CEHD Research Day
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Browsing CEHD Research Day by Subject "College of Education and Human Development"
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Item Advancing the Ascent into Higher Education: An Exploration of College Access Programming(2020-03) Jenkin, Ann E.Item Affective Responses to High Intensity Interval Training Relative to Moderate Intensity Continuous Training(2022) Dregney, Tyler; Lewis, BethItem Autism mentorship program: A self-concept strengthening program(2020-03) Tomfohrde, Olivia; Goldberg, Emily; Goerdt, Annie; Weiler, Lindsey; Hudock, RebekahAdolescents 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.Item Autism Spectrum Disorder Prevalence in Minnesota(2022) Sample, Jeannette; Esler, Amy; Hall-Lande, Jennifer; Hallas, Libby; Higginbotham, Courtney; Poynter, JennyItem College students, texting, and family: “The only way we can goof off and be [family]… because we don’t see each other often.”(2020-03) LeBouef, Samantha; Dworkin, Jodi; Hessel, Heather; Holmgren, Hailey; Keyzers, AngelaItem Exploring Predictors of Transition Planning Participation and Future Goal Aspirations of Secondary Students with Intellectual and Developmental Disabilities(2020) Johnson, David; Wu, Yi-Chen; Thurlow, Martha L.; LaVelle, John; Davenport, Ernest; Matthias, CynthiaThis poster is based on research that we have recently conducted based on an Institute for Education Science, U.S. Department of Education grant title “Exploring Predictors of IEP/Transition Planning Participation and Future Goal Aspirations of Students with Disabilities”. The studies were based on a secondary analyses of the National Longitudinal Transition Study 2012 (NLTS 2012). NLTS is a sample of 13,000 students and 13,000 parents conducted by Mathematica Policy Research and the Institute on Community integration at the University of Minnesota. The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities beginning by age 16 are invited to and actively participate in setting goals and making decisions regarding their school and postschool involvements. The results of this study document the challenges that youth with intellectual and developmental disabilities have in assuming an active role in the transition planning process.Item Exploring the IEP/Transition Planning Experiences for students with disabilities and English learners with disabilities from NLTS 2012(2020) Wu, Yi-Chen; Thurlow, Martha L.; Johnson, David; Davenport, Ernest; LaVelle, John; Matthias, CynthiaThe purpose of this study is to explore the data from the National Longitudinal Transition Study–2012 (NLTS 2012) on the IEP/transition planning meeting experiences for students with disabilities and English learners (ELs) with disabilities. This study used factor analysis to explore the constructs of IEP/transition planning meeting experience for these two groups separately. Furthermore, Chi-square analysis were used to explore the differences on the IEP/transition planning meeting experiences between ELs with disabilities and non-ELs with disabilities. Finally, the logistic regression analysis were used to explore the predictors for youth’s role and contribution in the IEP/transition planning meeting. Results identified four factors for students with disabilities—Youth/Parent Participation, Youth Contribution, Youth/Parent Invitation & Youth Output, and Outside Agency Involvement—and five factors for ELs with disabilities—Youth participation, Parent participation, Invitation & future discussion, Youth involvement, and Youth role. Results showed three out of four ELs with disabilities reported they contributed a little on coming up the goals in the transition planning meeting. The predictors for ELs with disabilities were different from non-ELs with disabilities. This implicates educators may explore different routes to get parents involvement at school to increase parents and youth’s excitation on living independently in the future.Item Financial Anxiety during COVID-19: How do Parents with Young Children Cope with the Crisis?(2022) Li, Yiting; Zuiker, Virginia S.; Zhou, XiangGiven the uncertainty surrounding the duration and impact of COVID-19, there is clear evidence that suggests an increase in anxiety symptoms in the U.S. and around the world is perhaps unsurprising (Fitzpatrick et al., 2020; Marchetti et al., 2020). This study examines the financial anxiety of young parents with children between the ages of 3 to 8 years old during the COVID-19 global pandemic. More specifically, the authors examined predictors of financial anxiety, including parental-, child-, financial-, COVID-, and general mental health- factors using hierarchical regression with data collected during the pandemic from 376 parents. Results indicated that parental factors, financial adjustment, COVID-19 factors, stimulus checks, and general anxiety contributed significantly to impacts on financial anxiety.Item How has the COVID-19 pandemic impacted direct support professionals across the United States?