2,629 results on '"*INDIVIDUALIZED programs"'
Search Results
2. [Individualized Material for Industrial Education Based on the AVA Booklet 'A Guide to Improving Instruction in Industrial Arts'.]
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Wayne State Univ., Detroit, MI.
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This package of individualized curriculum materials for industrial arts, developed by the 1969-70 Experienced Teacher Fellowship Program for teacher and student use, is a result of an in-depth study of the 1968 revision of the American Vocational Association's booklet, "A Guide to Improving Instruction in Industrial Arts." The 10 major units included are: (1) Industry and Civilization, (2) The Industry, (3) Organization and Management, (4) Research and Development, (5) Planning for Production and Manufacturing, (6) Production and Manufacturing, (7) Distribution, (8) Service, (9) Hand Tools and Simple Machines, and (10) Sophisticated Machines. Each unit, identified by a prefix letter, contains color coded individualized packages of information for student use, teacher use, and teacher reference information which outlines special preparations or materials required for student or teacher packages. Each package within the unit is designed to be flexible for use in Grade 7 through Grade 12 and with slight modification it can be used for lower or higher grades. Several teacher-designed simulation games about industry are included. A related document is available as ED 024 814 (RIE, April 1969). (GR) more...
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- 2024
Catalog
3. TOWARD A COMPUTER BASED INSTRUCTIONAL SYSTEM.
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Saginaw Township Community Schools, MI., GARIGLIO, LAWRENCE M., and RODGERS, WILLIAM A.
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THE INFORMATION FOR THIS REPORT WAS OBTAINED FROM VARIOUS COMPUTER ASSISTED INSTRUCTION INSTALLATIONS. COMPUTER BASED INSTRUCTION REFERS TO A SYSTEM AIMED AT INDIVIDUALIZED INSTRUCTION, WITH THE COMPUTER AS CENTRAL CONTROL. SUCH A SYSTEM HAS 3 MAJOR SUBSYSTEMS--INSTRUCTIONAL, RESEARCH, AND MANAGERIAL. THIS REPORT EMPHASIZES THE INSTRUCTIONAL SUBSYSTEM. THE 3 BASIC COMPONENTS OF THIS SUBSYSTEM ARE--BREAKDOWN OF GRADE-BY-GRADE CURRICULA, BREAKDOWN OF STATIC CLASSROOM SIZE, AND USE OF COMPUTER AND OTHER DEVICES TO PRESENT INSTRUCTIONAL INFORMATION. (MS) more...
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- 2024
4. Individualising Processes in the Making: Policy Complexities and Tensions of Municipal Adult Education in Swedish for Immigrants
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Dimitrios Papadopoulos, Karin Lumsden Wass, and Gun-Britt Wärvik
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This article examines individualising processes in the context of Municipal Adult Education in Swedish for Immigrants (SFI). Demands to adapt education to individual students' needs are increasingly evident in adult education policies, requiring accountable authorities' active engagement in enacting effective organisational frameworks while accommodating the labour market's needs. Such endeavours are often sources of tensions. Conceptual tools from cultural-historical activity theory are employed to address the complexity and multiplicity of individualising processes. An analysis of policy documents and interviews with municipal actors shows that individualising processes are played out through tensions found in three areas of object formation: making of an individual student; making of an effective education; and making of a coherent society. Hence, the study unpacks how individualising processes elicit transformations of SFI education through destabilisation/restabilisation cycles in the involved actors' activities, concluding by highlighting the concept's dynamic and potentiality for development in contemporary adult education settings. more...
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- 2025
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5. Customized Care: Addressing the Unique Mental Health Needs of Online Students
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Online Learning Consortium (OLC), Kristen Gay, and Dylan Barth
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The mental health landscape in higher education has reached a critical juncture, with an increasing number of students experiencing severe psychological issues. Recent studies have found that over 60% of college students meet the criteria for at least one mental health problem, with significant portions reporting symptoms of depression, anxiety, and suicidal ideation (Flannery, 2023; Alonso, 2023). Encouragingly, more students are seeking mental health counseling, yet a substantial gap remains, with over 60% not receiving the care they need (Alonso, 2023; Sutton, 2023). The COVID-19 pandemic has further complicated these trends, significantly impacting student enrollment patterns and increasing the need for quality online education and telemental health services. The study aims to address the mental health crisis by focusing specifically on the needs of online students and support strategies that can more effectively support this population. Through a comprehensive, global survey of 338 respondents from diverse roles in higher education, the researchers sought to understand the changing demand and utilization of mental health services among online students, the steps institutions are taking to customize these services, the unique mental health needs online students face, and the barriers preventing them from seeking help. This research reveals that online student demand and utilization of mental health services have significantly increased over the past year, with key challenges including isolation, diverse schedules, and less visible mental health issues. Also, educators identify barriers like lack of awareness, limited service availability, and time constraints in seeking support as especially significant for online students. [This study was collaborated with Uwill.] more...
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- 2024
6. Developing a Program Model for School-Based Day Treatment for Social, Emotional, and Behavioral Difficulties
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Kathryn Pierce, Samantha Yamada, Melissa Major, and Debra J. Pepler
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School-based day treatment is an intensive mental health service for children with social, emotional, and behavioral difficulties. Research on day treatment is scarce and descriptions of program models are lacking. We used stimulated recall interviews to explore the moment-to-moment processes and strategies of classroom staff in a day treatment program for children in kindergarten and Grade 1 in Canada. Several processes and strategies used by staff emerged from the thematic analysis of the interviews. These included a process of individualized intervention, characterized by a continual and cyclical process of attunement, responsiveness, assessment, and evaluation, using a team-based approach, noticing positives about children, a climate of positive relationships, staff regulating their own emotions, being flexible while also being firm and consistent, and seeing children from a developmental perspective. More specific strategies used by staff (e.g., token economy) also emerged from the interviews. Implications for future research and teacher training are discussed. more...
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- 2024
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7. Theory of Change for Coordination and Individualization of Family Support Services in Head Start Programs. OPRE Report 2023-304
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Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE), NORC at the University of Chicago, MEF Associates, MDRC, and Michelle F. Maier
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Head Start uses a whole-family approach to support the well-being of children and families with low incomes. As a two-generation model, Head Start provides comprehensive services for families and children from birth through age 5, and family support services for parents. Intentional alignment and coordination across these services is expected to lead to positive outcomes for families and their children. This brief introduces a theory of change focused on one distinct and understudied aspect of the coordinated services provided by Head Start's model: family support services. Through family support services, Head Start programs aim to help families identify and reach "their goals and dreams" by directly providing them with or referring them to services that support those goals and build on individual strengths. These support services address needs regarding education and employment, financial capability, housing and food assistance, emergency and crisis intervention, substance use treatment, physical health, and mental health, among others. Determining families' strengths and needs, identifying relevant support services, communicating with service providers, and helping families access services--that is, the "coordination of family support services"--in combination with the child-focused services, is expected to promote families' safety, health, and economic security. more...
