National-Louis University: OASIS - The NLU Digital Commons
Not a member yet
1997 research outputs found
Sort by
ACCURATELY DIAGNOSING AUTISM SPECTRUM DISORDER AMONG A COMORBID POPULATION
Get PDFTwo of the most common neurodevelopmental disorders, attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD), are diagnosed in early childhood. The two disorders share similar impairments across domains, are highly comorbid, and have many overlapping symptoms. Studies have shown that among this comorbid population, children receive an ASD diagnosis a few years after their initial ADHD diagnosis, which leads to many negative consequences, including a delay in treatment. The focus in this study was on the early indicators of ASD that are present prior to the age of 3 years in order to educate others on these symptoms. In an effort to help professions better understand ASD symptoms, a checklist was created using information gathered from internet-based databases as well as published questionnaires with a focus on the symptoms of ADHD, ASD, and comorbid ADHD and ASD. The checklist contains early indicators and impairments found across the domains of language functioning, social functioning, emotional functioning, motor functioning, restrictive and repetitive behaviors, and general behaviors. Future studies would benefit from more extensive research regarding early indicators of the comorbid diagnosis of ASD and ADHD
Social-Ecological and Protective Factor Approach to Managing Parental Incarceration
Get PDFMass imprisonment does not only impact the incarcerated individual; it also affects approximately five million children in the United States. Researchers identified and compare the impact of parental incarceration on child development. They acknowledged the protective factors across the lifecycle from a social-ecological perspective and specifically related to parental incarceration. The comprehensive literature review inspired an innovative model, the social-ecological and protective factor approach to managing parental incarceration. The primary goal of this model is to combat the detrimental effects of parental incarceration by identifying protective factors across the lifecycle and throughout the microsystem, mesosystem, and exosystem. This model is to be implemented by adults in the ecosystem of a child with an incarcerated parent. It is especially useful for parents, teachers, mental health professionals, and the child welfare system
Self-Determination Theory and Faculty Behavior: A Quantitative Study of Faculty Leaders\u27 Use of Assessment Evidence
Get PDFDespite assessment of student learning being essential work in higher education, a number of institutions have noted faculty could more effectively be using assessment results (Jankowski et al., 2018; Kuh et al., 2015; Metzler & Kurz, 2019; Suskie, 2014). This study applied Self-Determination Theory (SDT) as a theoretical framework to provide context for faculty behavior associated with assessment actions (Fuller et al., 2016; Ryan & Deci, 2000). Mostly quantitative data were collected via electronic survey of faculty program leaders at a single institution, National Louis University (NLU). Results indicated a significant and positive relationship suggesting an increase in meeting the collective SDT needs would be met with an increase in faculty program leaders use of assessment evidence. Implications for further research are provided, as well as recommendations for changes to be made at NLU for the betterment of faculty experience and assessment culture
A Program Evaluation of the Effectiveness of Fundations and Reading Strategies Professional Development
Get PDFThis program evaluation focused on a research-based reading intervention program implemented in a public school district. It also considered the professional development provided in reading strategies and the use of the program to increase students’ reading achievement levels. A problem I identified with using a reading intervention program was it did not identify student deficiencies, and educators lacked the knowledge of basic reading foundational skills to help identify students’ deficiencies. In my research, I examined one elementary school and the administrative team members’ implementation of the reading intervention program. The literature I presented focused on two phases of reading: the learning to read phase, which occurs in the age groups of prekindergarten to second grade, and the reading to learn phase, which must occur by third grade. Also, I focused on building the capacity and knowledge of literacy skills in educators instead of relying on a boxed reading intervention program. The research revealed what was working well with the boxed reading intervention program, what was not working well with the boxed reading intervention program, and how to improve and overcome educators\u27 challenges. I recommended implementing policies to enhance educators\u27 knowledge in reading strategies and to increase student achievement levels in reading
The Relationship Among Children Born with a Congenital Heart Defect, Effects of General Anesthesia, and Special Academic Needs
Get PDFAbstract
I initiated this study due to experience in the public education system in one state in the United States. I noted a lack of understanding among educators on how to meet the educational needs of children born with a congenital heart defect (CHD) who had undergone general anesthesia related to their CHD. A lack of communication between the medical sector and the educational world led to extensive delays in children receiving the educational support they needed to be successful academically. There were two primary exploratory questions that drove my study: 1.) Is there a relationship between children born with CHD and their being determined eligible for a program under the Individuals with Disabilities in Education Act (IDEA) criteria? 2.) Is there a relationship between how long a child has been under general anesthesia and his or her being determined eligible for a program under IDEA criteria? Through my study, I concluded there is a relationship among children born with CHD, exposure to general anesthesia, and being determined eligible for a program under the IDEA criteria. I recommend that hospitals with a Pediatric Cardiology Specialty Department implement an Administrative Educational/Medical Professional position to assist families as early as possible in meeting not only the medical needs but also the academic needs in their child’s life
Fostering Resilience: A Pilot Study for Mindful Yoga as an Intervention for Adolescents Exposed to Chronic Adversity
Get PDFThe effects of ongoing stress can cause chronic affect dysregulation, destructive behavior against self and others, learning disabilities, dissociative problems, somatization, and distortions in concepts about self and others (Bessel van der Kolk, 1994, p. 259). There may be particular benefits for youth who live in urban, underserved populations as they have experienced social challenges such as poverty, violence, drugs, racism, and immigration. Given the historical tendency of youth to express their emotions externally as a coping strategy, there is rationale to support a physically based treatment, like yoga, as an intervention for this population (Beltran et al., 2016). This study explores using yoga to build resilience as a mindfulness-based intervention for children who have experienced chronic adversity, particularly for students living in underserved communities. The primary research questions for this mixed methods study are (R1): Does mindfulness-based yoga improve adolescents’ perception of their ability to emotionally self-regulate; and (R2): How does mindfulness-based yoga improve adolescents’ perception of their ability to self-regulate?
