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CES 617 Quantitative Research Methodology Fall 2009 - Dr. Rehfuss

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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CES 617 Quantitative Research Methodology Fall 2009 - Dr. Rehfuss

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  1. 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

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

  3. Methods / Procedures • Woodcock-Johnson III • Pre-test administered upon admission • Post-test administered 7-13 months later • Interventions determined by a developmental readiness framework

  4. 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

  5. Results sample size = 38, mean age = 14

  6. 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.

  7. Most Significant Finding • Children who have been diagnosed with Reactive Attachment Disorder can meet or exceed expectations for academic progress.

  8. Recommendations • Clinicians: Consider Developmental Age • Educators: Address RAD Therapeutically • Future Research: • True Experimental Design • Address Maturation • Larger Sample Size

  9. 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:

  10. 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.”

  11. 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.”

  12. 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.”

  13. References • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders  (4th ed., text rev.). Washington, DC: Author. • American Psychiatric Association. (2002).Reactive Attachment Disorder: Position Statement. Retrieved from http://archive.psych.org/edu/other_res/lib_archives/archives/ 200205.pdf • Association for Play Therapy. (n.d.). About Play Therapy: Play therapy defined. Retrieved from http://www.a4pt.org/ps.playtherapy.cfm?ID=1158 • Becker-Weidman, A. (2006). Treatment for children with trauma-attachment disorders: Dyadic developmental psychotherapy. Child and Adolescent Social Work Journal,23, 147-171. doi:10.1007/s10560-005-0039-0 • Becker-Weidman, A. (2008). Treatment for children with reactive attachment disorder: Dyadic developmental psychotherapy. Child and Adolescent Mental Health,13, 52-59. doi:10.1111/j.1475-3588.2006.00428.x • Bradley-Johnson, S., Morgan, S. K., & Nutkins, C. (2004). Book review: The Woodcock-Johnson tests of achievement: Third edition. Journal of Psychoeducational Assessment, 22, 261-274. doi:10.1177/073428290402200305

  14. References • Carlson, V., Cicchetti, D., Barnett, D., & Braunwald, K. (1997). Finding order in disorganization: Lessons from research on maltreated infants' attachments to their caregivers. In D. Cicchetti & V. Carlson (Eds.), Child maltreatment: Theory and research on the causes and consequences of child abuse and neglect (pp. 135-157). New York, NY: Cambridge University Press. • Cornell, T., & Hamrin, V. (2008). Clinical interventions for children with attachment problems. Journal of Child and Adolescent Psychiatric Nursing, 21, 35-47. doi: 10.1111/j.1744­6171.2008.00127.x • Davis. A. S., Kruczek, T., & McIntosh, D. E. (2006). Understanding and treating psychopathology in schools: introduction to the special issue. Psychology in the Schools, 43, 413-417. doi:10.1002/pits.20155 • Gil, E. (1994). Play in family therapy. New York, NY: The Guilford Press. • Golden, J. A. (2007). Children with behavioral and emotional problems: Is their behavior explained only by complex learning, or do internal motives have a role? International Journal of Behavioral Consultation and Therapy, 3, 449-476. Retrieved from http://www.behavior-analyst-online.org/newIJBCT/

  15. References • Heppner, P. P., Wampold, B. E., & Kivlighan, Jr., D. M. (2008). Research design in counseling (3rd ed.). Belmont, CA: Thomson Brooks/Cole. • Floyd, K. K., Hester, P., Griffin, H. C., Golden, J., & Canter, L. L. S. (2008). Reactive attachment disorder: Challenges for early identification and intervention within the schools. International Journal of Special Education, 23(2), 47-55. Retrieved from http://www.internationaljournalofspecialeducation.com/ • Hall, S. E. K., & Geher, G. (2003). Behavioral and personality characteristics of children with reactive attachment disorder. The Journal of Psychology, 137, 145-162. Retrieved from http://www.heldref.org/pubs/jrl/about.html • King, M. G., & Newnham, K. (2008). Attachment disorder, basic trust and educational psychology. Australian Journal of Educational & Developmental Psychology, 8, 27-35. Retrieved from http://www.newcastle.edu.au/journal/ajedp/ • Landreth, G. L. (2002). Play Therapy: The art of the relationship. New York, NY: Brunner Routledge. • Levy, T. M., & Orlans, M. (1998). Attachment, Trauma, and Healing: Understanding and Treating Attachment Disorder in Children and Families. Washington, DC: Child Welfare League of America Press.

  16. 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/

  17. 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/

  18. References • Myrow, D. L. (2000). Applications for the attachment-fostering aspects of theraplay. In E. Munns (Ed), Theraplay: Innovations in attachment-enhancing play therapy (pp. 55-77). Northvale, NJ: Jason Aronson, Inc. • Parker, K. C., & Forrest, D. (1993). Attachment disorder: An emerging concern for school counselors. Elementary School Guidance and Counseling, 27, 209-215. Retrieved from http://www.schoolcounselor.org/content.asp?contentid=235 • Perry, B. (2002). Childhood experience and the expression of genetic potential: What childhood neglect tells us about nature and nurture. Brain and Mind, 3, 79-100. Retrieved from http://www.springerlink.com/content/1389-1987?p=f13ff7ac8ab541949f18c3bd4d775fbc&p_o=5 • Perry, B., Pollard, R., Blakley, T.L., Baker, W. L., & Vigilante, D. (1995). Childhood trauma, the neurobiology of adaptation, and “use-dependent” development of the brain: How “states” become “traits”. Infant Mental Health Journal, 16, 271-291. doi:10.1002/1097-0355(199524)16:4<271::AID-IMHJ2280160404>3.0.CO;2-B

  19. References • President's New Freedom Commission on Mental Health, Children and Families Subcommittee. (2003, February). Promoting preserving and restoring children’s mental health [Policy statement]. Retrieved from http://www.mentalhealthcommission.gov/subcommittee/ children_family020703.doc • Purvis, K. B., Cross, D., & Lyons, W. S. (2007). The connected child. New York, NY: McGraw Hill. • Scheil, J. A. (2003). Attachment disorder or the unfit mind? International Journal of Reality Therapy, 23, 38-40. Retrieved from http://www.journalofrealitytherapy.com/ • 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 • Shaw, S. R., & Paez, D. (2007). Reactive attachment disorder: Recognition, action, and considerations for school social workers. Children & Schools, 29, 69-74. Retrieved from http://oberon.naswpressonline.org/vl=1250219/cl=19/nw=1/rpsv/journal/ journal4_home.htm

  20. References •  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/ • Zilberstein, K. (2006). Clarifying core characteristics of attachment disorders: A review of current research and theory. American Journal of Orthopsychiatry, 76, 55-64.  doi:10.1037/0002-9432.76.1.55

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