5105 research outputs found
Sort by
Fetal Alcohol Spectrum Disorder (FASD) and Suggestibility: A Need for Greater Awareness and Understanding
Get PDFUnderserved and Underrecognized: Elevating Teaching Strategies, Special Education Eligibility, and Educational Outcomes for Grade 2-6 Girls on the Autism Spectrum
Get PDFThis study involved a qualitative exploratory case study research design and employed in-depth online interviews as the primary data collection method. Participants were former or current special education teachers in Minnesota who had worked with Grade 2-6 girls on the autism spectrum and were sourced from professional networks, educational associations, online platforms, chain sampling, and snowball sampling. This study sought to elucidate the reasons behind the underidentification of girls eligible for autism spectrum special education services, streamline their qualification process, reveal practical educational strategies for academic, emotional, and social support, and furnish accessible resources and training alternatives for classroom teachers assisting girls diagnosed on the autism spectrum or eligible for autism spectrum special education services. Four key themes related to grade 2 to 6 girls on the autism spectrum emerged in this study: Identification and Referral Challenges, emphasizing the need to broaden expectations and recognize diverse behaviors; Qualification Challenges, highlighting concerns about standardized checklists and advocating for a tailored evaluation approach and enhanced collaboration among professionals; Misidentification Challenges and Complexities, exploring unintentional and intentional misidentification, emphasizing the need for a flexible, culturally sensitive diagnostic process; and Improving Educational Outcomes, which discusses effective classroom supports and accommodations for these girls, emphasizing the challenges in measuring educational outcomes and the need for realistic goal tracking within Individualized Education Programs (IEPs). Recommendations for educational leaders include enhanced training and professional development for teachers, collaborative evaluation practices with multidisciplinary teams, a critical review and update of evaluation tools, and mechanisms for continuous improvement in educational leadership practices
Impact of Assistive Device Use During Timed Up and Go in Healthy Adults
Get PDFIntroduction
Background: Falls are a leading cause of injury in older adults1. The physical, psychological, and financial cost of falling in this population necessitates a reliable balance assessment to determine fall risk2-4. The Timed Up and Go (TUG) is often used to assess fall risk due to its simplicity and allowed use of all assistive devices (ADs)5. The cutoff score for falls risk among community dwelling older adults is 13.5 seconds5 The impact of AD use on TUG score and interpretation is not well understood.
Purpose: To better understand the impact that AD use has on completion times of the TUG in healthy adults.
Hypothesis: The use of an assistive device will significantly increase the time to complete the TUG. Use of a narrow-based quad cane will produce slower times than the front-wheeled walker.
Methods
Participants: Recruited from Concordia University-St. Paul DPT students 29 healthy adults (14 female, 15 male) Mean age of 23.7 years old No comorbidities that may impair balance
Tests and Measures: Participants randomly completed the full TUG (1 practice trial, 3 timed trials) under each of the three conditions: No assistive device Using a narrow based quad cane (NBQC) Using a front wheeled walker (FWW)
Data Analysis: Comparison between average TUG times under each condition with Friedman ANOVA (p\u3c0.05)
Results There were statistically significant differences between all conditions Average time to complete the TUG was 8.42 seconds without the use of an AD, 12.78 seconds with the FWW, and 16.80 seconds when using the NBQC.
Conclusion The use of a FWW and NBQC caused a statistically significant increase in time to complete the TUG compared to without an AD. Average time using the FWW approached the 13.5 second cut off Average time using the NBQC exceeded the cutoff by more than three seconds.
Clinical Relevance
Clinicians should consider the impact that assistive devices may have on TUG scores. These results show that AD use alone negatively impacts time to complete the test with healthy young adults. In fact, use of a NBQC incorrectly placed participants in a fall risk category based on the widely accepted cutoff of 13.5 seconds. Based on these findings, clinicians should exercise caution when utilizing the standard 13.5 second TUG cutoff score to determine fall risk, develop goals, or inform rehabilitation needs
The Level of Agreement When Scoring the ASQ-3 Between Guardians who Viewed an Instructional Video, Childcare Providers, and Student Physical Therapists
Get PDFIntroduction
Background: Guardians, healthcare providers, and childcare provider(s) (CCP) are groups that could primarily identify developmental delay.1 The Ages and Stages Questionnaire -Third Edition (ASQ-3) is a screening assessment used to monitor developmental progress in children.1,2 concurrence between groups due to lack of formal training for guardians.3
Purpose: To determine the level of agreement between guardians viewing an instructional training video (ITV), CCPs, and Student Physical Therapists (SPTs) serving as proxy for healthcare professionals.
Hypothesis: Showing an ITV to guardians on how to administer the ASQ-3 will yield statistically similar scoring when compared with CCPs and SPTs of the same child.
Methods
Participants: 16 guardians with children enrolled at Hand in Hand Child Care Center (HIH) 4 CCPs who work at HIH 8 SPTs who were all enrolled at CSP DPT program
Outcome Measure ASQ-3: Standardized developmental screening tool used to assess children aged 1-66 months on 5 developmental domains: Communication, Gross Motor, Fine Motor, Problem Solving, and Personal-Social. The ASQ-3 was selected due to its extensive psychometric properties.2 Utilized age appropriate ASQ-3 Questionnaires ranging from 24-month to 60-month assessments.
