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Autism Spectrum Disorders (ASD) are characterized by pervasive impairments, inhibiting social interaction and learning opportunities, often with ensuing behavior challenges (American Psychiatric Association, 2000). Studies estimate that 25-30% of children with ASD do not develop flexible and consistent language (Hinzen et al., 2020; Schaeffer et al., 2023; Tager-Flusberg, 2016;). Communication skills are essential to supporting individuals with ASD to communicate their needs, navigate their chosen environments independently, and establish relationships (Kim et al., 2014). Over the last two decades, advocacy and research organizations in the field of ASD have emphasized the identification and implementation of evidence-based practices and programs. Fortunately, over the past four decades, researchers have identified several practices to address social communication challenges (Chakrabarti, 2017). Naturalistic teaching (NT) and parent-mediated intervention (PMI) are two practices derived from applied behavior analysis that are evidence-based and highly effective language acquisition methods. Extensive research has confirmed the success of these interventions in improving communication, social interaction, and overall developmental outcomes in children with ASD. Caregiver-implemented interventions, often facilitated via coaching, provide families with supportive practice to increase their children's language within natural contexts (Tomeny et al., 2019). By equipping parents with tools, strategies, and support, these interventions leverage the strength of the family unit to facilitate language-rich learning opportunities and connections Binnendyk & Lucyshyn, 2009; Brookman-Frazee, 2004; Dunlap et al., 2006; Kashinath et al., 2006; Lucyshyn et al., 2007; Moes & Frea, 2002). Despite these empirically-supported communication models for ASD and solid evidence supporting NT and PMI, insufficient access to high-quality interventions remains a barrier for families. Barriers such as inequalities in access to services, challenges in customizing training, schedule constraints, and family pressures remain significant concerns for caregivers. In addition, existing programs may be inaccessible to rural populations, inadequately tailored to the cultural and linguistic needs of families, or not economically feasible for those with limited resources (Fleming et al., 2011; Ingersoll et al., 2020). The purpose of this study was to examine the effects of a naturalistic caregiver coaching package on the accuracy of parents' implementation of Referent-Based Instruction (RBI), evaluate their children's verbal behavior repertoires subsequent to intervention, and explore caregivers' experiences in participating in RBI. Results suggest that caregivers improved their fidelity and implementation of RBI procedures following the introduction of the coaching package. Child participants' communicative repertoires increased after caregivers participated in the intervention, and they reported their experiences in this training as highly positive. This study makes several contributions to the parent training and coaching literature, first by showing that a combination of short parent training, virtual coaching interventions, and customized caregiver resources can improve RBI implementation and support communication development for young children with ASD. Second, this study illustrated RBI's extended utility by involving caregivers in everyday routines and activities within their natural environments. These findings recommend that service providers, practitioners, and researchers consider naturalistic teaching models, such as Parent-Mediated RBI, for training and intervention. Lastly, reflecting upon the fact that participants in this study were Mexican citizens where ASD support services are scarce, the outcomes of this study provide potential options for underserved communities, contributing to the development, expansion, and evaluation of virtual service delivery options. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

First introduced in the early 1990s, the flow theory of Mihaly Csikszentmihalyi, giving much attention to motivation and how it relates to learning, has presented a new view for educators to apply in their classrooms. Csikszentmihalyi suggests that the most effective learning in a classroom will happen when students have entered "flow." This optimal experience does not happen on its own. A person makes it happen. In this literature review, Csikszentmihalyi's theory is examined, followed by a look at the many factors that will either promote or inhibit flow in the secondary social science classroom, specifically in U.S. history, government, and civics courses. Both theoretical and actual implementations of Csikszentmihalyi's flow theory are reviewed. (Contains 16 references.) (Author/BT)