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- 2023
8. A Pilot Open Trial of an Individualized Adaptation of Trauma and Grief Component Therapy (TGCT) in Children and Adolescents
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Lauren Alvis, Benjamin Oosterhoff, Christopher Giang, and Julie B. Kaplow
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Background: Originally designed for use with adolescents in group-based settings, there has been limited evaluation of Trauma and Grief Component Therapy (TGCT) with respect to its use with individual patients across a wide age range of children and adolescents. Objectives: This study describes a pilot open trial of individually administered TGCT, an assessment-driven, modularized treatment for traumatized and/or bereaved children and adolescents. Key outcomes measures include posttraumatic stress, depressive symptoms, and maladaptive grief reactions. Method: The sample consisted of 58 treatment-seeking children and adolescents who experienced trauma and/or bereavement (ages 7-17 years, M = 12.78, SD = 2.93; 68.4% female; 45.6% Hispanic, 14.0% Black, 22.8% White, 14.0% Multiracial). The study used a single-group open trial design. Youth referred to the study due to experiencing a potentially traumatic event or death of a loved one completed self-report measures of posttraumatic stress, depressive symptoms, and maladaptive grief reactions (when applicable). Measures were also completed following Module 1 of the treatment. Results: Bayesian regression models revealed youth who completed TGCT Module 1 reported substantial reductions from baseline, with large effect sizes for posttraumatic stress, depressive symptoms, and maladaptive grief reactions. Rates of reliable improvement ranged from 42 to 65% across treatment outcomes with 69% of youth demonstrating reliable improvement in at least one outcome. Conclusions: The present study provides preliminary evidence supporting TGCT as an individual treatment for traumatized and/or bereaved children and adolescents experiencing posttraumatic stress, depressive symptoms, and/or maladaptive grief reactions. more...
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- 2024
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9. Beyond Hard Workout: A Multimodal Framework for Personalised Running Training with Immersive Technologies
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Fernando Pedro Cardenas Hernandez, Jan Schneider, Daniele Di Mitri, Ioana Jivet, and Hendrik Drachsler
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Training to run is not straightforward since without proper personalised supervision and planning, people will not improve their performance and will increase the risk of injuries. This study aims to identify the different factors that influence running training programmes, examining the benefits, challenges or limitations of personalised plans. Moreover, this study explores how multimodal, immersive and artificial intelligence technologies can support personalised training. We conducted an exploratory sequential mixed research consisting of interviews with 11 running coaches from different countries and a survey of 12 running coaches. Based on the interviews and survey analysis, we identified and extracted relevant factors of the training process. We identified four relevant aspects for running training: physical, technical, mental and body awareness. Using these aspects as a reference, we derived a framework using a bottom-up approach. This framework proposes multimodal, immersive and artificial intelligence technologies to facilitate personalised running training. It also allows coaches to personally guide their athletes on each aspect. more...
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- 2024
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10. Brief Report: A Specialized Fitness Program for Individuals with Autism Spectrum Disorder Benefits Physical, Behavioral, and Emotional Outcomes
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Scott L. J. Jackson, Emily A. Abel, Shara Reimer, and James C. McPartland
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Individuals with autism spectrum disorder (ASD) engage in less physical activity than typically-developing peers. This can result in serious negative consequences for individual well-being and may contribute to the physical, behavioral, and emotional challenges associated with ASD. This study explored the potential benefits of trainer-led, individualized, physical fitness sessions specialized for ASD. Eleven individuals (ages 7-24 years) with ASD were assessed at baseline and following 15 fitness sessions. Participants demonstrated improvements in core and lower-body strength and reductions in restricted and repetitive patterns of behavior, along with non-significant but marked reductions in issues with daytime sleepiness. Results suggest the merit of specialized fitness programs and emphasize the need for larger and more rigorous research studies on this topic. more...
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- 2024
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11. Academic Support Programs at HBCU Law Schools
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Marla L. Dickerson
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This qualitative descriptive case study delves into the effectiveness of academic support programs (ASPs) for students at Historically Black Colleges and Universities (HBCU) law schools, focusing on enhancing academic performance and passing the bar exam. The underrepresentation of minority lawyers in the United States, which is attributed partly to standardized test disparities, underscores the need for tailored support mechanisms. Drawing from social cognitive theory (SCT), the study investigates how ASPs impact academic success, informed by participant interviews and thematic analysis. Key findings reveal four prominent themes. Firstly, effective features of ASPs for promoting academic performance include personalized guidance from academic counselors, writing feedback opportunities, optional, voluntary pre-law programs, and targeted intervention courses. Secondly, compelling features of ASPs for bar exam preparation encompass access to previous exams and required preparatory courses. However, participants also identified barriers to ASP effectiveness, such as insufficient data-based assessments, outdated content, and inadequate counselor guidance. Recommendations for enhancing ASPs emerge, including a more consistent faculty approach, increased outreach, additional writing assistance, and expanded ASP staffing. These insights provide invaluable stakeholder guidance, advocating for implementing critical ASP features to bolster academic success and bar exam performance among law students at HBCU law schools. This study is a foundational resource for fostering diversity and inclusion within legal education, emphasizing the importance of tailored support mechanisms in addressing systemic disparities. [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.] more...
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- 2024
12. Accompany Caregivers to Optimize Learning with People Living with a Major Neurocognitive Disorder: A Participatory Action Research
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C. Viscogliosi, N. Dame, R. Duquette-Laplante, S. Rahimaly, B. Chassé, J. Mino-Roy, Y. Couturier, J. Dery, D. Giroux, and V. Provencher
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For caregivers of people living with major neurocognitive disorders (MNCD), adapting and applying methods optimizing learning (MOL) to a specific situation, based on preserved cognitive skills, can be challenging. This study aimed to 1) co-develop workshops, a web application and accompanying materials to support the operationalization of MOL; 2) better understand the factors influencing caregivers' use of MOL, and 3) evaluate the perceived effects of the workshops. A participatory action research study was conducted in collaboration with family caregivers of people living with MNCD and healthcare and community organization workers (HCOW). Qualitative questionnaires and interviews were conducted and transcribed in verbatim. Thematic content analysis was conducted. Workshops and accompanying materials were co-developed and continuously improved based on conceptual framework and feedback from the participants. The final version of the workshops consisted of seven two-hour sessions structured around the type of cognitive deficits affecting the realization of activities. Facilitators (e.g. help to identify the person's capabilities) and barriers (e.g. fluctuation of MNCD symptoms) for caregivers' use of the MOL were reported. The identification of the cause of reactive behavioral expressions could be challenging for some family caregivers, reducing the use of MOL. Caregivers mentioned their increased preparedness to support and relationship with the person living with MNCD and feeling of competence for analyzing the reactive behavioral expressions and to use MOL. This participatory action research has shown that caregivers can acquire abilities to adapt and apply MOL in specific situations with people living with MNCD. more...
