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A GUIDE TO TIER 1 SUPPORTS IN THE GENERAL EDUCATION CLASSROOM
Get PDFBackground: Thirty-two percent of students were estimated to be behind grade level in the 2023-24 school year (National Center for Education Statistics, 2024). Many children in the classroom experience barriers to learning. One factor in the decreasing academic levels is the decrease in attention spans (D’Aurizio, n.d.). A student’s education is impacted by a teacher’s ability to keep students’ attention (Hanley et al., 2017). To receive one-on-one occupational therapy intervention, a student must qualify. Many students who may benefit from occupational therapy services will not receive the needed services. The focus of this doctoral capstone experience was to help address the needs of students who are at risk of falling behind. It aims to provide services on a Tier 1 level where all classroom children can benefit (Cahill & Bazyk, 2020). Providing classroom services increases the reach of occupational therapy services to help all students (Piller et al., 2020).
Methods: A comprehensive literature review was completed on school occupational therapy, school environments, Tier 1 supports, sensory and movement strategies, and classroom-wide occupational therapy. Information was also obtained through completing a 14-week placement in a Kindergarten classroom in the Midwest. Discussions with educators and school occupational therapists, working on educational materials with students, and classroom observation also informed product development.
Results: The product Sensory Activities for the General Classroom: A Guide for Elementary School Teachers was developed to empower educators with evidence-based strategies for integrating sensory tools into the general classroom. The guide aims to create a more inclusive and supportive learning environment for all students. Ultimately, the tools in the guide were designed to support student development, foster student engagement, and increase academic outcomes.
Significance: This work provides education on how to support their student’s sensory needs in the general classroom. With a focus on Tier 1 support, more students benefit from services (Cahill & Bazyk, 2020). The product provides education on creating learning activities and environments that encourage student academic success
Incorporating a Facility Dog into Practice: A Guide for Occupational Therapists in Mental Health Settings
Get PDFIntroduction: The field of animal assisted therapy (AAT) is growing as the evidence on the effectiveness of incorporating animals into the rehabilitation process evolves; however, there is currently a lack of guidance for occupational therapy (OT) practitioners working with facility dogs in an adult mental health population. In a setting where clients have traumatic brain injuries (TBI), substance use disorders (SUD), and serious mental illness (SMI), it is important to combine best practice for both OT and AAT approaches. The objective of this project was to understand current resources available, conceptualize appropriate interventions, and provide a guide for practitioners using facility dogs in practice.
Methodology: A literature review of the current evidence, terminology, best practice, and related studies into the effectiveness of AAT. Gaps in research related to facility dogs in occupational therapy were also identified. Throughout the doctoral experiential capstone, interviews were conducted with various stakeholders. Observation, participation, co-facilitation of groups, interaction with clients, and practice in handling the facility dog were all important aspects in developing the project. Lectures and podcasts were utilized as relevant sources to gain a broader understanding of adult mental health occupational therapy treatment and AAT. Finally, a product was drafted, tested, and revised, using the Ecology of Human Performance (EHP; Dunn, 2017) as the occupation-based model, and the site mentor provided feedback to ensure relevance and carryover.
Results: The project resulted in development of a guide to incorporating a facility dog into OT practice at an adult mental health setting. The high level of training for the specific facility dog at this site allowed for a wide variety of interventions to be developed addressing the psychosocial, cognitive, and sensorimotor aspects of each client (Dunn, 2017). Additional materials include a screening form for AAT, a categorized facility dog cue list, documentation examples, a treatment planning chart, and outcome measures. Conclusions and Significance In the growing field of AAT, there is still much confusion around terminology and best practice related to facility dogs in OT. This guide fills the gap and provides direction for OT practitioners to provide evidence-based interventions while utilizing facility dogs in practice
OT ROLE IN STAFF DEVELOPMENT IN SCHOOLS TO PROMOTE CONTINUATION OF CARE
Get PDFBackground: School-based occupational therapy practitioners assume various collaborative roles to improve student performance, promote the carryover of student progress, and enhance teacher satisfaction (Frolek Clark & Hollenbeck, 2019; Shepherd et al., 2019). School-based occupational therapy practitioners experience many barriers to collaborative practice, which limits the carryover of interventions and strategies that support students (Benson et al., 2019; Edick et al., 2023; Jeremy et al., 2024; Mowell et al., 2023).
Purpose: The purpose of this project was to create a product for school-based occupational therapy practitioners and school support staff to use in collaboration to promote carryover of interventions and strategies with students across school contexts.
Methodology: The Ecology of Human Performance (EHP) model was used to guide the development of this project (Dunn 2017; Dunn et al., 1994). A literature review was completed that focused on the role of occupational therapy in the school setting and collaboration between school-based occupational therapy practitioners and the education team. An on-site needs assessment was also completed to further determine the need for the product.
