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Remote Neuropsychological Assessment: Does Mode of Administration Matter?
Get PDFNeuropsychology relies heavily on standardization of administration to increase the validity, reliability, sensitivity, and specificity of an assessment instrument. The COVID-19 pandemic has rapidly increased the need to be able to provide neuropsychological assessments remotely. Teleneuropsychology can be conducted through various avenues, including telephone, computerized, and televideo modalities. Given neuropsychology\u27s reliance on standardization for proper use of normative data that accompanies individual assessments, the question arises how mode of administration impacts the validity, reliability, sensitivity, and specificity of an assessment instrument. The literature review summarizes the research conducted regarding the validity, reliability, sensitivity, and specificity of telephone neuropsychological assessments, computerized neuropsychological assessments, and televideo neuropsychological assessments. Additionally, the literature review aims to provide guidelines for best practice for each mode of administration for practicing neuropsychologists
The Influence of Culturally Relevant Curriculum and Student Engagement in Physical Education
Get PDFStudies have shown there is a discrepancy of physical activity between lower socioeconomic status (SES), urban communities and those with higher median household incomes. Using the cultural relevance cycle as a framework, which consists of three core ideas 1) knowing community dynamics, 2) knowing how community dynamics influence educational processes, and 3) implementing strategies that reflect cultural knowledge, I observed a Chicago Public School for a service learning project and interacted with a number of faculty, students, and community members. I was able to identify three themes that correlated with the cultural relevance theory and were a direct influence in how faculty interacted with students and created inclusive curriculum. The following themes were found: 1) outside cultures were brought into the school and diversity was celebrated; 2) SES played a role in overall physical activity (PA), specifically after school; and Physical Education teachers created an inclusive environment with PA relevant to all
An Examination of the Application of Three Deep Learning Principles (Active Learning; Bloom\u27s Taxonomy; Neuroscience of Learning) in Counselor Education Masters Level Ethics Courses
Get PDFDespite the vow to do no harm that clinicians make upon licensure, incidences of ethical violations of varying kinds in the counseling profession occur fairly frequently, regardless of the many inputs of ethical training in the development of a clinician’s ethical identity. The purpose of this qualitative phenomenological study was to examine the application of three deep learning principles in the teaching methods used to instill counselor ethical identity in counselor education masters level ethics courses. Three groups of participants were interviewed: Four Counselor Education Faculty, Three Licensed Practicing Mental Health Providers, and One Non-practicing/Practicing Licensed Mental Health Provider but Sanctioned. The key findings revealed the following themes: synthesis through active learning activities, synthesis through Bloom’s Taxonomy’s cognitive and affective domains, the need for deeper learning of the codes, and the need for deeper awareness of the need for self-care, and recognition of need for consultation, supervision, and personal counseling. The findings of this study demonstrated that although experience with Active Learning and Blooms Taxonomy was reported, deep learning might be gained by integrating neuroscience type learning activities in ethics courses. That approach may strengthen student counselors’ ethical formation and prevent them from committing ethical mistakes affecting their personal and professional lives
Gaps in the Mental Health System,Justice System and The Transition to Adulthood: An Analysis of Unmet Needs
Get PDFABSTRACT More than two million adolescents and young adults are interconnected with the justice system every year. An alarming number of transitional age young adults (ages 17-25 years) in the United States justice system suffer with serious emotional problems that have at least one diagnosable mental health illness. The multiple needs for rehabilitation among these young adults have often gone unmet, and thus, they have become an extremely vulnerable subgroup in the justice system. The purpose of this study was to explore issues of disparity within mental health services, the justice system, and the unmet needs of transitional age young adults. I utilized a qualitative methodology in this study to conduct surveys and interviews with professionals in mental health services. The results of this study suggested that possible solutions to meeting the needs of transitional age young adults with mental health concerns who have any association with the judicial system include federal funding to provide resources and services for mental health assistance in addressing their needs
Meeting Standards 2017? A National Survey of Classroom Teacher Preparedness for Literacy Instruction
Get PDFThe purpose of this study was to gain a preliminary understanding of how literacy teacher educators in the United States view classroom teacher preparedness for literacy instruction. A cross-sectional survey was developed using the most recent version of professional preparation standards and components for classroom teachers released by the International Literacy Association. Quantitative data were collected among 205 respondents and analyzed using descriptive statistics. Findings for respondents’ views were reported by grade-level band (i.e., preK/primary, elementary/intermediate, middle/high school), which revealed three overarching trends. A discussion of trends was provided, along with implications for literacy teacher education and future research areas
Bridging the Gap: Understanding non-offending parental responses to their children\u27s sexual abuse.