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- 2024
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13. Safety of Students with Disabilities in Emergency Situations
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Asha Asher, Joanne Estes, Sarah Allender, Mackenzie Ferguson, Mary Schoen, and Grace Villarosa
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All students have the right to be safe at school. Regulations mandate that schools must establish procedures to ensure the safety of all students during emergency situations. Twenty years ago, a Midwestern school district created Individualized Emergency Evacuation Plans (IEEPs) to address unique safety needs of students with disabilities. A mixed methods design program evaluation was conducted to study its effectiveness. It examined the extent to which these practices align with the needs of students with disabilities, and what changes might be implemented to improve the program. Participants were multiple levels of District personnel. Data were collected using a quantitative online survey and qualitative individual semi-structured interviews and two focus groups. Most survey participants felt that current plans meet needs of students with disabilities; however, the plans could be updated to better support student safety. Interview analyses produced three emergent themes: We will do whatever it takes; There is always room for improvement; and "It might be helpful to … ." District Q continues to implement some practices from the original framework of the Individualized Emergency Evacuation Plans. The program evaluation produced suggestions for more effectively and efficiently meeting the safety needs of students with disabilities in emergency situations. more...
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- 2024
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14. Empowering Learning and Restoring Hope: Creating Customized Programs for Medically Fragile Children
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Nancy M. Finelli
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Children in medical facilities encounter systemic barriers to education despite legal mandates. This study aimed to enhance educational opportunities by addressing inconsistencies through research-based strategies. The study adopted a dual strategy, positing that proactive organizational readiness measures alongside the implementation of an in-house program would cultivate a supportive educational environment. It utilized two PDSA cycles, each concentrating on organizational readiness and program quality, respectively. Using a mixed methods design, improvements in both were revealed. Key themes emerged, including a focus on student health, organizational adaptability, and improved communication. The first cycle addressed readiness, implementing strategies aligned with research a leadership readiness assessment. The attendance data indicated significant improvements following the intervention. The second cycle focused on program quality, utilizing a Quality Indicator Rubric. Results showcased increased quality, with notable progress in assessing student responsiveness and increased scores on the rubric. Overall, the study emphasizes data-driven approaches to enhance educational opportunities for medical facility students, empowering families and school districts to make informed decisions. [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.] more...
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- 2024
15. The Components Necessary in a Clinical Day Program for a Successful Transition to Traditional School
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Erica D. Parker
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The purpose of this research was to determine what components of academic and therapeutic clinical day programs ensure success for students with mental health diagnoses as they transition back to conventional educational settings. This study focused on the importance of developing students' capabilities to fulfill their own needs within Maslow's Hierarchy of Needs through coping skills, academic skills, and ensuring those skills transition to their traditional home school setting. The research questions guiding this study were: (1) How is "successful reintegration" defined for students with mental health concerns by the students, families, teachers, and other school staff? (2) What program components are present in effective clinical day programs? The methodology for this research was an evaluative case study approach, with interviews serving as the primary form of data collection. Three staff members at two clinical day programs that serve middle and high school students provided valuable insight into what components of the programs help students prepare for the transition back to traditional schools. The study findings indicated that enhancing students' capacity to independently use therapeutic and academic skills significantly improved the likelihood of a successful transition to their home school. The most important themes that came from the research included skills to help students meet their needs within the Hierarchy of Needs, individualization of the clinical day program, and the various possible outcomes. This study provides the foundation for further development of clinical day programs that focus on the therapeutic skills and academic skills necessary for students to successfully transition from a more restrictive environment to a less restrictive setting. It also leads to continuing research in methods to ensure students' ability to continue utilizing the skills learned across various settings. [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.] more...
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- 2024
16. Enhancing Kidney Transplantation Outcomes through Precision Immunosuppressive Therapy: A Machine Learning Approach
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Kunle Timothy Apanisile
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Immunosuppressive therapy is vital for the success of a kidney transplant, yet it entails potential risks and side effects. The challenge lies in finding the right balance between suppressing the immune response enough to prevent rejection while minimizing the risk of infections, organ toxicity, and other complications associated with long-term immunosuppression. This study leverages machine learning to predict optimal immunosuppressive therapies in kidney transplantation. Using data from the United Network of Organ Sharing (UNOS) national registry (2010-2021), diverse patient cohorts were examined to assess predictive model generalizability. Model performance was evaluated using diverse metrics, with Shapley Additive Explanation (SHAP) values adding interpretation through summary plots. This research sheds light on the potential of data-driven approaches to enhance personalized medicine in the field of kidney transplantation, ultimately aiming to improve patient outcomes and long-term graft survival. [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.] more...
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- 2024
17. Literature Review -- Bullying and Harassment in Schools
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Intercultural Development Research Association (IDRA), Brion-Meisels, Gretchen, O'Neil, Eliza, and Bishop, Sarah
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In order to ensure that all students have access to the everyday activities and lessons of school, educators must work to create safe educational spaces and prevent bullying and harassment in schools. This literature review presents the research highlights on: (1) prevalence and impact; (2) risk factors; (3) school obligations under law; (4) avoiding ineffective anti-bullying programs; (5) fostering change; (6) school climate; (7) addressing bias-based harassment; and (8) addressing cyberbullying. Research on strategies at the school, classroom, and individual levels are also presented. more...
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- 2022
18. Individual-Level Strategies: Interrupting Bullying & Harassment in Schools -- Toolkit
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Intercultural Development Research Association (IDRA), Brion-Meisels, Gretchen, O'Neil, Eliza, and Bishop, Sarah
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Although universal prevention is critical to the prevention of bullying and harassment, certain students may need additional, targeted supports to reduce the likelihood of harmful interactions and to moderate the harm done when such interactions occur. This report offers strategies to help support students who are directly involved with bullying behaviors and may need targeted, responsive strategies. In addition, it provides some specific ideas for how to support protected groups or students who are more likely to be targeted due to some aspect of their identity. This includes students with aspects of identity protected under federal civil rights policies and legislation, such as LGBTQ students, gender nonconforming (GNC) students and undocumented students. more...
