Enabling behaviors may impair the recovery of individuals with substance use and eating disorders. Participants read one of six vignettes portraying a character with either a substance use disorder or bulimia and were asked how they would react. The effects of several factors, such as gender, knowledge of disorder, disorder type, and enabling behaviors, on the likelihood of specific responses were examined for the most common responses. Some notable results included that females were more likely to intend to provide support. Participants who had higher enabling scores were less likely to tell a professional and were more likely to do nothing. Higher stigma scores were observed for those in the other category, which encompassed several less definitive responses. Responses did not vary by character gender, knowledge of disorder, or disorder type. The results point to the need for education and stigma reduction efforts for substance use and eating disorders.

The present study explored the intended reactions to a hypothetical character with autism spectrum disorder (ASD), and the effect of several variables on those intended reactions, using a convenience sample of 172 introductory psychology college students. Preliminary analyses of the results were concerning regarding the low recognition of this disorder, and a high endorsement of myths, stigma, and social distance. We predicted that those who correctly identified ASD would state an intention to provide more supportive responses than those who failed to correctly identify the disorder as autism. Frequency counts, chi-squared analyses, and an independent t-test were used to summarize the participants' intended responses to the character, assess the relation between categorical variables, and compare the means of continuous variables by each of the behaviors endorsed. Significantly more participants who correctly identified autism in the vignette said they would offer support to the character than if they did not correctly identify it as autism. Those who said they would provide general support had less personal stigma about the character and lower scores on the Autism Quotient. Participants who said they would do nothing in response had higher preferred social distance scores. No significant effects of participant gender and character gender were found. This research is important for the purposes of education of the public on autism spectrum disorders and how best to support such individuals, especially when transitioning to post-secondary education.

Demonstrate and evaluate the use of a PBIS intervention, "PLAY." Four rules were modeled and a group contingency was used to decrease problem behaviors in a recreational setting. Results showed positive outcomes through the use of PBIS, reinforcing rules, and use of group rewards.

Texting has been integrated into virtually all aspects of society, including medical and mental health interventions. Researchers examined the use of crisis hotline among college students and their willingness to consider text-based forms of counseling. A surprising number of undergraduate students expressed willingness to seek counseling support through a text-based hotline. In a one-year study, researchers' text-based hotline was texted more often by women survivors of sexual assault than their traditional hotline alternative. These results should be taken into consideration by college campuses and mental health providers when expanding their mental health interventions to include text messaging services.

The purpose of the current study was to examine what factors best predict the entrance into kindergarten with an Individualized Education Program (IEP). Cognitive ability, language skills, social skills and adaptive skills were all used as independent variables. The presence of an IEP upon kindergarten entry was used as the dependent variable. The Battelle Developmental Inventory (BDI-2) served as the primary source of quantitative data. The Preschool Language Scales-4, Preschool Language Scales-5, and Developmental Assessment of Young Children-Second Addition also served as a source of quantitative data. The sample consisted of 50 children who had been evaluated at local preschool in upstate New York and have a clear IEP or no IEP status upon kindergarten entry. The scores of the tests were compiled and statistically analyzed using a Logistic Regression to determine which factors have the highest predictive ability of whether or not a student enters kindergarten with an IEP. The sensitivity and specificity were also calculated and analyzed to determine the accuracy of each model. Results of the analysis indicate that none one predictive variable is significant when all entered in the model together; however, the full model has excellent sensitivity and specificity. Additionally, social skills and adaptive skills emerged to be significant when entered alone. All predictive variables have excellent sensitivity and specificity

The purpose of this study is to illuminate the knowledge and perceptions of Response to Intervention (RtI) among graduate students enrolled in SUNY Plattsburgh education-related programs. RtI, a tiered system designed to provide universal support and interventions to students based on a spectrum of needs, was first introduced in 2004. The system continues to evolve within schools as stakeholders (i.e. administrators, educators and specialists) navigate their roles, expectations, and understanding of the realm and structure of RtI. Programs represented in this study following the collection of surveys include: Adolescent Education, Childhood/Special Education, Special Education, and School Psychology. An overview of how subscription to and training within a particular program correlates to knowledge and perceptions of RtI is used as grounds for discussing the implications for the systemsâ success.

Microaggressions are defined as everyday verbal or nonverbal exchanges that convey contemptuous and derogatory messages that may be interpreted as acts of non-physical aggression. They can also be described as subtle acts of discrimination directed at marginalized groups that unfortunately occur on a daily basis. Psychological research has shown that there are many detrimental effects to those who experience these microaggressions, and specific to this research, can impact individuals in the school environment. The purpose of my study is to determine whether students attending the State University of New York at Plattsburgh are experiencing these subtle acts of discrimination.