This mixed-methods study used the Perceived Stress Scale (PSS) and the Positive Affect and Negative Affect Schedule (PANAS-C) as a pre-post methodology, interview methods, along with application of the spiritual capitol theory, to examine the effectiveness of yoga as an intervention for increased emotion regulation for underserved, minority school settings. Adolescents (n = 12) participated in an eight-session, four-week pilot yoga intervention that targeted increasing resilience as evidence by perceived stress and emotion regulation.
There was not a statistically significant difference from pre to post yoga program despite the decrease in participants’ perceived stress (t (11) = .114; p \u3e.05). Overall, participants scored higher before the yoga program on the perceived stress measure (M = 17.58, SD = 3.370) but decreased once the program concluded (M = 15.50, SD = 4.583). Positive affect was not statistically significant although the scores increased from before to after the yoga program (t (11) = .276; p \u3e.05). Despite this trend, students scored lower before the yoga program on positive affect (M = 39.25, SD = 10.515) and trended towards significant increase after the program (M = 42.25, SD =8.001). There was a statistically significant difference from the pre to post yoga program for negative affect (t (11) = .029; p \u3c.05] experienced by the participants. Overall, the students scored higher before the yoga program (M = 30.75, SD = 9.265) and significantly decreased after the program (M = 25.25, SD =8.740) indicating a reduction in negative affect.
Despite limited statistical significance, the participants expressed positive experiences, increased emotion regulation, and reduced stress. These are significant outcomes for adolescents who have experienced chronic adversity to build resilience. Yoga, in school settings, has many implications to include fostering the development of resilience for children who have experienced chronic adversity. Future researchers may work towards understanding how yoga strengthens resilience among increased sample sizes within the same target population
Short-term Athletic Foreign Tours and Student Learning Outcomes: A Program Evaluation
Get PDFMany studies have shown that the same student learning outcomes observed in long-term study abroad can be met during short-term programs, if executed correctly. Intercollegiate athletic foreign travel tours (AFTs) are similar to short-term study abroad programs, but little research has been done on these programs. By analyzing qualitative and quantitative data from surveys of student-athletes who recently participated in AFTs, as well as interviews with relevant staff members, I was able to determine strengths of the program and identify areas for growth. The evaluation process shaped organizational change recommendations, along with an institutional policy that will allow the AFT program to better facilitate the student learning outcomes related to intercultural competency and the development of student-athletes through global experience
Student Experiences of Socioeconomic School Integration in the Irish Secondary Context
Get PDFThis research sought to investigate the experiences of students from low socioeconomic status (SES) backgrounds who chose to attend socioeconomically integrated secondary schools in Ireland. Socioeconomic integration is the practice whereby students from varying socioeconomic backgrounds are integrated into heterogeneous school settings in order to diversify their socioeconomic composition. While the literature indicates consistent academic benefits of the practice for low-SES students, uncertainties remain surrounding their psychosocial experience. To better understand such uncertainties, this research embodied a case study approach, investigating the socioeconomic integration experiences of two low-SES families (n = 4) through online surveys and semi-structured interviews. The responses ascertained from case study accounts were subsequently presented to individuals with knowledge in the field (n = 7) during expert interviews. Triangulated findings indicate that the experiences of participating low-SES students were generally positive, with the development of friendships, extra-curricular participation, and subtle teacher vigilance being highlighted as advantageous. Nevertheless, participants also indicated significant tensions associated with the practice, including desires for assimilation, sentiments of isolation, possible dilution of identity, and rare instances of peer-condescension. This paper presents practical opportunities to improve the experiences of low-SES students in socioeconomically integrated schools, while also offering valuable lines of inquiry for future research
Exploring EFL Student Teachers’ Perceptions of Student-led Seminars
Get PDFAbstract
Student-led seminars have not been widely researched from the student perspective despite their prevalence in different streams of education literature. Based on four focus group interviews involving 24 students from a university in Saudi Arabia, this study evaluated student-led seminar sessions from the perspective of EFL student teachers, to generate relevant themes and categories. The themes identified comprised: preparing for seminar sessions, implementing seminar sessions, and receiving feedback after seminar sessions. Results found that students acknowledged the advantages of student-led seminars, but were worried about engaging in student-led seminars. Others preferred to receive guidance from the instructor, and some believed collaborative work was more important than individual work. It is essential to investigate students’ perceptions to obtain a more thorough understanding and allow the formulation of an effective framework implementing student-led seminars
Student Perceptions of School and Teachers In the Classroom
Get PDFMuch of the existing education research on student outcomes has focused on gaining a better understanding of student cognition and behavior, considering affect primarily as the role of a mediator or moderator to cognitive or behavioral outcomes. Student satisfaction with school is an affective outcome that is shaped by their relationships with their teachers. Though research on affect as an outcome has increased, it has not been well-understood and often ignored in models of understanding student outcomes. This qualitative study adds to the body of research on student affect as an outcome by collecting data from current high school students and recent high school graduates shared during reflective interviews, and assessing that data to determine how they perceived teachers’ actions in the classroom, their high school experience, and which learning outcomes they most value. Twelve current and former high school students from a large urban school district were interviewed in pursuit of answers to the following research questions: 1) what attributes or types of teacher actions were most influential on how the student felt about their school experience, and 2) which learning outcome is most important to the student – academic (cognitive), behavioral, or satisfaction with school experience (affective)