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CES 617 Quantitative Research Methodology Fall 2009 - Dr. Rehfuss PowerPoint Presentation
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Impacting the Academic Achievement of Students with Reactive Attachment Disorder. Nora Coleman. James Dalton. Angel Knoverek. Mary Fry. Presenting the Results December 1, 2009. CES 617 Quantitative Research Methodology Fall 2009 - Dr. Rehfuss.

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Presentation Transcript
slide1

Impacting the

Academic Achievement of

Students with

Reactive Attachment Disorder

Nora Coleman

James Dalton

Angel Knoverek

Mary Fry

Presenting the Results December 1, 2009

CES 617 Quantitative Research Methodology Fall 2009 - Dr. Rehfuss

slide2

Research Design

  • Quantitative Study
  • Quasi-Experimental Design
    • One group
    • Pretest 
    • Posttest
  • Longitudinal (2 Year) Study
slide3

Methods / Procedures

  • Woodcock-Johnson III
  • Pre-test administered upon admission
  • Post-test administered 7-13 months later
  • Interventions determined by a developmental readiness framework
slide4

Participants

  • Longitudinal study – 2 years
  • Residential Treatment Facility
  • Diagnosed with Reactive Attachment Disorder
  • Ages: 10-18 years
  • 38 participants - 13 male; 25 female
  • 92% adopted
results
Results

sample size = 38, mean age = 14

slide6

Explanation of Results

  • Mean scores from the pre-test and post-test increased in each test.
  • Paired t-test showed statistical significant difference in each test.
most significant finding
Most Significant Finding
  • Children who have been diagnosed with Reactive Attachment Disorder can meet or exceed expectations for academic progress.
recommendations
Recommendations
  • Clinicians: Consider Developmental Age
  • Educators: Address RAD Therapeutically
  • Future Research:
    • True Experimental Design
    • Address Maturation
    • Larger Sample Size
slide9

Group experience

Mary:“As we learned each other’s strengths we were able to really work as a team. Our group dynamics illustrated the biblical analogy of ‘one body with many members’ (Romans 12:4).”

James: “As we progressed we molded wonderfully into our spots.”

Nora: "I’m so thankful that I didn’t have to go through this learning experience alone.”

Angel:

slide10

Group challenges

James: “This was such a new process for all of us that the main struggle was knowing where to start, what to do next, etc. Initially, I think we struggled since we didn’t know each other, trying to figure out exactly what spot each person would fall into.

Angel:

Nora: “The caliber writing that this project required was a new and difficult experience for me. I was definitely pushed out of my comfort zone.”

Mary: “This was the first time we had done a research project. With only four of us we each had to work hard to accomplish the total task.”

research process
Research process

James: “I feel I already had a good understanding of assembling a lit review, and my mind naturally works to drawing conclusions, but now I feel I can put together the method and results section.”

becoming research scholars
Becoming Research Scholars

Angel: “Working with others enrolled in this program tested my ability to trust others to not only complete the sections for which they were responsible, but to do so with the same high expectations that I have of myself.  To create one document written by four people that is fluent and reflects dedication, hard work, and intelligence demonstrates that I am truly among exceptional peers.”

references
References
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  • McGrew, K. S., & Woodcock, R. W. (2001). Technical Manual. Woodcock-Johnson III. Itasca, IL: Riverside Publishing.
  • Millward, R., Kennedy, E., Towlson, K., & Minnis, H. (2006). Reactive attachment disorder in looked-after children. Emotional and Behavioral Difficulties, 11, 273-279. doi:10.1080/13632750601022212
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References
  • Little, S. G., Akin-Little, A., & Gutierrez, G. (2009). Children and traumatic events: Therapeutic techniques for psychologists working in the schools. Psychology in the Schools, 46, 199-205. doi:10.1002/pits.20364
  • Magid, K. (1989). Incapable of love [Cassette recording]. Lakewood, CO: K. M. Productions.
  • Mather, N., Wendling, B. J., & Woodcock, R. W. (2001). Essentials of WJ III tests of achievement assessment. New York, NY: John Wiley and Sons.
  • McGrew, K. S., & Woodcock, R. W. (2001). Technical Manual. Woodcock-Johnson III. Itasca, IL: Riverside Publishing.
  • Millward, R., Kennedy, E., Towlson, K., & Minnis, H. (2006). Reactive attachment disorder in looked-after children. Emotional and Behavioral Difficulties, 11, 273-279. doi:10.1080/13632750601022212
  • Moses, T. (2000). Attachment theory and residential treatment: A study of staff-client relationships. American Journal of Orthopsychiatry, 70, 474-490. Retrieved from http://www.apa.org/journals/ort/
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  • Schwartz, E., & Davis, A. S. (2006). Reactive attachment disorder: Implications for school readiness and school functioning. Psychology in the Schools, 43, 471-479. doi:10.1002/pits.20161
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  •  Tibbits-Kleber, A. L. and Howell, R. J. (1985). Reactive attachment disorder of infancy (RAD). Journal of Clinical Child Psychology, 14, 304-310. Retrieved from http://www.jccap.net/
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