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- 2022
19. Predictor Implementation School/District Self-Assessment
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National Technical Assistance Center on Transition (NTACT)
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The checklist in this document is intended to provide schools, districts, or other stakeholders in secondary transition with a framework for determining the degree to which their program is implementing practices that are likely to lead to more positive post-school outcomes for students with disabilities. A team should consider the definition of the predictor and each individual program characteristic, as well as the Degree of Implementation and the Evidence of Implementation scales, to guide decisions regarding program strengths, needs, and priorities for change. Teams may find it helpful to consider the predictors in clusters. The following clusters are suggestions for grouping the predictors by similar topics or themes to facilitate discussion: (1) Student Skills; (2) Career Development; (3) Collaborative Systems; and (4) Policy. [This document was originally developed by the National Post-School Outcomes Center. For "Predictor Implementation School/District Self-Assessment Instructions and Action Planning Guide," see ED629042.] more...
- Published
- 2021
20. The Role of Coaching on the Implementation of Individualized Behavior Supports in Elementary Schools
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Kelly, Elizabeth M., Spaulding, Scott A., and Davis, Carol A.
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Coaching is necessary for the successful implementation of individualized behavior support in the classroom. However, the way in which school teams engage in coaching to facilitate the implementation of individualized behavior supports has not been well described. This large-scale exploratory survey examined current coaching practices of elementary school educators implementing individualized behavior supports. Respondents described their coaching experiences with respect to frequency, type of coaching activities, type of feedback, method of feedback, tools to support coaching implementation, perceived coaching effectiveness, and obstacles to effective coaching. Results indicate wide variability in coaching practices for those receiving coaching, in addition to a disparity between ideal coaching as described in the literature and actual coaching practices in schools. more...
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- 2023
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21. Individualising Processes in Adult Education Research: A Literature Review
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Papadopoulos, Dimitrios
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Individualising processes often are prescribed as all-embracing solutions in adult education policies worldwide. Nevertheless, re-adaptation of educational frameworks to individual students' needs may result in tensions for involved agents due to complexities of such initiatives. This literature review examines individualising processes in international adult education research and aims to identify societal needs and challenges eliciting individualising processes and how the latter materialise in policy and practice, causing transformations of adult education in different contexts. The point of departure is Swedish Municipal Adult Education, which is viewed as a collective human activity embedded in a transnational policy agenda and involving a wide array of agents. Thus, the scope of the review involves international research. The analysis of the selected literature is based on the analytical concepts of motive and object, stemming from cultural-historical activity theory. The results indicate that, in the selected literature, individualising processes are problematised within three interrelated and not mutually exclusive themes: mediating between liberation and responsibility; alleviating the risk of exclusion; and addressing student diversity. The study concludes with recommendations for further research that considers the complexity and potentiality of the topic. more...
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- 2023
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22. How to Design and Evaluate Personalized Scaffolds for Self-Regulated Learning
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van der Graaf, Joep, Rakovic, Mladen, Fan, Yizhou, Lim, Lyn, Singh, Shaveen, Bannert, Maria, Gaševic, Dragan, and Molenaar, Inge
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Self-regulation is an essential skill for lifelong learning. Research has shown that self-regulated learning (SRL) leads to greater academic achievement and sustainable education, but students often struggle with SRL. Scaffolds are widely reported as an effective and efficient support method for SRL. To further improve digital scaffolds' effectiveness, real-time detection of learning behavior can be used to personalize scaffolds. Therefore, the present study aimed to inform the field of scaffolding SRL by reporting on the design and evaluation of digital scaffolds. We present decisions made during the design process of personalized scaffolds to inform future scaffold designs. We evaluated how scaffolds were personalized based on real-time detection SRL, how university students respond to the scaffolds (i.e., compliance), and how this response is related to learning outcomes (i.e., quality of an essay). The research design was a pre-posttest with three conditions (no, generalized (same for all), or personalized scaffolds). A 45-minute reading and writing task was used, during which SRL processes were recorded in real-time. Findings revealed that different real-time SRL processes could be used to personalize scaffolds, meaning that we were able to personalize the content of scaffold based on students' actual learning behavior. In addition, students in the personalized condition complied more with the scaffolds than students in the other conditions. This compliance with the scaffolds was generally associated with better learning outcomes. To conclude, our approach showed how design decisions could be evaluated and provided insight into the personalization of scaffolds. more...
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- 2023
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23. Changing College Choices with Personalized Admissions Information at Scale: Evidence on Naviance
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Christine Mulhern
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Choosing where to apply to college is a complex problem with long-term consequences, but many students lack the guidance necessary to make optimal choices. I show that a technology which provides low-cost personalized college admissions information to over forty percent of high schoolers significantly alters college choices. Students shift applications and attendance to colleges for which they can observe information on schoolmates' admissions experiences. Responses are largest when such information suggests a high admissions probability. Disadvantaged students respond the most, and information on in-state colleges increases their four-year college attendance. Data features and framing, however, deter students from selective colleges. [This paper was published in "Journal of Labor Economics" v39 n1 2021.] more...
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- 2020
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24. Hypo- or Hyperarousal? The Mechanisms Underlying Social Information Processing in Autism
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Yi, Li, Wang, Qiandong, Song, Ci, and Han, Zhuo Rachel
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Autistic children tend to show divergent social information processing, and controversies exist regarding the mechanisms underlying this processing. In this article, we summarize and categorize the current theories and evidence related to hypo- and hyperarousal accounts of social information processing in autism. The hypo-arousal account proposes reduced motivation or sensitivity to process social information and is supported by behavioral, eye-tracking, and neuroimaging studies. Recent evidence has challenged this account, highlighting the role of eye gaze in interpreting the hypo-brain activation. The hyperarousal account posits that social context could evoke anxiety and discomfort in autistic children, which could interfere with their social information processing and result in social avoidance. Most research in this field has studied children and adolescents, but some studies have included adults since autism is a lifelong condition. Here, we highlight the importance of considering the heterogeneity of arousal patterns in autistic children when developing individualized supporting protocols. more...
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- 2022
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25. Can Reading Practitioners and Researchers Improve Intensive Reading Support Systems in a Large Urban School System?
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Kearns, Devin M., Walker, Melodee A., Borges, Jason C., and Duffy, Meghan E.
