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Browsing by Author "Goerdt, Annie"

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    Autism mentorship program: A self-concept strengthening program
    (2020-03) Tomfohrde, Olivia; Goldberg, Emily; Goerdt, Annie; Weiler, Lindsey; Hudock, Rebekah
    Adolescents diagnosed with autism spectrum disorder (ASD) report that they often feel burdened by their diagnosis and struggle with social interactions and anxiety. Concurrently, adolescents with ASD rarely know adult role models with ASD who can serve as a source of guidance and inspiration. The Autism Mentorship Program (AMP) is a first-of-its-kind program that matches autistic* adolescents with autistic adults in one-to-one mentoring relationships (*identity-first language preferred). AMP was designed to provide youth with a sense of identity and belonging, by means of a supportive relationship. The aim of this study was to explore the promise of AMP to affect mentors’ and mentees’ self-concept and self-satisfaction. Seven mentee-mentor pairs (N=14) completed pre- and post-test assessments. Results showed that 83% of mentees and 57% of mentors improved in overall self-concept. Mentees experienced a moderate change in life-satisfaction (d=0.56) and a moderate to large change in self-satisfaction (d=0.71). Mentors reported a minimal change in self-satisfaction (d=0.13) and a small increase in life-satisfaction (d=0.30). One hundred percent of mentees and mentors reported satisfaction with the program. As such, AMP shows promise as a mutually beneficial program for supporting aspects of wellbeing for individuals with ASD.
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    Technical Adequacy of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale: A Systematic Review, Quantitative Synthesis, & Measurement Invariance Study
    (2023-05) Goerdt, Annie
    Universal screening in educational settings provides an opportunity to identify students who may benefit from targeted support. In recent years, there has been an increased awareness of the need for universal screening in the social, emotional, and behavioral domains. Yet, the research base for these screening tools is scarce given its relative novelty, particularly in comparison to universal screening tools within academic domains. Therefore, this dissertation was guided and conceptualized by a need to begin filling this gap in the literature. Specifically, these studies examined the technical adequacy of one widely used measure, the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS). Broadly, the purpose of this multi-study dissertation was two-fold: (a) systematically review and quantitatively synthesize the existing evidence of validity related to the SAEBRS-TRS; and (b) examine the extent of potential measurement invariance of the tool across the student characteristics of racial and ethnic identity, sex assigned at birth, and eligibility for free or reduced-price lunch. Results of the systematic review provide preliminary evidence of the SAEBRS-TRS technical adequacy across sources of validity evidence. Yet, more research is needed to gather a stronger research base for using and interpreting the SAEBRS-TRS scores across a variety of student characteristics. Results of the measurement invariance study provide initial support for the use of the SAEBRS-TRS across broad student characteristics of racial and ethnic identity, sex assigned at birth, and eligibility for free or reduced-price lunch. Inherent limitations of these studies, such as the categorization and homogenization of student identities, are presented. Future research must continue to move this work forward, further examining the SAEBRS-TRS and similar universal screening tools for the social, emotional, and behavioral domains.