18525 research outputs found
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EMU Multicultural Graduation Celebration, Friday, April 25, 2025
No full textStreamed live on Apr 25, 2025 • FREDERIC H. PEASE AUDITORIUM
Learn more: https://www.emich.edu/dei/centers-pro... Eastern Michigan University Multicultural Graduation Celebration Presented by the EMU Center of Race & Ethnicity Pease Auditorium Friday, April 25, 2025 | 6:00 p.m
Convergent validity between the motor domain of PediaTract and ages and stages in term and preterm infants at 2, 4, 6, and 9 months of age
No full textThe primary aim of this study was to evaluate the convergent validity of the Motor domain (MOT) of PediaTracTM v3.0, an online developmental tracking instrument based on caregiver reports, with fine and gross motor domains (ASQ-FM and ASQ-GM) of the Ages and Stages Questionnaire (ASQ-3) in infants between 2- and 9 months of age. Participants were caregivers of 571 infants born term or preterm (gestational age \u3c 37 weeks) enrolled in a multi-site psychometric study of PediaTracTM. Findings revealed significant correlations between MOT and ASQ-3 scores at 2, 4, 6, and 9 months across time periods, term-preterm status, and biological sex. A significantly higher percentage of infants born preterm, compared with those born at term, was identified as a moderate or high risk on both the ASQ-3 and PediaTrac. Future investigations are warranted to further examine the psychometric properties of the MOT domain, including sensitivity, specificity, and positive and negative predictive value
Sustainable organic-inorganic hybrid coating system with multiple cure capabilities
No full textOrganic–inorganic hybrid (OIH) coatings and thin films have been established as advanced materials owing to their unique combination of properties suitable for many current and emerging end-use applications. The difficulties in the deposition of such films under desirable cure conditions limit their application space. This study presents the development of a new generation of functional oligomers designed to cure independently under various cure conditions to produce OIH coatings. Specifically, we have meticulously designed and synthesized a high-solid organosilane oligomer with polyurethane backbone structure and alkoxysilane functionality. This study investigates high-solid OIH coating systems comprised of organosilane oligomer, alkoxysilane reactive diluents, and a diverse range of blocked catalysts for their effectiveness in curing under thermal, UV exposure, and ambient temperature conditions. Furthermore, we have explored the potential to combine these curing processes, offering the coating system with plural-cure capabilities. FTIR spectroscopy has been used to track the extent of cure by tracking relative intensities of alkoxysilane groups before and after curing. A comparative analysis of coatings cured by various techniques provided valuable insights into the underlying curing mechanisms and their impact on film properties. The outcome of this study suggests that these new generation versatile OIH coatings systems can be excellent candidates for sustainable advanced coating applications
Songwriting in music therapy clinical practice
Full text linkSongwriting is a technique used in music therapy practice that has been documented since 1950, and has been used in a clinical setting in many countries where music therapy is a fully developed profession. There are many different types of therapeutic songwriting experiences used in music therapy practice, to accommodate for the many different needs and abilities of clients. Additionally, therapeutic songwriting is used to help achieve many goals, and is used in a wide variety of settings. These settings include the pediatric hospital, a setting given particular attention in this paper. This paper will also include the author’s own reflections on her experiences of facilitating songwriting. Recommendations for future research and advice for music therapists facilitating songwriting are also included
Opportunities await: The impact of school-based mentoring in cultivating youth resources
Full text linkThis qualitative research explores the impact of school-based mentoring (SBM) relationships on youth, focusing on how these connections build social networks and open access to valuable resources. Through in-depth interviews with youth participants, this study examines characteristics that mentors, both within and outside the SBM program, cultivate to help mentees navigate academic and personal challenges. Grounded in social capital theory, the findings reveal how SBM and natural mentoring relationships foster trust, resource sharing, and youth resilience. This research provides practical recommendations to enhance SBM programs and suggests directions for future studies to deepen understanding of the characteristics that make mentoring relationships, both formal and natural, beneficial and supportive for young people
Language barriers in clinical trials: Exploring impacts on continuity and participants’ engagement and effective mitigation strategies
Full text linkClinical trials are crucial for advancing medical knowledge and developing new treatments. However, language barriers can pose significant challenges for participants, particularly in understanding trial procedures, risks, and benefits. Existing policies, guidelines, and studies from 2020 to 2024 identify key challenges in recruiting and retaining non-English-speaking participants. The lack of data on dropout rates highlights the need for improved language services and culturally sensitive communication methods. Findings demonstrate the importance of addressing linguistic disparities to enhance trial inclusivity and success. Innovative strategies to overcome language-related hurdles include the use of professional interpreters, translated materials, and community engagement initiatives. By addressing these challenges, the diversity and representativeness of clinical trials can be improved