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One way to provide intensive intervention for students with severe and persistent reading difficulties is to use a systematic data-based decision-making process called data-based individualisation (DBI). DBI is a process for identifying needs and aligning them with specialist support. Meta-analyses of DBI studies by university-based researchers have shown positive effects, but university research studies do not involve many of the implementation science-related factors that affect success. This study addresses the dearth of data from practice-based studies that incorporate DBI and was done as a researcher-practitioner collaboration, developed with based on the theory that the collaborators' combined knowledge and skills could produce positive outcomes. Mixed methods were used to examine whether there was evidence of success in implementation DBI conducted through a researcher-practitioner partnership in New York City Public Schools, the largest public school system in the United States. Specifically, data were collected concerning the quality of DBI implementation and changes in teachers' and administrators' perspectives about the value of implementing intensive intervention. Results indicated that district-level implementation met many criteria for effective DBI, that school teams (N = 6) implemented DBI with an overall high level of fidelity (mean score of 4.1 on a 5-point scale) and that teachers and school administrators changed their thinking about intensive intervention as a result of participation in DBI. Stakeholder interview data indicated a high level of social acceptability for DBI implementation. Features of the research-practice partnership thought to have contributed to the success of the project are discussed. more...
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- 2022
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26. The Role That Schools Hold in Supporting Young People with Selective Mutism: A Systematic Literature Review
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White, Joe and Bond, Caroline
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Schools are expected to hold an increasingly central role in co-ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Education Resources Information Center, British Library EThOS and Google Scholar) and a conceptual map, informed by experienced practitioners, guided additional purposive searching with a focus on conceptual saturation. A total of twenty-four papers were identified following a further process of appraisal. Reciprocal Translational Analysis (RTA) found that schools hold a tripartite role in supporting children with SM: this incorporated developing a shared understanding of the disorder, engaging in effective (and often multi-professional) planning, and offering direct support through adapting provision and facilitating individual intervention. Through realising this role, schools and educational settings might transform the support currently available for children and young people with SM. Implications for practice, policy and future research also emerged. This included a clear need for enhanced teacher understanding of SM, arguably at the level of initial teacher training (ITT). more...
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- 2022
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27. Students with Disabilities and Post-College Employment: How Much Do We Know? NCCSD Research Brief. Volume 2, Issue 1
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National Center for College Students with Disabilities (NCCSD), Kutscher, Elisabeth, Naples, Lauren, and Freund, Maxine
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College plays an increasingly critical role in a person's employment and long-term success. However, in seeking employment, college students with disabilities may encounter distinctive employment contexts compared to their peers without disabilities. This research brief provides an overview of the employment landscape for individuals with disabilities and career development considerations for college students with disabilities. Additionally, this brief offers recommendations to institutions regarding personalized career development for targeted student groups and strategies for improved support to students as they plan their career trajectories. These include: 1) developing stronger partnerships between offices of disability resources and career services; 2) implementing universal design for career development; and 3) capitalizing on technology to expand access to disability-focused career services. Finally, the limits to what is currently known about post-college employment for this group of students are discussed. (Contains two tables.) more...
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- 2019
28. Mind the Gaps: An Online Learning Center's Needs Assessment
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Babcock, Ashley, Lehan, Tara, and Hussey, Heather D.
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A needs assessment was conducted at a learning center at one completely online institution to understand administrator, faculty, and student perceptions of the center's services and resources to uncover gaps between the current state and intended outcomes (personalized support, clarity of services, and shared accountability for student success). Through gap analysis, findings suggested that there is a need to empower students through personalized support, prevent struggling students from feeling overwhelmed, and direct students to specific services and resources based on their unique needs. Next steps and implications for future research are discussed. more...
- Published
- 2019
29. The Results of Special Education Professional Development on Special Education Teachers' Ability to Write Individualized Education Programs
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Morgan Sherrill
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Every student receiving special education services in a school must have an Individualized Education Program describing all supports and services needed to support the student. An IEP is the avenue for students with disabilities to have access to education. Ensuring that special education teachers are competent in writing and implementing sufficient IEPs is crucial. The literature has shown that the quality of written IEPs for students with disabilities is low. This study explored the effect of Special Education professional development on 30 Special Education teachers' ability to align Present Levels of Educational Performance to Measurable Annual Goals, write Measurable Annual Goals, and collect data to progress monitor Measurable Annual Goals. [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.] more...
- Published
- 2022
30. Evaluating the Impact of Personal Librarians on Academic and Affective Outcomes
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Meals, Catherine
- Abstract
Many academic libraries have implemented personal librarian programs, seeking to improve relationships with students and reduce library anxiety. This pilot study, in which a personal librarian was assigned to sections of a general education course, aimed to expand upon the personal librarianship literature by assessing whether a personal librarian influences student academic outcomes and information literacy confidence. Results from the pilot suggest that the presence of and engagement with the personal librarian had minimal and not statistically significant effect on academic outcomes, but engagement with the personal librarian somewhat correlated with growth in information literacy confidence. more...
- Published
- 2022
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31. The Effects of the VALOR Professional Development Model on Teacher Self Efficacy
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Miller, Stephenie
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While professional development is a requirement for all educators, many teachers have a negative opinion of PD. Districts have attempted to use professional learning communities and the presence of instructional coaches as an answer to the concerns of irrelevant professional development. This study examined educators' opinions of an opt-in professional development cohort, VALOR, compared to those of traditional professional development as well as the program's effect on teacher self-efficacy. Themes from a semi structured interviews, questionnaire, and VALOR artifacts revealed that teachers favor the VALOR program over other forms of professional development due to its individualized and experiential nature. A comparative survey also revealed that VALOR participants have a higher self-efficacy than those who have not taken part in the program. This could be attributed to the community building within the program, the focus on growth mindset, and the observation and feedback cycle facilitated by instructional coaches. [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.] more...
- Published
- 2022
32. Use of Individualized Healthcare Plans to Support School Health Services. Position Statement. Revised
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National Association of School Nurses, Emge, Gina, Wilson, Louise, Miller, Tina D., and Ferguson, Andrea
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It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) initiates and develops an Individualized Healthcare Plan (IHP) for students whose healthcare needs require more complex school nursing services. An IHP is a plan of care written by the registered nurse for students with or at risk for physical or mental health needs (ANA & NASN, 2017). It is the responsibility of the school nurse to annually evaluate the IHP, as well as to update the plan if deemed appropriate, to reflect changes in the student's healthcare needs and address nursing interventions and/or student healthcare outcomes. This document provides the background and rationale for NASN's position. [This position statement was adopted in June 1998 and revised in November 2003, March 2008, June 2008, June 2013, January 2015, and January 2020.] more...