(2022) Kramme, Julie; Pettingell, Sandra; Bershadsky, Julie; Hewitt, Amy; Smith, JerryIn March 2020, many businesses, schools, and organizations supporting individuals with intellectual and developmental disabilities (IDD) closed their doors or changed how they operated because of the COVID-19 pandemic. Direct support professionals (DSPs) continued to work but in different ways or different places. DSPs are interdisciplinary professionals who provide complex and essential supports to individuals with IDD, making community inclusion a reality. Many stories emerged of the significant challenges in providing supports safely to individuals with IDD during the pandemic. Staff from the University of Minnesota’s Institute on Community Integration and the National Alliance for Direct Support Professionals knew it was important to hear directly from DSPs and frontline supervisors about their experiences. In response, we developed a series of three surveys that were completed by over 18,000 respondents from across the country. The findings from these surveys provide critical information about DSP experiences during the COVID-19 pandemic. As a result, DSP experiences are informing effective policy and practice decisions about what is needed. These findings help better prepare for potential future waves of this or other pandemics. Key findings will be presented as well as highlighting responsive outreach activities.Item Increasing Motivation for Physical Activity among Individuals with Severe Intellectual or Developmental Disabilities(2022) Heverly, Emma; Wagner, Brooke E.; Barr-Anderson, Daheia J.Individuals with severe intellectual or developmental disabilities (IDD) face one of the worst outcomes for physical activity among the general population, as they are faced with both cognitive and physical difficulties when participating in physical activities. Motivation for physical activity is also often found to be more difficult to self -initiate or be intrinsically motivated. The study aims to uncover themes in the barriers and difficulties that individuals with severe IDD face in initiating and sustaining physical activity, as well as strategies occupational therapists use to motivate this demographic to engage in such activities. Semi-structured interviews were conducted with licensed occupational therapists (n=6) with a history of working with individuals with IDD and then qualitatively analyzed and coded for themes and commonalities using Excel. Results were categorized under two main themes: barriers to physical activity and the participants' approaches or techniques for increasing physical activity. The first theme was further broken down into categories outlining intrapersonal, interpersonal, environmental, and cultural barriers. The second theme was broken down into communication, motivation, external/public support, mindset/advice, and routine. The discovered themes can be used to bring greater awareness and present solutions to barriers in physical activity for individuals with IDD, as well as provide direction for research in the field of study regarding people living with severe IDD.Item A Mixed Methods Study of Black Girls' Vulnerability to Out-of-school Suspensions(2020) Yoon, Young Ji; Gibson, Priscilla; Haight, Wendy; Cho, Minhae; Nashandi, NdilimekeItem NCEO’s Online Research Databases on English Learners and Special Education Students: Your Future Research Tool?(2020-03) Rogers, Chris; Hochstetter, Angela; Lazarus, SherylThis session highlights several interactive online resources available for undergraduate students, graduate students, and researchers investigating academic research on accessibility and accommodations for students with disabilities, English learners, and English learners with disabilities, as well as research-based publications on the instruction and assessment of students with significant cognitive disabilities who participate in the alternate assessment. The National Center on Educational Outcomes (NCEO) in the Institute on Community Integration has compiled three online bibliographies that contain collections of academic studies on educational supports. The Accommodations for Students with Disabilities Bibliography contains information about empirical studies on the effects of various testing accommodations for students with disabilities. Similarly, the Accommodations for English Learners Bibliography contains information about empirical studies on the effects of various testing accommodations for English learners. The Alternate Assessment (AA-AAAS) Bibliography contains information about research-based publications on alternate assessments and standards-based instruction for students with significant cognitive disabilities. These interactive bibliographies allow users to gain understandings that can spur new directions for future research inquiry, and can jump start searches for relevant literature. Learn more about the Bibliographies at the poster session, and even try out a demonstration search on an available laptop at our poster session!Item The PACE Model of Animal-Assisted Therapy: A Process to Design and Implement Sound Clinical Practice(2020) Bailey, Tanya K.The application of animal-assisted therapy (AAT) continues to demonstrate a multitude of positive effects and outcomes within the emotional, social, cognitive, physical, and spiritual realms of human well-being. The PACE Model for AAT provides a framework to assess rigor, goals, objectives, risk management, and precautions in each AAT session, and is an illustration of the ever-changing, dynamic relationship that happens during AAT sessions. Together, these four components set the "pace" for AAT sessions and include: the practitioner, the animal, the client, and the environment. The merits of the four PACE components must be considered individually, and yet together as well, as they create