Results: The product is a resource guide created for support staff that includes information on the school setting and collaboration with occupational therapy. The resource guide is anticipated to increase collaboration between school-based occupational therapy practitioners and support staff to promote the carryover of interventions and strategies with students.
Conclusion: The resource guide equips school-based occupational therapy practitioners with a tool to educate support staff on the role of occupational therapy and carryover of interventions and strategies with students
MILESTONES IN MOTION: SUPPORTING STUDENT GROWTH THROUGH DEVELOPMENTAL UNDERSTANDING
Get PDFBackground: Developmental milestone expectations increase in school-aged children, accompanied by growing demands in motor skills, cognition, social and emotional development, academic performance, and self-care skills. Routine screenings through a physician\u27s annual well-child visits can help identify if a child is not meeting specific developmental expectations; however, caregivers and teachers play a critical role in early detection. Early detection and intervention of a developmental delay helps aid in their ability to catch up.
Purpose: The purpose of this scholarly project is to increase teacher and parent awareness of developmental milestone expectations and to provide them with developmentally supportive activities that can be done in the classroom or at home. Through these activities, this project is intended to help teachers and/or caregivers advocate for any child who may benefit from additional screenings for potential services.
Methods: A literature review was completed through the lens of the Ecology of Human Performance (EHP) and a program was developed to support children (ages six to ten years old), teachers, and caregivers. Both pedagogical and andragogical teaching and learning methods were employed to support all learners.
Conclusion: Supporting school-aged children in meeting developmental milestones is important for their overall success. Through education and increasing awareness of developmental milestone expectations, caregivers and teachers are better equipped to support the child’s developmental growth
Christmas Island , Song Lyrics, 1981
No full textSong lyrics for Christmas Island , by Bill Gessner. One sheet of paper with typed lyrics that included handwritten notes and guitar chords. He has no revisions written on the lyric sheet. The song Christmas Island is about a place where it is Christmas every day. Gessner talks about how he was inspired to write this song by his love of the Christmas season and Christmas music.https://commons.und.edu/gessner-lyrics/1016/thumbnail.jp
Genetic Epidemiology Of Chronic Wasting Disease And Epizootic Hemorrhagic Disease In North Dakota Deer
Get PDFWildlife diseases have become a critical factor in the management of animal populations across the globe. Such diseases can compromise individual health, reduce population sizes, and disrupt ecosystem biodiversity. As a result, there can be a loss in recreational opportunities which, in turn, can cause economic losses for communities relying on these populations. Effective wildlife disease management not only requires the ability to respond to outbreaks but also the capacity to predict how diseases interact with populations and ecosystems. Due to the complexity of disease dynamics, a multidisciplinary approach is essential for gaining a comprehensive understanding of these systems. In recent years, genetic epidemiology has emerged as a valuable tool for investigating and mitigating the effects of disease in wildlife. In North Dakota, where white-tailed deer (Odocoileus virginianus) and mule deer (O. hemionus) are at increasing risk of chronic wasting disease (CWD) and epizootic hemorrhagic disease (EHD), examination of genetic variation in genes influencing these diseases could inform management decisions. Thus, we created a study to evaluate the genetic variation in the prion protein gene (PRNP) and the toll-like receptor 3 gene (TLR3), which are associated with CWD and EHD, respectively. Our study resulted in the spatial assessment of variants in both genes across North Dakota.Samples from 1,018 deer were assessed (797 white-tailed and 221 mule deer) across North Dakota, and quality control filtering resulted in a final dataset of 749 individuals (702 white-tailed and 47 mule deer) for PRNP sequencing. The average read length for PRNP was 537 base pairs, covering nucleotide positions 214–750. Genetic variation in the PRNP gene revealed differences between species. Mule deer exhibited very low variability, with no polymorphism at codon 225 detected. In contrast, white-tailed deer showed greater genetic diversity, including 14 polymorphic sites across 13 haplotypes. Polymorphisms at codons 95, 96, 116, and 226 associated with slower disease progression were detected, but at lower relative frequencies compared to other white-tailed deer studies. However, these polymorphisms were present in 83% of hunting units across the state, with some regions showing elevated mutation frequencies. We conducted TLR3 sequencing on exon two, which spanned 444 base pairs. We sequenced 844 individuals (789 white-tailed and 55 mule deer). For the TLR3 gene, both species showed low variability across exon two. White-tailed deer displayed five polymorphic sites (four synonymous, one nonsynonymous at nucleotide position 39), while mule deer exhibited a single synonymous mutation. Polymorphisms at codons 59 and 116 previously associated with EHD susceptibility were not detected. The wild haplotype occurred in 90% of chromosomes, with only three other haplotypes exceeding a 2% frequency threshold. No novel mutations were observed. North Dakota deer exhibit limited genetic variation within both genes. The absence of TLR3 variation at codons 59 and 116 suggests deer populations across North Dakota remain susceptible to EHD outbreaks and other climactic, vector, or genetic factors influence the historic geographic distribution of previous outbreaks. Meanwhile, PRNP polymorphisms in white-tailed deer throughout the state could lead to accelerated CWD spread across North Dakota. Our findings reveal population health implications in white-tailed deer and mule deer and demonstrate how spatial genetic variation may contribute to CWD and EHD in North Dakota