- Published
- 2020
33. Support Coordination Strategies That Impact Employment Outcomes and Services for Individuals Served by State Intellectual/Developmental Disabilities Agencies. Bringing Employment First to Scale, Issue No. 17
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University of Massachusetts Boston, Institute for Community Inclusion, Brent, Barbara, Kennedy-Lizotte, Rie, and Fay, Mary Lee
- Abstract
Case managers, often called support coordinators, are pivotal in the service system supporting people with intellectual/developmental disabilities (I/DD) and their families to have meaningful lives in the community, which includes access to community integrated employment. Support coordinators balance this priority, along with ensuring individual health and well-being and completing the administrative duties associated with Medicaid requirements. Further, as employment practices and service structures evolve, case managers will need additional skills and knowledge around employment service delivery across multiple systems as part of their repertoire. This white paper analyzes the importance and complexity of support coordination and identifies policy considerations and strategies for public I/DD systems to assist support coordinators (and teams) to embed employment as a priority in service plan development, implementation, and follow-up. Support coordination and planning processes of three states (Missouri, Pennsylvania, and Washington, D.C.) are highlighted. [This report was produced by the Rehabilitation Research and Training Center (RRTC) on Advancing Employment for Individuals with Intellectual and Developmental Disabilities, a project of ThinkWork! at the Institute for Community Inclusion at UMass Boston.] more...
- Published
- 2018
34. Multi-System Collaboration: Supporting Individuals from Pre-Employment through Employment and Community Engagement across the Life Course. Bringing Employment First to Scale, Issue No. 14
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University of Massachusetts Boston, Institute for Community Inclusion, Kennedy-Lizotte, Rie, Sass, Adam, and Zlockie, Jeanine
- Abstract
To meet current federal regulations and provide the opportunity for individuals to receive services in the least restrictive environments, states are focusing on providing day habilitation services in inclusive community environments, rather than traditional congregate facility-based programs. The two main services of day habilitation focus on helping people work and participate in community activities and civic life while engaging with nondisabled people in their communities. To ensure that a person can live an "everyday life" regardless of the supports they need, it is important to consider employment and non-work services in tandem. The two services are Community Employment (CE) and Community Life Engagement (CLE). Understanding effective interagency collaboration to support individuals with Intellectual and/or Developmental Disabilities (I/DD) requires a multilevel view of the agencies themselves, including their roles and relationships within a federal framework, their statutory and regulatory obligations at the state level, and the key touchpoints they have in the lives of individuals with disabilities and their families. Collaborative efforts can affect all these levels. This paper looks at the roles of federal and state agencies with responsibility for education, vocational rehabilitation (VR), and I/DD services over the life stages of students, transition-age youth, and adults. In addition, the paper examines the pivotal role of meaningful and effective person-centered planning (PCP) in ensuring that, at the individual level, the various agencies are successful in partnering to achieve positive individual-level outcomes. [This report was co-authored by ThinkWork! At the Institute for Community Inclusion at UMass Boston.] more...
- Published
- 2018
35. Why Is Lived Experience Important for Market Stewardship? A Proposed Framework for Why and How Lived Experience Should Be Included in Stewarding Disability Markets
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Meltzer, Ariella, Dickinson, Helen, Malbon, Eleanor, and Carey, Gemma
- Abstract
Background: Many countries use market forces to drive reform across disability supports and services. Over the last few decades, many countries have individualised budgets and devolved these to people with disability, so that they can purchase their own choice of supports from an available market of services. Key points for discussion: Such individualised, market-based schemes aim to extend choice and control to people with disability, but this is only achievable if the market operates effectively. Market stewardship has therefore become an important function of government in guiding markets and ensuring they operate effectively. The type of evidence that governments tend to draw on in market stewardship is typically limited to inputs and outputs and has less insight into the outcomes services do or do not achieve. While this is a typical approach to market stewardship, we argue it is problematic and that a greater focus on outcomes is necessary. Conclusions and implications: To include a focus on outcomes, we argue that market stewards need to take account of the lived experience of people with disability. We present a framework for doing this, drawing on precedents where people with disability have contributed lived experience evidence within other policy, research, knowledge production and advocacy contexts. With the lived experience evidence of people with disability included, market stewardship will be better able to take account of outcomes as they play out in the lives of those using the market and, ultimately, achieve greater choice and control for people with disability. more...
- Published
- 2021
- Full Text
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36. Organizational Supports to Promote the Community Integration of People with Dual Diagnosis
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Friedman, Carli
- Abstract
One of the most common reasons people with intellectual and developmental disabilities (IDD) return to institutions is because of maladaptive behaviors. This study's aim was to examine the impact organizational supports can have on the community outcomes of people with dual diagnosis--those with IDD and psychiatric disabilities. We analyzed secondary Personal Outcome Measures interview data from 533 people with dual diagnosis. Findings revealed people with dual diagnosis were significantly more likely to have community outcomes present when they received individualized organizational supports. In addition, we found a number of disparities in organizational supports, including related to guardianship, communication method, and residence type. A more robust service system is necessary to ensure people with dual diagnosis are integrated into their communities. more...
- Published
- 2021
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37. A Conceptual Model of Treatment Adherence in a Behavior Analytic Framework
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Moore, Timothy R. and Amado, Richard S.
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Talent of the practitioner is irrelevant if the person receiving support (or the person responsible for delivering support) does not follow through with the plan. This is true in applied behavior analysis (ABA), medicine, and allied health-care services. The cost of nonadherence and related nonoptimized interventions is a major contributor to the overall cost of health care, estimated at $290-528 billion annually in the United States (New England Healthcare Institute, 2009; Watanabe, McInnis, & Hirsch, 2018). Although a topic of research in medicine for over 60 years, no gold standard for the enhancement of adherence has been demonstrated in any single population, disease condition, or therapeutic approach (Nieuwlaat et al., 2014; Rudd, 1979). Given the broad applicability of behavior analysis as a framework for understanding human behavior, and the need to recognize and address the problem of nonadherence in ABA (Allen & Warzak, 2000) we propose a systematic behavioral model for adherence and the development of strategies to enhance follow-through with individualized support plans. more...
- Published
- 2021
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38. Improving Public Employment Service Delivery in Developing Countries: Right Servicing through the Cognitive Information Processing Approach
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Toh, Ruby and Sampson, James P.