a reciprocal and evolving relationship that is unique at each session. Furthermore, each component in the model brings a level of skill and capacity to each AAT session called Quality of Competence (QOC). AAT sessions are strengthened or limited by the QOC and synergy of all four components; it requires both art and science to combine them and create an effective therapeutic experience. The application of the PACE ModelTM in all AAT sessions provides practitioners and administrators with a checks and balances tool for effective and efficient oversight of the design, implementation, and evaluation of AAT sessions.Item Perception of COVID-19 on the Employment and well-being Among Young Adults(2021) Li, Lijun; Serido, Joyce; Sorgente, Angela; Fonseca, Gabriela; Lanz, Margherita; Lep, Žan; Vosylis, RimantasDuring emerging adulthood (EA, 18-30 years old), individuals are expected to become financially self-sufficient, and the most common pathway is through employment. Many EAs were struggling to secure stable employment. As a result, EAs are taking longer to become financially self-sufficient and many continue to rely on family financial support in the third decade of life. The economic impact of COVID-19 restrictions on employment made it even more difficult for EAs. Specifically, many young workers lost their job, meanwhile some others are still employed but had significant income loss. The current study examined the impact of job loss and income loss due to COVID-19 on EAs worldwide by collecting data from 2,282 participants across six countries. Guided by the stress appraisal theory and life course theory, we conceptualized COVID-19 as a turning point, which created stressors such as job loss and income loss that disrupted the lives of EAs. We found that stressors such as job loss and income loss are associated with psychological well-being as well as general and future financial well-being. Specifically, this association was mediated by EAs’ primary appraisal, which was indicated by whether they perceived the pandemic as an opportunity or misfortune.Item Proprioceptive training is effective in improving movement and motor dysfunction: A Systematic Review(2022) Winter, Viola; Huang, Qiyin; Sertic, Jacquelyn; Konczak, JürgenItem Quantifying the Biasing Effect of Rapid Guessing on Estimates of Coefficient Alpha(2021) Deng, Jiayi; Rios, JosephAn underlying assumption of coefficient alpha is that random error is uncorrelated; however, this assumption is violated when examinees engage in similar construct-irrelevant behaviors across items. One construct-irrelevant behavior that has gained increased attention in the literature is rapid guessing (RG), which occurs when examinees answer quickly with intentional disregard for item content. To examine the extent that estimates of coefficient alpha are biased due to RG, a simulation study was conducted in which the ability characteristics of rapid responders and the percentage and pattern of RG were manipulated. After controlling for test length and difficulty, results indicated that RG characteristics had a practically negligible impact on estimates of coefficient alpha, with the average degree of bias found to range from -.05 to .02 for upwards of 30% of RG responses in the data. This negligible effect was supported in a meta-analytic investigation, which observed a difference in coefficient alpha of .07 when comparing filtered (i.e., RG responses removed) and unfiltered (i.e., RG responses left in the data) datasets across five studies and 12 effect sizes. These findings suggest that estimates of coefficient alpha are largely robust to violations of the assumption that random error is uncorrelated due to construct-irrelevant behaviors such as RG.Item Restorative Circles for Intimate Partner Violence(2022) Otis, Jacob; Gaardner, Emily; Vollum, ScottItem Understanding Australian local sports clubs’ integrity systems(2022) Ordway, Catherine; Masters, Adam; Constandt, Bram; Son, Joung Hwa; Kang, Alice; Kihl, Lisa A.The persistence of integrity breaches (e.g., sexual harassment, on field violence, cyber bullying) within local Australian sport clubs is a challenge for sport officials that requires the implementation of an integrity system. A local sport integrity system consists of individuals, institutions, policies, practices, and agencies that contribute to safeguarding and promoting the integrity of an organization (Huberts & Six, 2012). Using Kihl’s (2019) national sport integrity framework, the purpose of this exploratory research was to identify the components and processes of local Australian clubs’ sports integrity systems. An exploratory multi-case design (Yin, 2014) was used to examine ACT Coalition of Major Participation Sports clubs' integrity systems representing nine sports. Twelve semi-structured interviews were conducted and secondary data via club websites, policies, and strategic plans were collected. The thematic and grounded theory analysis showed the main components of the ethics infrastructure were compliance (e.g., monitoring and investigations) and values based (e.g., code of ethics, encouraged dialogue, leadership) management tools. External accountability mechanisms included both the state and national governing bodies. Mapping local club sport integrity systems addresses an important theoretical gap in the sport management and ethics literature by exploring how local clubs safeguard integrity in their sport.