Get PDFThe parental response to children\u27s disclosure of childhood sexual abuse (CSA) is the most critical and important factor regarding the child\u27s post trauma trajectory and overall trauma resolution. Understanding parental responses and the factors that prompt acceptance versus disbelief among the non-offending parent (NOP) is vital to children\u27s success following disclosure given the weight of the NOPs response and its impact on long-term consequences of CSA. This literature review provides a comprehensive summary of what may deter the NOP from recognizing intrafamilial sexual abuse, factors that may contribute to the NOPs disbelief following disclosure, and possible clinical implications of such information. It was found that there may be several deterrents regarding recognizing CSA such as the child\u27s presentation during periods of abuse, the perpetrator\u27s grooming techniques, socioeconomic factors, and the presence of maladaptive coping skills among the NOP. Further, several possible factors that contribute to the NOPs disbelief following the child\u27s disclosure were identified such as the NOPs relationship with the perpetrator, the NOP-child relationship, the NOPs mental health and degree of functioning, and the child\u27s decision not to disclose
Evaluation of Reading Intervention Programs for Students with Disabilities
Get PDFThe purpose of this evaluation is to identify a delivery model for reading intervention services that can provide successful support for Students with Disabilities in reading. The participants in this study, general education and exceptional education teachers who teach reading content in grades K-5, answered survey and interview questions related to the current delivery of intervention services at ABC Elementary (pseudonym). The results of this evaluation revealed that addressing additional time for reading intervention and using materials that provide a multi-component of reading elements can improve the delivery of reading intervention services for Students with Disabilities. Based on these findings, I proposed that additional time be structured in the master schedule for reading intervention for students showing deficits in the fourth and fifth grades. The additional time can provide a framework in which targeted intervention is provided to ensure increased gains in reading for all students
Exploring Gender Differences Between Bipolar Disorder and Borderline Personality Disorder in Responses on the Personality Assessment Inventory (PAI)
Get PDFBipolar disorder and borderline personality disorder are two diagnoses that are often difficult to differentiate. Current literature supports this challenge and reveals a high rate of misdiagnosis between the two, as well as a high prevalence of borderline personality disorder diagnoses in women. Diagnostic accuracy remains a vital skill for clinicians to effectively address the needs of clients, and diagnostic assessment tools are often used to aid in this endeavor. The focus in this study was to explore gender discrepancies in responses across the main features of borderline personality disorder (i.e., affective instability, identity problems, negative relationships, and self-harm) and the main features of bipolar disorder (i.e., activity level, grandiosity, and irritability), each corresponding with the specific Personality Assessment Inventory Borderline and Mania subscales. This study used archival data from 102 outpatient individuals who completed the PAI at intake. Results showed men scored significantly higher on the Mania Grandiosity subscale and scored within the high elevation range of the Mania scale at a rate of 3.70 times that of women. No statistical differences were found in the remaining subscale mean scores or in the elevations in the three Mania subscales across gender. Further, no significant results were found in comparing the mean scores or elevations of the Borderline scale or its four subscales. The results of the current study may support the use of the PAI in differentiating between bipolar disorder and borderline personality disorder, as well as objectively assessing for borderline personality disorder criteria after controlling for gender bias
The Competencies of the Culturally Responsive Teacher: What, Why and How?
Get PDFThis study aims to explore the postgraduate teachers’ perspectives regarding the ‘culturally responsive teacher’. In doing so, it adopts a basic qualitative approach as the research design. I selected eleven teachers as the study group by using the criterion sampling method. I collected the data from five female and six male teachers from various branches through semi-structured interview forms. I used the thematic analysis technique during the data analysis. I categorized the findings under four themes; “cultural responsiveness”, “self-assessment”, “teacher competencies” and “desirable culturally responsive teacher”. According to the results, being a culturally responsive teacher requires having certain personal and professional competencies, such as avoiding discrimination, respecting cultural differences, being a role model, having an empathic tendency, and having good communication skills as well as a pedagogical background. In the pre-service period, a number of special methods and practices should be implemented in order to develop culturally responsive teacher competencies of future teachers
Determining the Leadership Potential of School Administrators Based on Data Triangulation
Get PDFAiming to describe the leadership potential (LP) of school principals who are currently in office, this study was carried out using the triangulation design of the mixed method. The study was carried out among 15 school administrators who were recruited using the purposive sampling method. Data were collected using an analytic graded measurement tool through a case-based semi-structured interview. In this study, the LP of the participants was found to be low, and the main sources of this situation were determined to be maintaining the current situation, avoiding complexity and uncertainty, and inadequacy in managing decision-making processes