesting-Lund
BrunettAM20@uww.edu
Title:
Using Mystery Motivators as an Interdependent Group Contingency
to Decrease Disruptive Classroom Behaviors
This study used an ABAB design evaluating the effectiveness of the Mystery Motivator
intervention. Students in a sixth-grade general education classroom in Southern Wisconsin
worked together to earn rewards by displaying appropriate classroom behaviors during reading
class. The teacher tracked behaviors daily to determine if goals were met. Reward days were
randomly determined and unknown to students. Upon completion of the study, the teacher and
students completed a short survey about their experience. The findings add to the research base
of the mystery motivator intervention as an interdependent group contingency at the classroom
level to reduce disruptive behaviors.
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3
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Name:
Program:
Faculty Advisor:
Contact Information:
Jessica Callaway
University of Wisconsin-Whitewater
Dr. Kimberly Knesting-Lund
CallawayJA25@uww.edu
Title:
Teachers’ Perceptions of School Completion Factors: A Qualitative
Analysis
Supportive relationships with teachers have been identified as an important school factor which
may help students persist in school through graduation. The research literature has recently
begun to examine how school factors such as teachers’ perceptions of their role in dropout
prevention may influence students’ decisions to remain in school through graduation. The
present study used a survey to assess elementary and middle school teachers’ knowledge of drop
out risk factors and their perceptions of teachers’ role in dropout prevention. The results of this
study may help identify important barriers to teachers’ ability to promote school completion
through school-based interventions.
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Name:
Program:
Faculty Advisor:
Contact Information:
Ericka Dibelius
University of Wisconsin- La Crosse
Dr. Jocelyn Newton
dibelius.eric@uwlax.edu
Title:
Paraprofessionals: Examining Their Knowledge of ADHD on Perceptions
of Practices
The rising rates of childhood attention-deficit/hyperactivity disorder (ADHD) diagnoses and
higher need for paraprofessionals affect the education field to a considerable extent. This study
will examine the impact of paraprofessional knowledge of ADHD and work setting on
perceptions of students with ADHD. Educators, specifically school psychologists, will be able to
better utilize consultation methods to assist paraprofessionals in their knowledge of ADHD in
order to provide more comprehensive services to students in present-day schools.
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4
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Name:
Program:
Faculty Advisor:
Contact Information:
Lindsay Fecht
University of Wisconsin- Whitewater
Dr. Tracey Scherr
FechtLJ05@uww.edu
Title:
Comparing the Strengths and Difficulties Questionnaire (SDQ) and
the Columbia University TeenScreen: A Study of School Children in
Suburban Wisconsin
The current study will examine the sensitivity and specificity of two mental-wellness screeners,
the Strengths and Difficulties Questionnaire (SDQ) (Goodman, 2014) and the TeenScreen
(Columbia University TeenScreen Program, 2003), at the practicum site of the student
researcher. The study will use chi-square analysis to determine statistically significant
differences in expected hit rate between archived, blinded data from the SDQ and TeenScreen.
This method is selected to demonstrate the goodness of fit of the SDQ as a replacement mentalwellness screener for the obsolete TeenScreen. Statistical analysis of hit rate and anecdotal
accounts of each measure are anticipated to be comparable. Anticipated limitations of the study
are also discussed.
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Name:
Program:
Faculty Advisor:
Contact Information:
Melissa Flucke
University of Wisconsin- La Crosse
Dr. Jocelyn Newton
flucke.meli@uwlax.edu
Title:
High School Athletics: Effects on Student’s Self-Efficacy
Research states there are numerous positive student outcomes associated with having a strong
sense of self-efficacy as well as with participating in high school athletics. This study will
compare the self-efficacy of high school athletes and non-athletes by gender. School
psychologists will benefit from this session because they will gain knowledge on how to pinpoint
students who may need extra help to improve their self-efficacy and in turn, their school success.
