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dc.contributor.advisorPhillips, Daleen_US
dc.contributor.authorBranch, Stephanie
dc.date.accessioned2018-03-28T18:36:36Z
dc.date.available2018-03-28T18:36:36Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/1951/69698
dc.descriptionMaster's thesis, Department of Psychology, SUNY Plattsburghen_US
dc.description.abstractThe 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 specificityen_US
dc.language.isoen_USen_US
dc.titleEvaluating Predicting Factors of Entering Kindergarten with an Individualized Education Programen_US
dc.typeThesisen_US
dc.description.advisorCommittee Members: William Gaeddert and Kristin McAuliffeen_US


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