1337 research outputs found
Sort by
Sexual offender treatment vs. general offender treatment for juvenile offenders as measured by recidivism
No full textAs of 2009, Finkelhor, Ormrod, and Chaffin, (2009) reported that juveniles accounted for 25.8% of all sexual offenses. According to Caldwell (2010) juvenile sexual offenders only reoffend sexually about 7% of the time, and are much more likely to re-offend in a non-sexual manner (43.4%). Current treatment approaches for sexual offenders share similar focus and overlap in some areas with current nonsexual offender treatments. With this in mind, one may wonder if therapy specifically aimed at sexual offending is necessary or if general offender therapy would be just effective. The current study looked at sexual offenders who have received general offender treatment, and compared them with sexual offenders who received sexual offender specific treatment. It also compared general offenders with sexual offenders. The current study was a reanalysis of existing data collected as part of a larger cost/benefit analysis completed in 2004 at Mendota Juvenile Treatment Center (MJTC) in Wisconsin. The author updated the recidivism data from 2004 using the Consolidated Court Automation Program (CCAP) database. Results indicated that the juvenile sexual offenders in the sexual offender treatment group generally had higher rates of recidivism in both nonviolent and violent offenses. The average days to failure for any type of crime post release was significantly higher in the general offender treatment group as compared to the sexual offender treatment group t(293)= -2.26, p = .03. Due to these results, all JSOs were then compared to the general offenders. While there was no significant difference between the groups for any of the non-sexual offense categories, significant differences were found for both the sexual misdemeanor and sexual felony categories. In terms of days to any sexual offense, sexual offenders fail significantly sooner than general offenders t(144.49)=5.17, p \u3c .01. Future research focusing on specific factors within treatment could have large implications on societal views as well as policy formations for sexual offenders
An Integrative Review: Educational approaches that positively influence nursing students\u27 attitudes about the geriatric population
No full textPurpose: The purpose of this paper is to determine in undergraduate nursing education what educational approaches positively influence nursing students\u27 perceptions of and likelihood to practice with aging/geriatric population. Design and Methods: This integrated literature review included four mixed studies, three qualitative studies, and three quantitative studies. Findings and Conclusions: Early introduction of geriatric content should include healthy aging perspectives, incorporate diversified teaching strategies and use faculty that are certified in Gerontology to promote a positive role model for nursing students. Relevance to Nursing Education: To enhance students\u27 desire to work with older adults, nursing curriculum needs to promote a geriatric specialty. The geriatric population continues to increase; better health outcomes related to geriatric health can also be improved
The Effects of Video Self-Modeling on a Student with Autism Spectrum Disorder
Get PDFThe purpose of this study was to examine the effects of video self-modeling on a student with autism who had difficulty transitioning from a preferred activity to a less preferred activity. The major question examined in this study was as follows: Is video self-modeling a useful tool in teaching individuals with autism how to successfully transition from one activity to another? Video modeling employs the use of videos to teach new skills. Students watch videos of someone successfully completing a task to increase their understanding of each step of the task. When the individual in the video is the student himself, this is referred to as video self-modeling. In this study, the researcher investigated the effects of video self-modeling on a student with autism and his ability to successfully transition from one activity to another. The student who participated in this study struggled with transitions. It was hypothesized that he would benefit from a new tool to help him successfully transition throughout the day. In addition to benefitting the student participant, this research also had the potential to provide educators with valuable information about a tool that could be used to introduce new activities to students and prepare them for transitions. Students are expected to move from place to place throughout the building on a very regular basis. For students with autism, video modeling may make those transitions more concrete and easier for them to navigate. It has the potential to decrease problem behaviors and increase independence. The use of video self modeling introduces the added element of increased engagement as a result of watching oneself complete the desired task. By using video self modeling, it was hypothesized that the student in this study would be more motivated by watching himself successfully complete a transition on the video
Jesus in the Gospels and Acts : introducing the New Testament
No full textJesus in the Gospels and Acts: Introducing the New Testament is a new edition of a popular text that has filled a market niche for books providing an easily accessible overview of Jesus in the New Testament. Content, layout, graphics, and reference updates enhance the appeal and educational value while making the resources more accessible. Jesus in the Gospels and Acts explores issues of authorship, historicity, culture, and theology through the perspectives of the four Gospels, the Acts of the Apostles, and the extracanonical gospels. Structured for a semester course, the book offers summaries, review questions, and recommended readings that make it ideal for classroom settings. Charts, maps, sidebars, and images offer the visual variety and graphic support essential to visual learners.https://digitalcommons.stritch.edu/facultybooks/1008/thumbnail.jp
Examining the effectiveness of a social thinking curriculum for improving social skills in students with autism spectrum disorders