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5
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Name:
Program:
Faculty Advisor:
Contact Information:
Kyra Halverson
University of Wisconsin- La Crosse
Dr. Betty Deboer
halverso.kyra@uwlax.edu
Title:
Behavioral Consultation: Promoting Self-Efficacy with Teacher Aides
Teachers have indicated that managing student behavior is an essential part of their daily
routines, but an area where many feel unprepared. Research suggests that increasing teachers’
behavior management skills can increase their self-efficacy and ability to implement behavior
management techniques. In this study, teachers’ and teacher aides’ self-efficacy was assessed
after training. Additionally, teacher aides’ use of positive behavior management techniques was
assessed after training and 14 weeks of consultation. Teacher aides did not show an increase in
their sense of efficacy, possibly due to a ceiling effect. Also, teacher aides did not demonstrate a
significant increase in their use of positive behavior management techniques over time.
…………………..
Name:
Program:
Faculty Advisor:
Contact Information:
Elizabeth Knutson
University of Wisconsin- La Crosse
Dr. Betty Deboer
knutson.eliz@uwlax.edu
Title:
Suicide Prevention: Do We Use Technology to Help Adolescents?
Suicide is a leading cause of death of teenagers in the U.S. The popularity of technology and
social media is on the rise as is online communication amongst adolescents. The purpose of this
study is to determine if high school students would be more likely to refer others and seek help
themselves via online, social media, or texting services as compared to more traditional
resources, such as seeing a counselor or calling a crisis hotline.
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6
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Name:
Program:
Faculty Advisor:
Contact Information:
Elizabeth Kock
University of Wisconsin-Whitewater
Dr. Christine Neddenriep
KockEA26@uww.edu
Title:
Pre-session Sensory Enrichment to Support Learners with Autism
Spectrum Disorder
Research has suggested that sensory symptoms are frequently exhibited in children diagnosed
with Autism Spectrum Disorder (ASD). Yet there is limited research available on sensory-based
interventions with children with ASD and even less has been conducted in the public school
setting. To help address this significant gap in the literature, this research study will examine
whether presession (pre-instructional) access to a preferred sensory item has an effect on
decreasing challenging behaviors (e.g., hand flapping or mouthing, elopement, etc.) in a learner
with Autism Spectrum Disorder (between ages 6-9) during three periods of general education
instruction time (e.g., morning, post-lunch, and afternoon). Presession access to the preferred
sensory item is expected to decrease the challenging behaviors.
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Name:
Program:
Faculty Advisor:
Contact Information:
Amy Litz
University of Wisconsin- La Crosse
Dr. Jocelyn Newton
litz.amy@uwlax.edu
Title:
An Investigation of Gender and Social Skills Differences within
Academics
Social skills are important for the daily interactions of students and appear to be related to
academic success. Gender differences in social skills also appear to be related to academic
success. This study investigates the difference in academics as a function of self-reported social
skills and gender in high school students. This presentation will inform attendees about the
importance of social skills instruction and provide information to benefit social skills
interventions based on gender.
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7
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Name:
Program:
Faculty Advisor:
Contact Information:
Kaela Mellen
University of Wisconsin-Whitewater
Dr. Kimberly Knesting-Lund
MellenK28@uww.edu
Title:
Children At-Risk for Disruptive Behaviors: The Effects of Teachers’
Perceptions
Current research fails to address the possible gender differences regarding children who are atrisk for disruptive behaviors. I hypothesize that female students may not be identified as often as
boys due to different teacher perceptions. To test this hypothesis, about 40 teachers from two
intermediate schools read either a girl-first vignette set or a boy-first vignette set in which two
different types of disruptive behaviors were exhibited by a boy or a girl. Following the vignettes,
they answered a questionnaire regarding their responses to the situations. Results will be
examined using an ANOVA to examine if any significant gender effects exist.
…………………..
Name:
Program:
Faculty Advisor:
Contact Information:
Alaina Nesbitt
University of Wisconsin- La Crosse
Dr. Jocelyn Newton
nesbitt.alai@uwlax.edu
Title:
Body Image: Impact on Academic Self-Efficacy in Adolescents
Body image is a frequent and widespread concern that impacts both male and female
adolescents. Negative body image can have an adverse effect on a student’s school experience,
but the impact to their academic self-efficacy is not clear. This study will examine how
adolescent body image and gender impact student academic self-efficacy. Furthermore, this
presentation will provide school psychologists essential information in order to positively impact
this area of adolescent mental health.