- Abstract
While public employment service delivery in many developed countries today is rendered in a differentiated, needs- or profile-based approach, it remains entrenched in a traditional one-size-fits-all, first-come-first-served approach in most developing countries. The right servicing model offers a system of continuous assessment and determination of the "right" level of service delivery that achieves a specific socioeconomic outcome in accordance with organisational attributes, citizen preferences and resource availability. For developing countries typically faced with data and resource limitations, the model can be operationalised through the cognitive information processing approach to career problem-solving and decision-making which has an established record of successful applications to career and employment services in over 40 countries. more...
- Published
- 2021
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39. Personalized AAC Intervention to Increase Participation and Communication for a Young Adult with Down Syndrome
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Babb, Salena, Jung, Sojung, Ousley, Ciara, McNaughton, David, and Light, Janice
- Abstract
Many adults with Down syndrome (DS) experience difficulty with speech production, and intelligibility challenges and communication breakdowns are common. Augmentative and alternative communication (AAC) intervention can provide important supports for persons with these complex communication needs but must be customized to address the goals, strengths, and needs of the individual. This article provides a description of a personalized AAC intervention for a young adult with DS whose speech was frequently unintelligible. The AAC intervention made use of a video visual scene display (VSD) approach and was investigated in 2 separate studies in 2 key community settings: An inclusive post-secondary education program (a single-case reversal ABAB design), and a community shopping activity (a nonexperimental AB case study design). The participant demonstrated sharp increases in successful communication and participation in both settings following the introduction of the video VSD, and both the participant and the key stakeholders viewed the intervention positively. The results provide preliminary evidence that personalized AAC intervention, including the use of a video VSD approach, can provide important supports for communication and participation in community settings for adults with DS and complex communication needs. more...
- Published
- 2021
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40. Cognitive Engagement and Choosing Challenge: Investigating the Math Skills of Children Experiencing Homelessness
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Macey Cartwright
- Abstract
Math proficiency rates are strikingly low for children from high poverty communities. Therefore, it is urgent to find solutions that help them develop basic math skills. Given theoretical considerations about math learning, a potentially promising option is to target children's cognitive engagement. In this study, I investigate a program that was designed to elicit cognitive engagement by encouraging children to take ownership of their learning experiences. The math program provided children with choices while combining learning technology with supportive adults. It was implemented during a summer camp for children experiencing homelessness. Two different online learning software were available for children to choose from, one being a game-based math-practice tool, and the second being an instructional tool. Adult facilitators were recruited to provide individualized support to children. Given the available data, the current study addresses two research questions: (1) what are the characteristics of children who were cognitively engaged, and (2) what was the relationship between engagement and change in math skill? Indicators of engagement reflect the amount of time children spent working on math and their choices within the math program. Children spent an average 18.50 minutes (SD = 5.79) per 40-minute session actively working. When given the choice, children were more likely to choose the game-based math software, but sometimes chose less challenging practice problems within this software. Older children, girls, and children from a rural community worked longest on math (in total and per session), but their choices did not indicate any greater engagement compared to younger children, boys, and children from an urban community. Additionally, children in the program demonstrated improvement in their math fluency scores and maintained their calculation scores. [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.] more...
- Published
- 2021
41. The Effects of a Decision-Protocol Informed Toilet Training Intervention for Preschoolers with Disabilities
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Madeline R. Frank, Ji Young Kim, and Daniel M. Fienup
- Abstract
We describe a decision protocol for choosing among potentially efficacious toilet training interventions and tested its effects with 3 preschool participants with disabilities. We utilized a decision protocol (Keohane and Greer 2005) to determine whether to initially implement interval or rapid training interventions as well as to determine whether adequate progress was being made with a particular toilet training intervention. We utilized the decision protocol to individualize toilet training procedure and evaluated its effects in a delayed multiple baseline design. Results indicated that the toileting skills of all participants improved with increased numbers of target voids on the toilet and decreased numbers of accidents as a result of individualized training procedures. more...
- Published
- 2020
- Full Text
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42. Promoting Positive Washforward through Personalised Test Feedback and Other Benefits: Piloting a Computer-Based Testing System
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Gandini, Elena A. M. and Horák, Tania
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This contribution reports on the developing and piloting of a computer-based version of the test of English as a foreign language produced by the University of Central Lancashire (UCLan), where it is currently used for the admission of international students and the subsequent evaluation of their language progress. Among other benefits, computer-based testing allows for better and individualised feedback to both teachers and students, and it can provide a more authentic test experience in light of the current digital shift that UK universities are undergoing. In particular, the qualitative improvement in the feedback available for test-takers and teachers was for us a crucial factor. Providing students with personalised feedback, that is, directly linked to their performance, has positive washforward, because it means we can guide their future learning, highlighting the areas they need to work on to improve their language skills and giving them suggestions on how to succeed in academia. Furthermore, explaining the meaning of test results in detail improves transparency and ultimately washback, as teachers can use the more accessible marking criteria, together with information on how their students performed, to review plans and schemes of work for subsequent courses. more...
- Published
- 2020
- Full Text
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43. Implementation and Impact of the Check & Connect Mentoring Program
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Society for Research on Educational Effectiveness (SREE), Heppen, Jessica, O'Cummings, Mindee, Poland, Lindsay, Zeiser, Krissy, and Mills, Nicholas
- Abstract
High school graduation rates remain unacceptably low in the U.S., especially among disadvantaged youth (Chapman, Laird, Ifill, & KelalRamani, 2011; Stillwell, 2010), with troubling implications for future earnings and employment status (Bureau of Labor Statistics, 2012). Check & Connect (C&C) is an individualized program that pairs students with a trained mentor who closely monitors their progress in school and matches them with targeted academic and social supports, with the goal of increasing student engagement and performance in school and improving on-time graduation rates. This study, funded by a grant from the Institute of Education Sciences, is testing the impact of C&C on school engagement, attendance, and completion outcomes among general education students at high risk of dropping out. The authors used student risk indicators from Grade 8 and the first half of Grade 9 to select students at risk for dropping out of high school in the San Diego Unified School District (SDUSD), an urban district in Southern California. Students within the selected high-risk sample were then randomly assigned within schools to participate in C&C or to a business-as-usual control group. The study was designed to generate rigorous evidence about the effects of C&C on engagement, school completion, and academic outcomes of at-risk general education students, and to document implementation. more...
