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Theses and Dissertations

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Browsing Theses and Dissertations by Author "Barrett, Karen Caplovitz, committee member"

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    Do American adults value play and playfulness in children? An exploration of parents' attitudes towards playfulness in their children
    (Colorado State University. Libraries, 1996) Pascual, Zennifer Asa, author; Bundy, Anita C., advisor; Barrett, Karen Caplovitz, committee member
    The recent trend in American culture grants play and a playful attitude vital places in adult life, and shies away from work as the governing activity of one's life. Previous research, however, found that adults did not value play in their children. This study explored whether American adults' attitudes now support the recent trend recognizing the importance of play and playfulness in children. American parents of preschool children responded to a questionnaire investigating their attitudes towards play and playfulness. Their responses indicated that American adults recognize the value of play for its own sake and can identify the significant individual dimensions that comprise playfulness. Noteworthy was the low valuation parents placed on the sense of humor dimension, for humor is synonymous with playfulness. Discussion on the significance of the results, recommendations for future research, and a review of the history of play, work, and child-rearing attitudes in America are provided.
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    Girls, boys and a top: gender/environmental differences and a test of playfulness: research version 2
    (Colorado State University. Libraries, 1996) Tyler, Rebecca Elin-Geis, author; Bundy, Anita C., advisor; Barrett, Karen Caplovitz, committee member; Short-DeGraff, Peggy, committee member
    The effects of gender and the environment on children's playfulness scores using the ToP were examined. Videotapes of 124 children, ages 19 to 118 months were scored by trained raters. One hundred and seven were typically-developing children, seventeen of the children had known disabilities. Results revealed that gender does not appear to be a factor that affects the scores. Also, age does not seem to produce any differences in the scores. However, playfulness scores do appear to differ between the indoor versus the outdoor environment. Six items (Pretends (Ext), Challenges (Ext), Challenges (Int), Exuberance, Plays with Others, and Plays interactively) seem to account for the difference found between the settings. This research suggests that the ToP appears to transcend gender, age and activity. Further research is needed to determine if the ToP in fact, needs to be given in both the indoor and outdoor environments.
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    Preliminary reliability of the occupational therapist teacher interaction scale
    (Colorado State University. Libraries, 2010) Hottovy, Janine Marie Angello, author; Spencer, Karen C., advisor; Daunhauer, Lisa A., advisor; Barrett, Karen Caplovitz, committee member
    This preliminary study sought to identify a reliable means of capturing and rating interactions between occupational therapists (OTs) and teachers according to the dyads' qualities of collaboration. Five OT and teacher dyads were recorded in their authentic environments as participants discussed on-going student needs. Judgment study methodology, including using "thin slice" segments from the videotaped interactions, was employed. A coding scheme was created specific to this study's question and by a panel of judges to code the collaborative characteristics of each dyad's interaction. This coding scheme, the Occupational Therapist Teacher Interaction Scale (OTIS), included 23 items and was divided into three subdomains: OT Interaction Qualities, Teacher Interaction Qualities, and Pair Interaction Qualities. Data was analyzed to determine effective reliability using intraclass correlations. Results showed that all three OTIS subdomains achieved effective reliability with an ICC of greater than .75 and that 18 of the 23 individual items did as well. These findings indicate that judgment methodology and the OTIS are reliable means of capturing and rating collaboration between OTs and teachers. Further research is indicated to assess validity of the findings and begin to correlate collaborative practice with student outcomes.