Data Collection: Training was conducted in all 3 groups prior to data collection. SPTs and CCPs reviewed ASQ-3 TM User’s Guide and Guardians watched an ITV. Data collection conducted across 2 session within 7-14 days.
Results Spearman’s Rho Correlation Coefficient was used to analyze the level of agreement between groups. The Problem Solvingcategory demonstrated clinically significant level of agreement among all three groups. The Fine Motor category did not demonstrate a statistically significant level of agreement among any of the groups. Communication, Gross Motor and Personal Social categories demonstrated statistically significant level of agreement between at least two groups. The CCP-SPT dyad demonstrated statistically significant level of agreement in all categories except Fine Motor.
Conclusion It was hypothesized that an ITV would increase the scoring agreement between all three groups. However, our results only gave rise to partial scoring agreement with varied results across all categories. Further research is needed to assess the impact of a comprehensive ITV or other training program for guardians on increasing the level of agreement with CCPs and SPTs on formally assessing child development.
Clinical Relevance Guardians may benefit from the use of an ITV or other training program to gain formal knowledge on how to assess child development. Utilization of ITVs may empower guardians to contribute more during the developmental screening process
Impact of Moderate and High-Intensity Inspiratory Muscle Training on VO\u3csub\u3e2\u3c/sub\u3emax and Maximal Inspiratory Pressure in Healthy Adults
Get PDFIntroduction Exercise capacity is limited by onset of diaphragm fatigue during high-intensity exercise due to respiratory metaboreflex Inspiratory muscle training (IMT) delays metaboreflex, improves maximal inspiratory pressure (MIP) at moderate intensities1-6 Optimal training loads remain unclear --training at 50% 1RM does not meet ACSM standard for strengthening at 80% 1RM7-10
Objective Investigate the effects of IMT at moderate (50%) versus high (80%) resistance on maximal inspiratory pressure and VO2max in healthy adults
Methods Double blind pre-test/ post-test randomized group design was used 2x2 ANOVA for pre/post MIP and VO2max using SPSS
Results Following 8-week trial, both groups showedsignificant increase in MIP (p = No significant increase in VO2max (p = 0.729) or difference between groups (p=0.303)
Conclusion IMT at high-and moderate-intensity improves MIP IMT performed at high-intensity does not appear more effective at improving MIP than moderate-intensity training VO2max did not significantly improve in either group
Clinical Relevance IMT at ≥ 50% can maintain or decrease deconditioning of the diaphragm in sedentary or athletic individuals unable to fully exercise due to injury Further research is needed to evaluate effects on individuals with sedentary lifestyle
Artificial Intelligence and Its Impact on Secondary Students\u27 Learning
No full textThe existence of artificial intelligence (AI) and its gradual incorporation into education has started to leave a mark on pedagogy. There have been various perceptions of how AI affects students and their academic achievement. This capstone project aimed to synthesize multiple current research studies to determine how students and teachers perceived and used artificial intelligence in education (AIED) and how it benefited secondary students\u27 learning potential. As a result of this research, the examined studies revealed that student and teacher perceptions of AI and AIED affected people\u27s willingness to use AI (Chai et al., 2021; Cong-Lem et al., 2024; Mabuan, 2024; Marrone et al., 2022; Sing et al., 2022) and students\u27 academic performance increased if they were taught about AI before or while using it for an educational task (Alneyadi & Wardat, 2023; Hsu et al., 2022; Kazu & Kuvvetli, 2023). Students\u27 academic achievements also grew when AI and AIED personalized and differentiated learning experiences (Alneyadi & Wardat, 2023; Burkhard et al., 2022; Hsu et al., 2023; Kazu & Kuvvetli, 2023; Rutner & Scott, 2022; Standen et al., 2020). These results have indicated that AI must be explicitly taught to teachers and students and have a specific educational purpose to benefit secondary student learning
Childhood Home
No full textBack of 1080 Bowdoin Avenue (initially 1000 Bowdoin Avenue) where Paula Stuart-Warren lived. The family car is also in frame. The building on the far right is the Ford Plant. The house was one of the first built on the street.https://digitalcommons.csp.edu/tc-ohp_images/1055/thumbnail.jp
Childhood Home
No full textFront of 1080 Bowdoin Avenue (initially 1000 Bowdoin Avenue) where Paula Stuart-Warren lived. The family dog, a St. Bernard named Barney, is also in frame. The house was one of the first built on the street.https://digitalcommons.csp.edu/tc-ohp_images/1054/thumbnail.jp
Episode 65: Adriene Thornton: Embracing a Pivot
No full textAdriene Thornton, M.A. \u2704, has spent her career serving in the healthcare field. As an RN, she loved providing direct care to patients. After receiving her MA from CSP, she moved into healthcare administration where she uses her gifts to serve patients and their families in a new way and unpacks that career pivot
Episode 59: Michele Pickel: Horse Powered Reading
No full textDr. Michele Pickel, alumna and faculty emerita at CSP, shares about her calling into education, her love for horses, and how she integrated those passions into Horse Powered Reading. In this venture, she works with trainers and practitioners across the world to encourage students into a love for reading