- Published
- 2015
44. Individualized Healthcare Plans: The Role of the School Nurse. Position Statement. Revised
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National Association of School Nurses, McDowell, Bernadette Moran, Buswell, Sue A., and Mattern, Cheryl
- Abstract
It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse), in collaboration with the student, family and healthcare providers, shall meet nursing regulatory requirements and professional standards by developing an Individualized Healthcare Plan (IHP) for students whose healthcare needs affect or have the potential to affect safe and optimal school attendance and academic performance. Because health conditions can be complex and unfamiliar to school staff and the student's requirement for nursing care can be frequent and sometimes emergent, accurate and adequate documentation of chronic medical conditions and individual needs is critical (Lyon, 2012). Development of IHPs is a nursing responsibility, based on standards of care regulated by state nurse practice acts and cannot be delegated to unlicensed individuals (National Council of State Boards of Nursing [NCSBN], 2005). It is the responsibility of the school nurse to implement and evaluate the IHP at least yearly and as changes in health status occur to determine the need for revision and evidence of desired student outcomes. more...
- Published
- 2015
45. Personal Competencies/Personalized Learning: Reflection on Instruction. A Peer-to-Peer Learning and Observation Tool
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Council of Chief State School Officers, Twyman, Janet, and Redding, Sam
- Abstract
This publication and its companion, "Personal Competencies/Personalized Learning: Lesson Plan Reflection Guide," were created in response to a request for further development of the practical application of personalized learning concepts by teachers. Personalized learning varies the time, place, and pace of learning for each student, and involves the student as a partner in their own education. Personal competencies underlie all learning. The four main competency areas are the following: (1) Cognitive Competency; (2) Metacognitive Competency; (3) Motivational Competency; and (4) Social/Emotional Competency. Personal competencies appear integral to learning, as they are acquired through learning and applied in the learning process. Personalized learning often amplifies the importance of personal competencies. As students are given greater choice and control over learning, their more prominent role in the entire learning process only magnifies the importance of personal competencies, and how educators may enhance and support them. This document features a peer-to-peer observation tool designed to help teachers support and learn from one another in the course of personalized learning, enhance personal competencies for all students, and use technology to support instruction. Using the tool enhances the ability to review and reflect on the lesson with accuracy and specificity--with a focus on student benefits across both instructional goals and personal competencies. Sustained use should strengthen educators' ability to engage in honest, supportive, and deep reflection, with the goal of continued improvements in teaching and learning. more...
- Published
- 2015
46. Utilising an Appreciative Inquiry and Context Personalisation Design: A New Model for Library Student Workers
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Jewell Beckett, T. and Murphy, Ondrea
- Abstract
Academic libraries have long employed student workers to assist with routine tasks, creating beneficial outcomes for both the student and the library. Traditionally, these tasks primarily consisted of checking in/out materials, shelving books, and monitoring the library; however, libraries have also started allowing students to assist in a peer-reference capacity. This article details how academic libraries can create a major aligned, student-centric, and personalised student worker program. This approach is a significant change from the task-oriented, library-centric design that is currently used in many academic settings. This case study describes how an academic library can work with student workers, employed, and voluntary, who from the initial interview, are provided with an individualised program design, library instruction, and mentoring while contributing to the greater mission and vision of the library. more...
- Published
- 2020
- Full Text
- View/download PDF
47. Three Visions of Doctoring: A Gadamerian Dialogue
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Chin-Yee, Benjamin, Messinger, Atara, and Young, L. Trevor
- Abstract
Medicine in the twenty-first century faces an 'identity crisis,' as it grapples with the emergence of various 'ways of knowing,' from evidence-based and translational medicine, to narrative-based and personalized medicine. While each of these approaches has uniquely contributed to the advancement of patient care, this pluralism is not without tension. Evidence-based medicine is not necessary individualized; personalized medicine may be individualized but is not necessarily person-centered. As novel technologies and big data continue to proliferate today, the focus of medical practice is shifting away from the dialogic encounter between doctor and patient, threatening the loss of humanism that many view as integral to medicine's identity. As medical trainees, we struggle to synthesize medicine's diverse and evolving 'ways of knowing' and to create a vision of doctoring that integrates new forms of medical knowledge into the provision of person-centered care. In search of answers, we turned to twentieth-century philosopher Hans-Georg Gadamer, whose unique outlook on "health" and "healing," we believe, offers a way forward in navigating medicine's 'messy pluralism.' Drawing inspiration from Gadamer's emphasis on dialogue and 'practical wisdom' ("phronesis"), we initiated a dialogue with the dean of our medical school to address the question of how medical trainees and practicing clinicians alike can work to create a more harmonious pluralism in medicine today. We propose that implementing a pluralistic approach ultimately entails 'bridging' the current divide between scientific theory and the practical art of healing, and involves an iterative and dialogic process of asking questions and seeking answers. more...
- Published
- 2019
- Full Text
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48. Young People's Transitions in London and Temporal Orientations of Agency
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Kitagawa, Kaori and Encinas, Mabel
- Abstract
This article presents findings from the Changing Youth Labour Markets and Schools to Work Transitions in Modern Britain projects undertaken between 2009 and 2010. The projects examined young people's experiences and perceptions about study, work, and the future while going through transitions. The target group was young people on vocational courses at further education colleges in London aged between 18 and 24. This group is an under-researched cohort, who is neither NEET nor following "tidy" pathways. We apply the conceptual framework of temporal orientations of agency, originally proposed by Emirbayer and Mische (1998). We discuss the interplay between young people's agency and the contexts in which they live. more...
- Published
- 2014
49. Effective Professional Development of Teachers: A Guide to Actualizing Inclusive Schooling
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Nishimura, Trisha
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This article examines how inclusive education activities can be facilitated through coaching as a means of professional development. A review of literature on effective professional development practices is discussed, and a recent study focused on individualized peer coaching is examined. more...
- Published
- 2014
50. Transition Planning for Students with Chronic Health Conditions. Position Statement
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National Association of School Nurses, Baszler, Rita, Rochkes, Laura, and Dolatowski, Rosemary
- Abstract
It is the position of the National Association of School Nurses (NASN) that all children with chronic health conditions should receive coordinated and deliberate transition planning to maximize lifelong functioning and well-being. Transition planning refers to a coordinated set of activities to assist students with chronic health conditions to begin in school, and then move from one school to another, from hospitalization back to school, and from the secondary school system into their next stage of life (Selekman, Bocheneck, & Lukens, 2013). The registered professional school nurse has the perspective and skills to provide care coordination and lead the planning team to address transitions for students with chronic health conditions. [This Position Statement replaces the Issue Brief "Transition Planning for Students with Chronic Health Conditions," adopted June 2012 (see ED539227).] more...
- Published
- 2014
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