Global environmental change is occurring, putting our planet under pressure. Children need to understand not only why the environment is important, but also their role as citizens of a globalized society and their necessary contribution to solving global problems. Students carry their own perspectives about the environment and education, and these differing perspectives should be a significant topic for environmental education research. Recent research studies have included the conceptualization of nature and the environment through children's eyes; yet, no studies have examined the concept of environmental education through the eyes of diverse children. Minority voices and experiences are not frequently heard; therefore, research on minority children is needed to keep pace with our society's changing demographics in order for America to continue to be competitive in the next century. The research conducted in this study showed the qualitatively different ways elementary school students understand the phenomenon of environmental education, as told through the eyes of diverse children. This study took a qualitative, interpretive approach and used phenomenography as the research methodology. California was chosen as the setting for this study since it is the most diverse state in the United States and its population reflects our country's future demographics. Data was collected from interviews and students' written statements, and the different ways of experiencing environmental was represented in the form of categories of description. The outcome space resulted in four categories of description: environmental education is a subject (Category 1), environmental education is a place (Category 2), environmental education is living things (Category 3) and environmental education is to protect (Category 4). This study advanced the understanding of children in the field of environmental education and helps to fill the research gap concerning diversity in this area of study. Moreover, this study provides an alternative method in qualitative environmental education research, as a phenomenographic evaluation. Findings from this research, in the form of pools of meanings and categories of description, provided a clear picture of the impact that an environmental education program has on children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Hispanic students make up 12% of the enrollment in Utah elementary and secondary schools but only 3.4% of the enrollment at Utah's colleges and universities, according to Aleman and Rorrer (2006). The intervention Latinos in Action (LIA) seeks to increase high school completion and college graduation rates among emergent bilingual Latinos by involving them as paraprofessional literacy tutors for younger Spanish-speaking students. This dissertation, written in article-ready style, reports on two studies of the program. Study 1, a survey of 128 high school students, found that those involved in the service and literacy program scored higher than their bilingual Latino peers who were not involved on two dimensions of high school engagement: level of education desired and feelings that school contributed to increased self-understanding. Study 2, a coding analysis of 200 LIA student journals, demonstrated a high level of reflectivity across three emerging themes: satisfaction with the tutee's progress, growth in leadership and social skills, and increased drive for school success. Implications for educators and program administrators are discussed. Although intended for separate publication, the studies inform each other in important ways. For example, the qualitative finding in Study 1 that LIA students more than their non-LIA peers view school as important to their self-understanding correlates with the qualitative finding in Study 2 that 80% of LIA journal writers employed self-reflective language to describe experiences in LIA--indicating perhaps that elements of the program prompt the kind of thinking and communication that enhances understanding of self. Similarly, the new confidence and determination to succeed in school expressed by LIA journal writers supports the Study 1 finding that LIA students target higher levels of post-secondary education than do their non-LIA peers. Specific journal entries provide a window into how that growth in ambition comes to be. Within the hybrid dissertation format, Appendix A provides a literature review linking both studies. Appendix B gives detailed coding methods for Study 2. Appendix C combines the findings of both studies in a general discussion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This thesis examines the Ely Act Book, the record of the consistory court of Ely from 1374 to 1382. It uses the defamation cases from the Act Book as a lens to examine the influence of the court. After a brief discussion of the Act Book itself – its survival, its construction, and its layout, the thesis explores the Ely Consistory Court as an agent of the larger canon law system. It shows that the court enforced canon law, addressing the legal and pastoral concerns of the Church in England, and that the bishop of Ely at the time – Thomas Arundel – was committed to those goals. The second chapter examines the court from the perspective of the people who worked and sought justice in it. It first shows that the court’s emphasis on order and learning demanded the employment of bureaucrats like the man who wrote the Act Book, Robert Foxton. The court provided both a market for their skills and an opportunity to advance their careers. Then the thesis shows that the court also benefited the litigants. It offered both sides an opportunity for legal representation. For the plaintiffs, it provided a judicial solution to disputes, but at the same time it protected defendants with a strong standard of proof, and awarded court costs to the falsely accused., Special Concentration