Understanding students\u27 decision to proceed with hybrid education: Examining the post-COVID-19 scenario
Full text linkHybrid education—integrating online and in-person instruction—has become a prominent educational model in the post-COVID-19 educational landscape. While prior research has examined the benefits and challenges of hybrid learning, as well as general acceptance patterns through frameworks such as the technology acceptance model and the theory of planned behavior, critical gaps remain in identifying the factors shaping students’ behavioral intentions toward this educational model. This study addresses these gaps by analyzing the interplay of external variables (such as prior hybrid learning experience, employment status, course type, commute time, and work-family balance) and socio-demographic attributes (such as age, gender, academic program and family obligations). Data were collected from a diverse sample of undergraduate and graduate students at a Midwestern university to assess predictors of hybrid learning adoption intentions. The results offer practical recommendations for educational policymakers, institutions, and instructional designers to optimize hybrid course development, refine digital learning environments, and establish evidence-based guidelines for post-pandemic education. By clarifying the determinants of student engagement, this research contributes to enhanced educational experiences and the sustainable implementation of hybrid learning models in contemporary higher education
Hermeneutical Injustice and Special Education
Full text linkHermeneutics is a branch of philosophy that is concerned with interpretation. Importantly, it is concerned with the interpretation, understanding, and communication of our own experiences. Our identities, how they are constructed and performed, are based a large part on how we interpret, understand, and communicate our experiences. Hermeneutical injustice, then, occurs when there is a gap in our own ability to understand our experiences let alone communicate them to others. This directly impacts identity. Students in the K-12 Special Education system in this country experience this lacuna. In this paper I will explore the Hermeneutical injustice faced by students in public school special education. By looking at the medical and charity models of disability, I will propose that students are subjected to what can be called an Educational Model of Disability. This educational model directly impacts the identity of these students through a language of deficit. With no language of pride or accomplishment, these students are more vulnerable to poor educational and life outcomes. I will then engage with a few ways in which our special education teachers could make real strides in mitigating this gap and providing special education students with confidence in identities as worthy and successful young people
Multilinguals and aphasia: SLP perspective on intervention
Full text linkAphasia is an acquired language disorder typically affecting language production and comprehension, both to varying degrees. Onset of aphasia typically follows a cerebrovascular event, such as a stroke or traumatic brain injury. In this study, particular interest is paid to people with aphasia who conversationally spoke two or more languages pre-onset and the therapists who treat them. Past research has investigated the additional considerations taken when assessing and treating aphasia in multilingual clients, focusing on enhancing therapy efficacy in this population. However, current theoretical and clinical reviews of research often leave out the lived experiences of those involved.
This study aims to collect and record interview data from speech-language pathologists who assess and treat multilinguals with aphasia in order to record their insights. The findings from the interviews will inform the greater discipline of speech therapy on the impact of cultural competence in the therapy setting.
Key terms: multilingual aphasia, assessment, treatment, cultural competenc
Ethical leadership for online special education during the COVID-19 pandemic: A retrospective analysis & construct validation of a new measure
No full textThis study proposes that special education teachers’ perceptions of psychological empowerment serve as a meaningful indicator of school administrators’ ethical leadership. The Perceptions of Ethical Leadership for Special Education (PELSE) survey instrument was developed to assess this construct, incorporating validated measures of procedural justice and psychological empowerment. Employing a quantitative observational methodology, the study examined responses from 488 special education teachers assigned to online teaching at the onset of the COVID-19 pandemic. Internal consistency reliability for the PELSE was confirmed (α = .76). Findings are interpreted through a retrospective lens, highlighting how ethical leadership was perceived during a period when the U.S. Department of Education reinforced the mandate for continued compliance with the Individuals with Disabilities Education Improvement Act. The study presents the PELSE as a replicable tool with relevance for pre-service leadership preparation, in-service administrator reflection, and future empirical inquiry into ethical leadership within special education contexts.
Keywords: COVID-19 pandemic, ethical leadership, special education