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Examination of the influence of social emotional learning techniques on coping, academic self-efficacy, belongingness, microaggressions, and affect of Black students
No full textObjective: To better understand the current perspectives of Black college and university students in the U.S., it is important to consider the system of injustice they navigate throughout their lifespan characterized by oppression and discrimination. This dissertation examined the impact of racism and discrimination on coping ability, sense of belonging, academic self-efficacy, experiences with microaggressions, and affect among Black undergraduate and graduate students. Method: Participants completed a pre- and post-survey consisting of the: Brief Coping with Problems Experienced Inventory (Brief COPE; Carver, 1997), College Academic Self-Efficacy Scale (CASES; Owen & Froman, 1988), Racial and Ethnic Microaggressions Scale (REMS; Nadal, 2011), General Belongingness Scale (Malone, 2012), and Multigroup Ethnic Identity Measure (MEIM; Roberts et. al., 1999). The participants engaged in four virtual support group sessions. Participants completed the short form Positive and Negative Affect Schedule (PANAS – SF; Watson et al., 1988) at the beginning and end of each support group session. Results: Data for coping ability, sense of belonging, academic self-efficacy, and experiences with microaggressions were analyzed using paired samples t-tests. Data for affect were analyzed using a linear mixed model. Participants reported a significant increase in academic self-efficacy (p = .02) and significant decrease in positive affect (p = .004). They did not demonstrate a significant change in coping ability, belongingness, or microaggressions. Conclusion: Participation in a peer support group utilizing a social emotional learning curriculum shows promise in promoting positive psychological outcomes of Black students in higher education
Transparency and responsiveness of music therapy master’s equivalency programs: A descriptive survey study of recent graduates
No full textThis descriptive survey reports trends in student perceptions of transparency and responsiveness in their music therapy master's equivalency programs. Thirteen current or recent music therapy master’s equivalency students gave perceptions of their programs’ transparency regarding length of program, transfer credits, and dual role status. Respondents also gave perceptions of responsiveness to their unique and non-traditional needs in this dual role. The results indicate that while students generally feel well-informed about graduation requirements and transfer credits in their programs, they don't have the same level of clarity when it comes to understanding how long the program will take. Respondents generally perceived their programs were responsive to their needs, and their courses were appropriately challenging, but information about prior experiences in music and related careers informed some of the negative experiences shared. This study highlights the need for transparency in music therapy master’s equivalency programs, and gives some recommendations for practices to maintain, improve consistency and change in music therapy master’s equivalency education
Autonomous fearless use of language: Understanding non-fiction English text with fifth-grade bilinguals through culturally sustaining pedagogy
No full textAt schools in the Unites States, English-centric hegemonic policies often hinder emergent bilingual students from fully applying their linguistic skills to read non-fiction texts. This phenomenon necessitates investigation into how Culturally Sustaining Pedagogy (CSP) can be utilized to support fifth-grade bilingual students’ understanding of non-fiction texts in English. This qualitative descriptive study documents the process of five participants utilizing their entire linguistic repertoire, engaging in translanguaging practices while experiencing CSP instruction to enhance comprehension of non-fiction texts. The research questions guiding this study are: How do emergent fifth-grade bilingual students use language when reading and writing about non-fiction texts in English? How does culturally sustaining instruction relate to the students' use of language while reading and writing about non-fiction texts in English? Five important themes were identified, representing features appearing to support emergent bilingual (EB) students’ understanding of non-fiction texts. These features included translanguaging inquiries during reading discussions, adeptly integrated linguistic translanguaging in written practices, validation of autonomous flexible translanguaging, demonstration of self-identity and belonging, and the promotion of school community and diversity
Go Move: A Case Study on Goal-Directed Training & Home Programs for Children with Unilateral Cerebral Palsy
No full textChildren diagnosed with unilateral cerebral palsy (UCP) encounter obstacles in performing daily tasks due to asymmetrical impairments, resulting in compensatory strategies, learned nonuse, and developmental disregard. To enhance and sustain functional abilities, consistent engagement in meaningful motor-based activities is essential (Shierk et al., 2024). Unfortunately, many children with cerebral palsy lack access to requisite motor-based rehabilitation services, underscoring the importance of exploring goal-directed training and home programs as viable alternatives. Empirical evidence supports the efficacy of these approaches in enhancing function, parental contentment, and movement quality among youth with cerebral palsy (Novak et al., 2009). However, despite high quality research demonstrating their effectiveness, a disparity persists between evidence and the actual implementation of best practices. Addressing this gap, GO Move (Goal-oriented Movement Opportunities in a Visual Environment), a newly developed mobile website, offers guidance on goal setting, activity selection, and exercise tracking within home settings, specifically targeting motor function improvement in children with UCP. Accessible in diverse cultural and linguistic contexts, GO Move has the potential to augment rehabilitation quality, broaden access to care, and enhance clinical practice by furnishing evidence-based intervention to individuals with UCP and their care providers. The capstone student conducted a case study of the protocol to begin examining the feasibility and acceptability of the Go Move mobile website.Scottish Rite for Childre
Switch Adapted Toys for Children with Disabilities