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8
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Name:
Program:
Faculty Advisor:
Contact Information:
Evan Pagel
University of Wisconsin- La Crosse
Dr. Rob Dixon
pagel.evan@uwlax.edu
Title:
Glass Half Full: Impact of Optimism on Student Academic
Achievement
A positive mindset can make a world of difference in a student’s physical and psychological
well-being, which can greatly influence their academic capabilities. This study will examine the
impact that gender and feelings of optimism have on academic achievement. Implications will be
considered in light of how findings can be used to guide the efforts of school psychologists in
raising levels of optimism among the students they serve.
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Name:
Program:
Faculty Advisor:
Contact Information:
Abby Riggs
University of Wisconsin-Whitewater
Dr. Christine Neddenriep
RiggsA14@uww.edu
Title:
Increasing the Social Skills of a Student Diagnosed with Educational
Autism in a Fifth Grade Classroom Using a Buddy-Skills Package
A large base of research exists on strategies to increase social skills among young elementary
school students (K-3rd). A buddy skills package provides students with educational autism
different supports and teaches them skills in order to develop social skills. The current study
looked at the use of a buddy skills package with a fifth grade student with educational autism,
Evan, and a comparison peer, Tyler. The researcher used direct observation to determine the
students’ social skills prior to the intervention phases and during the intervention phases. Results
from this study show the intervention was effective at increasing both students’ social skills.
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9
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Name:
Program:
Faculty Advisor:
Contact Information:
Natalie Rose
University of Wisconsin- Whitewater
Dr. Tracey Scherr
RoseND03@uww.edu
Title:
The Use of Technology and Intrinsic Motivation Techniques to
Increase Positive Academic Outcomes for Students
This study will examine the effects of using a technology-based reading intervention, and
comparing it with those of a paper-based reading intervention. The investigation will use a
comparison study across groups design with elementary school aged students to determine if the
technology-based reading intervention enhances student motivation and/or reading fluency better
than a paper-based reading intervention. The effects of the reading intervention will be
monitored weekly by assessing the students’ words read correctly using oral reading passages. A
pretest/posttest survey that was adapted for elementary school students and supplemented by the
student researcher will also be given to students to assess their motivation related to technology
and reading.
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Name:
Program:
Faculty Advisor:
Contact Information:
Brianna Schmidt and Gillian Fernstrom
University of Wisconsin- Stout
Dr. Daniel Krenzer
schmidtb0808@my.uwstout.edu
Title:
Concussion Management and the School Psychologist
Concussions occur during an event that results in an impact to the head, causing the brain to
bounce around or twist within the skull. A concussion causes a cellular disruption that impacts
normal functioning. Therefore concussions are largely unable to be detected through the use of
CT scans or MRIs. Neurons that are damaged by an injury are vulnerable due to the discrepancy
of the fuel supply to the injured area and demand of the brain. This alone, brings to light the
importance of having a protocol for making separate decisions for a student to return to learning
and to athletics.
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10
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Name:
Program:
Faculty Advisor:
Contact Information:
Rebecca Stupka
University of Wisconsin- Whitewater
Dr. Tracey Scherr
stupkar17@uww.edu
Title:
Intervention Strategy Production by Bullying Bystanders as Related
to Attitudes and Type of Bullying Behavior
Bullying, a serious problem in today’s schools, resulted in legislation for prevention programs.
Research suggests bystanders can be effective at neutralizing incidents and can be targeted to
prevent and reduce bullying. A questionnaire was used to address bystander strategies as
functions of bullying attitudes and types of bullying behavior. It was hypothesized that the
intensity and type of bullying would change the intensity and type of response, such as bully
focused or victim focused, by bystanders. As students increase in age they should also increase
the sophistication of their intervention strategies. Preliminary results are currently being analyzed
and assessed.
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Name:
Program:
Faculty Advisor:
Contact Information:
Jayme L. Vought
University of Wisconsin- La Crosse
Dr. Rob Dixon
henry.jaym@uwlax.edu
Title:
Implementing RtI: Factors of Burnout Among Teachers
System change can impact teachers’ sense of well-being and emotional functioning.
Understanding the impact that RtI has on teacher burnout is imperative to retaining teachers and
ensuring student learning. This study identifies the burnout differences that elementary teachers
experience when implementing various levels of RtI practices. Practitioners will enhance their
understanding of the burnout characteristics associated with RtI; which may help to ensure more
effective RtI training and support services for teachers.
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