No full textThe purpose of my research was to investigate the effectiveness of a social thinking curriculum from Think Social! A Social Thinking Curriculum for School-Age Students by Michelle Garcia Winner (2005) with a group of two elementary school students identified with high-functioning autism and autism spectrum disorder. The problem I was facing with my students with ASD, was that their deficits in social adaptability and interpretation of others’ thoughts and feelings was directly affecting not only their interactions during social situations but also their ability to function in the general education class with their peers. Teaching rote social skills was not effective in meeting the social needs of my students; therefore I researched alternative social curriculums and found many teachers in my district exploring the effectiveness of a social thinking curriculum. Although social thinking is a relatively new concept in the world of special education with limited evidence of its effectiveness, it is at its core a type of cognitive behavior therapy (CBT). CBT has been heavily researched and found effective. Both components of CBT, cognitive and behavioral, contribute to successful social functioning in students. Behaviorally, students require a model of appropriate interactions, opportunities to practice skills and feedback to improve those skills. Cognitively, students need to learn how to interpret social cues and events. (Mennuti, R.B., Christner, R.W., & Freeman, A., 2006). Because of these components, the CBT model is often used in programs that target teaching social skills, social problem solving, and social thinking (Bauminger, 2002; Sze &Wood, 2007). The goal of Social Thinking is to teach students with ASD to develop a deeper understanding of social relations and social communication while also learning to interpret and execute related social skills. Students with ASD have not acquired these skills intuitively like their typical peers; therefore these students need to be taught how the social world works and why specific social skills are important in different situations. The results of this study may assist special education teachers while making decision about appropriate curriculum to address the social needs of their students with ASD
The connection between fluency and comprehension through the use of repeated reading
Get PDFThroughout my teaching career, I have wondered why some students can read with fluency and expression while other students struggle to read with fluency. I have taught special education and have worked with students who have a specific learning disability, emotional behavioral disability, cognitive disability and Autism. I have worked with students with disabilities from first, second, third and fourth grades, in all four grade levels; I have also observed students who struggle with reading fluency also struggle with reading comprehension. This made me wonder if reading fluency had an impact on comprehension. A fluent reader is one who is able to decode automatically without attention; thus they are able to process meaning at the same time they decode words (Homan, Klesius, Hite, 1993). After discussing this thought with many other colleagues and reading research articles, I wondered if implementing Repeated Reading in my classroom would increase students\u27 fluency and in turn increase their comprehension. Due in part to my collaboration and research I explored the following research question, Does student\u27s fluency through the use of Repeated Reading increase student\u27s comprehension?
Utilizing visual images during vocabulary instruction
No full textThis paper discusses the research study which investigated a strategy of the use of visual images during vocabulary instruction. In addition, it reviews studies which investigate strategies or teaching methods used to increase vocabulary. Twenty six third-grade students were given vocabulary instruction during a six-week period using the students Harcourt Brace Trophies Reading Language Arts Program. Data was collected after the first three weeks and the last three weeks of instruction using the Harcourt Brace Trophies Reading Language Arts Program Vocabulary Assessment. The hypothesis was not able to be statistically proven because no pretesting of the students had been done
How the use of technology, a co-constructive learning environement, and journaling affect the oral and written comprehension skills of students with cognitive disabilities
Get PDFThis project will focus on incorporating technology, a co-constructive learning environment, and writing practices into my classroom as a means to promote better oral and written comprehension for my students with cognitive disabilities. A co-constructive learning environment is an environment where all students work collaboratively together. These components of technology, co-constructive learning, and different writing practices will work simultaneously to enrich students’ comprehension process. For students with cognitive disabilities, providing explicit instruction and numerous opportunities to practice new skills is imperative in supporting students’ literacy needs at their overall instructional level
The effect of task utility in a cognitive behavioral treatment for emotional intelligence and criminogenic thinking
No full textSocietal leaders and prison administrators continue to search for effective ways to make time spent in prison more than a warehouse of human resources. Research has shown that Cognitive Behavioral Therapy (CBT) approaches to treatment effectively combat recidivism. Research conducted with other populations has demonstrated that adding a task value utility increased a person’s desire to complete programming. This study assessed the effectiveness of a Coping Skills Group when a task value utility component was used in connection to programming provided to adult male offenders in a correctional facility in Wisconsin. The results indicated significant improvement in reducing cognitive distortions and decreasing criminogenic thinking for those who were involved in a coping skills group. However, the scores on the post-intervention How I Think (HIT) questionnaire for the experimental group compared to the control group were similar. Although those in the task utility group did not show significantly more improvement than the control group, the pattern of treatment completion suggested that they might be more likely to complete treatment than those in the control group
Perceived levels of past and likely future rates of global and American violence and emotional well-being
No full textPreliminary survey evidence suggests the majority of adult Americans view the world, including America, as experiencing a recent and remote history of increasing rates of deaths related to warfare and violent crime. Contrary to this possibly commonly held belief, a large body of evidence demonstrates that we may be living in the most peaceful point in human history both at home and abroad. It is possible that the majority of Americans hold a view of a world and country which have become more violent when the converse is objectively true. Further research to define prevailing views on historic trends in global and American rates of death related to warfare and crime is warranted. This was the first principal goal of this research project. Individuals and groups often envision a likely future world, based on, at least in part, a continuation of past trends. It is possible that hope, or lack thereof, for a more peaceful world in the future is being dampened by a commonly held view of America and the world as having become more violent. This question is a testable hypothesis and one worth exploring. Correlating the relationship, if any, between perceived past rates of death due to warfare and homicide and beliefs of perceived likely future rates was the second principal goal of this study. Emotional health may be negatively impacted by the perception of a world and homeland becoming increasingly more violent. As such, the final principal goal of this research project was to explore the relationship, if any, between expected future rates of death related to war and homicide and emotional well-being