No full textToys are highly beneficial for the psychological, social, emotional, and physical development of children, but many children with disabilities do not have access to toys they can use (Prazak et al., 2004). This project attempted to provide more children with disabilities access to adaptive toys that can be independently utilized. The project focused on program design in assistive technology for pediatrics
CE: Beyond PICO—a new question simplifies the search for evidence
No full textThe framework for the PICO (population, intervention, comparison intervention, outcome) question was developed for use in the field of medicine to help determine the best treatment or intervention for a patient. However, use of the PICO question often fails to make sense when the problem or issue of interest is unrelated to determining the best treatment; in such cases, PICO is a less-than-optimal framework to use in searching for evidence. Nurses undertaking an evidence-based practice quality improvement (EBPQI) initiative must begin with a full understanding of the problem by exploring both external evidence (research) and internal evidence from the local setting to support the initiative. This article presents the framework for an alternative question—PPCO, or problem, population, change, outcome—that simplifies the search for evidence and provides a universal approach to question development for EBPQI initiatives. The PPCO question was developed for use with all nursing issues that need addressing
The Classroom as a Sensory Environment: Building Teachers' Capacity to Support Student Engagement
No full textIncluding students with special needs in general education classrooms has become more common, but many general education teachers are not provided with the necessary knowledge to accommodate these students effectively. This doctoral capstone aims to address the growing demand for general education teachers by providing education on the classroom as a sensory environment and how to create a sensory-friendly classroom environment, which can enhance student engagement and support. Three goals were established after identifying gaps in existing literature: performance, professional reasoning, and experimental. These goals were used to develop a sustainable program, consisting of a guide, supplemental resource document, and educational video, to promote education on creating sensory-friendly classrooms. The guide was tested with a single teacher, and results showed that modifying the classroom in this way positively affected the entire student population, not just those with special needs. This capstone project is a starting point to raise awareness of the benefits of sensory-friendly classrooms, which can increase classroom participation and engagement.Garland IS
Investigating the effect of unripe grape juice on taste-relevant compositions of two white wines
No full textThis study aimed to investigate °Brix, pH, TA, five sugars, six organic acids, total polyphenols, six phenolics, 20 free amino acids, and five 5′-nucleotides in one verjuice, five ripe grape juices, and five wines. Folin–Ciocalteu was used to quantify total polyphenols, HPLC was used to quantify sugars, organic acids, phenolics, selected free amino acids, and 5′-nucleotides, while GC-MS was used to quantify major free amino acids. The results showed wines fermented from ripe grape juice including 11% verjuice compared with wines without verjuice addition: the °Brix, sugars, total polyphenols, and amino acids were unchanged; pH decreased ~1.1 times, TA increased ~1.3 times, caftaric acid increased ~1.4 times; caffeic acid decreased ~1.4 – 1.9 times; malic acid increased ~1.8 times; 5′-AMP decreased ~1.2 times. These taste-relevant compositions were unchanged in wines fermented from ripe grape juice with 2.2% verjuice addition compared with wines fermented from ripe grape juice alone
Enhancing Sensory Inclusion for Neurodiverse Individuals in Educational and Cultural Settings
No full textThe capstone project focuses on enhancing sensory inclusion within cultural institutions and schools to address the challenges faced by individuals with neurodiverse conditions such as autism spectrum disorder (ASD), sensory processing disorder (SPD), and attention-deficit hyperactivity disorder (ADHD). These individuals often encounter barriers in these environments due to sensory sensitivities, lack of structure, and limited accessibility, hindering their full participation and enjoyment. Recognizing the importance of inclusivity, there has been a growing movement to create sensory-inclusive environments within cultural institutions and schools. Occupational therapy plays a crucial role in addressing these barriers, aiming to enhance access to educational and cultural resources while promoting overall well-being and quality of life for neurodiverse individuals. The capstone project aims to develop strategies to foster sensory inclusion within cultural institutions and schools. Through collaborative efforts and applying occupational therapy principles, the project seeks to create environments that support the diverse needs of neurodiverse individuals, ultimately enhancing their access to educational and cultural resources and promoting their overall well-being and quality of life.Frontiers of Flight Museu
Unjust Bureaucracy: Inconsistencies in Bond Condition Procedures and Their Impact on Criminal Defendants’ Constitutional Rights and Liberties
No full textThe temporary release of a criminal defendant pending trial, or bail, is a common but not uncontroversial occurrence: this aspect of criminal law raises important constitutional questions regarding society’s competing interests in public safety and safeguarding individual liberties. This paper explores the implications of procedural inconsistencies in setting bond conditions and how these are presented to defendants. These inconsistencies make it more likely that defendants will unknowingly violate their bond conditions, opening themselves up to additional liability and possible incarceration ahead of or until trial, which is a significant curtailment of their individual liberties. Relying on original survey and interview data, this paper argues that procedures that do not allow for sufficient explanations of bond conditions may violate defendants’ Fifth and Fourteenth Amendment due process rights and makes recommendations for proper and appropriate oversight, and proposes different avenues for procedural, due process assurance of a defendant’s agreement to bond conditions. (Faculty Sponsor: Dr. Wouter Van Erve