Religion-Justified Childhood Maltreatment, Maladjustment, And Child Abuse Potential
Get PDFChildhood abuse is a widely studied construct that has been shown to be related to higher levels of maladjustment and physical discipline and abuse perpetration in adulthood. Religion has been studied in relation to traumatic experiences and shown to be a factor that may help mitigate subsequent maladjustment. The idea religion may have been used to justify abusive acts has not been as widely studied but may complicate the picture of religion being a protective or resiliency factor. The present study sought to explore the relationships between religion, childhood abuse, maladjustment, and parenting behaviors. It was hypothesized that religion being used to justify abuse would further amplify the negative effects abuse causes as religiosity may become another hurtle for victims to overcome. It was also hypothesized that individuals who identified their experiences as abuse would be less likely to perpetrate those same acts. Evidence was found to support the hypothesis that religion amplified maladjustment and physical discipline practices. Individuals who identified as abused were less likely to use physical discipline and were less stressed and anxious. The recognition of abuse did not lead to a change in aggression or depression. Findings from this study provide further support for the theory that religious justifications for abuse impact the relationships between abuse and maladjustment. This study shows the importance of religion justified abuse as a construct and the need for further research into the topic to understand how to treat individuals who have had these experiences
Doctoral Student Mentoring: A Quantitative Analysis Of Faculty And Student Perceptions And Expectations
Get PDFDoctoral student success is heavily influenced by the quality of mentoring and advising relationships with graduate faculty, yet doctoral student completion rates remain at a low rate of around 50%. The purpose of this quantitative study was to examine the mentoring relationships of doctoral students by surveying doctoral students and graduate faculty who mentor graduate students to identify their expectations for the mentor and mentee in the mentoring relationship. Data were collected from 155 students and 68 faculty in the spring 2024 semester at the University of North Dakota, a Midwest R2 institution. Nonparametric statistical analysis revealed several misalignments between faculty and students and between the current frequency of interactions and the preferred frequency of interactions of mentors. Differences were also found in expectations when considering student characteristics of gender, international student status, academic discipline, and program modality. The findings of this study underscore the need for individualized mentoring practices and institutional strategies to support and promote positive mentoring relationships and experiences
Military Recruitment And Retention: A Policy And Practice Analysis
Get PDFThe ongoing decline in United States military recruitment and retention presents a growing challenge to sustaining an effective All-Volunteer Force (AVF), particularly within the United States Coast Guard, a branch that has historically been underrepresented in academic research, and across the Department of Defense (DoD). This convergent mixed methods study examined how generational cohorts and individual motivations influence recruitment and retention, integrating quantitative data from the Defense Manpower Data Center (DMDC) and qualitative survey responses from a veteran-rich collegiate population. The quantitative analysis revealed statistically significant differences in Armed Forces Qualification Test (AFQT) scores between Generation Z (GenZ) and Generation Alpha (GenAlpha) recruits, with GenAlpha scoring slightly higher. However, the small effect size indicated that the generational cohort alone does not meaningfully predict AFQT performance. Education level demonstrated a stronger relationship, with higher education levels linked to better AFQT performance, confirmed through a Welch’s analysis of variance (ANOVA) and Bonferroni-corrected t tests. Gender disparities were more pronounced in GenAlpha, where male recruits outperformed female counterparts on the AFQT, suggesting a growing gender-based aptitude gap. Multivariate analysis of variance (MANOVA) results revealed localized AFQT clustering; however, geographic location alone was a weak predictor of AFQT performance, suggesting that recruiter presence and effectiveness, as well as slight generational shifts, influence accession outcomes. Qualitative themes highlighted enlistment influences such as ethical concerns, leadership quality, military culture, family influence, and career alignment. Many respondents viewed military service as inflexible, misaligned with personal autonomy, and less attractive due to decreased patriotic sentiments and the loss of career flexibility. This study challenged the static view of generational impacts and introduced a multi-tiered propensity model, revealing that most accessions originate from the population with a negative inclination. These findings reframe recruitment challenges as a function of institutional trust, outreach quality, and alignment with shifting cultural values. By bridging statistical trends with lived experiences, this study was the first Coast Guard-specific, longitudinal recruitment analysis of its kind and a substantive contribution to DoD scholarship. This research offered an actionable framework for modernizing recruitment and retention strategies, while delivering empirically grounded insights to senior military leaders
