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Building Future Capacity of School Psychologists to Address the Demand for Inclusive Evidence-Based Consultation: Moving Beyond K-12 to Include School Readiness Frameworks
Get PDFThere is high demand for future school psychologists to address the need for continuous evidence-based consultation that moves beyond K-12 settings, and includes evidence-based consultation to promote school readiness for infants and toddlers with and at risk for developmental disabilities. While there exists a demand for school psychologists in infant and toddler settings, the primary focus of training programs is preparing graduates to work in school-based settings. Currently, a gap exists in graduate training opportunities in evidence-based consultation practices that support school readiness for infants and toddlers with and at risk for disabilities served through Part C services. While school psychologists typically are trained on evidence-based consultation mechanisms that have largely been utilized in K-12 contexts, they rarely receive consultation training with families of infants and toddlers. Therefore, expansion of training is necessary to support infants and toddlers through evidence-based consultation models. To underscore the importance of continuity in application of evidence-based consultation models, the current manuscript compares an evidence-based consultation model validated in K-12 settings and a consultation model for promoting infant and toddler developmental competencies. An illustration of the application of evidence-based consultation frameworks within multi-tiered systems of support and recommendations for graduate training, to better prepare school psychologists for work in birth-to-three settings, is provided
A Behavioral Economics Analysis of Will Making Preferences: When to Begin and Who Should Have the Most Input
Get PDFThe global COVID-19 pandemic has highlighted the need to plan for death, including the transmission of property through a valid will. Surprisingly little is known, however, about when people tend to make wills, how they go about doing so, and whether those practices vary from jurisdiction to jurisdiction. To begin building a foundation of knowledge, a research team comprised of United States and Australian lawyers and economists recently conducted the first-ever behavioral economics empirical study exploring these questions. This Article reports the results of the team\u27s survey of both members of the Australian general public and estate planning lawyers in that country. The research aim was to elicit and compare the attitudes of members of both groups on three questions: (1) when people should begin to plan their estates in anticipation of death; (2) the relative role that the lawyer (compared to the client) should play in the estate planning process; and (3) whether remote witnessing rules for wills--newly adopted during the pandemic in several jurisdictions including states in Australia and the United States--have any impact on individuals\u27 expressed preferences towards will making.
The study yields three significant findings. First, members of the legal profession in Australia tend to prefer the execution of a will at a much younger age than members of the general public do. Estate planning attorneys tend to cite age 29 as the “right” time to make a will, but the general public tends to think that age 47 is best. Second, laypeople in Australia tend to hold widely divergent opinions on the appropriate balance of client vs. professional input into the estate planning process. Those who already have engaged at least once in the will making process tend to desire far greater levels of input from estate planning attorneys than those who have never made a will. Attorneys, in contrast, have relatively uniform views about the same question, tending to cite 70% as the appropriate percentage of estate planning decisions that should be driven by the client. Finally, among both members of the general public and attorneys in Australia, expressed preferences on these matters appear to be largely unaffected by any stated benefits or drawbacks of remotely executed wills.
The survey\u27s focus on Australia was intentional. Australia is an industrialized, democratic country with both a largely capitalist economic and a history of innovation in the law of wills, trusts and estates. Furthermore, Australia\u27s population is smaller than that of the United States, making it easier to obtain a more representative sample. At the same time, we conceive of this study as the beginning point for further, cross-jurisdictional inquiries. Future research can explore whether or how attitudes about will making differ across jurisdictions, using the results reported here as a touchstone. Separate from any country-specific considerations, knowledge about when people make wills, how they do so, and differences between and among jurisdictions will allow lawmakers to make more informed decisions about whether to make permanent some of the pandemic-era rules that enabled the remote online audio-visual witnessing of wills
Title IX and Menstruation or Related Conditions
Get PDFTitle IX of the Education Amendments Act of 1972 (“Title IX”) prohibits sex discrimination in educational programs or activities receiving federal financial assistance. Neither the statute nor its implementing regulations explicitly define “sex” to include discrimination on the basis of menstruation or related conditions such as perimenopause and menopause. This textual absence has caused confusion over whether Title IX must be interpreted to protect students and other community members from all types of sex-based discrimination. It also calls into question the law\u27s ability to break down systemic sex-based barriers related to menstruation in educational spaces. Absent an interpretation that there is explicit Title IX coverage, menstruation will continue to cause some students to miss instruction. Other students may be denied access to a menstrual product or a restroom as needed and face health consequences. They also may be teased and bullied after menstrual blood visibly leaks onto their clothes. Employees, who are also covered by Title IX, may be fired for damaging school property as a result of such leaks. People in perimenopause may be denied reasonable modifications like bathroom access, water, or temperature control. Collectively, this creates an educational system that prevents students, faculty, or employees from fully participating in educational institutions and causes harm.
On July 12, 2022, the U.S. Department of Education (“DOE”) issued a Notice of Proposed Rulemaking “to better align the Title IX regulatory requirements with Title IX\u27s nondiscrimination mandate, and to clarify the scope and application of Title IX and [schools\u27 obligations] to provide an educational environment free from discrimination on the basis of sex, including through responding to incidents of sex discrimination.” On September 12, 2022, the Authors submitted the below Comment asking the DOE to modify existing regulations to cover menstruation-related discrimination in three ways. First, the regulations should include “menstruation or related conditions” from menarche through menopause in the scope of discrimination on the basis of sex. Second, the regulations should include reasonable modifications for “menstruation or related conditions.” Finally, the regulations should provide education on “menstruation or related conditions” to all students and employees, regardless of sex, to tackle barriers related to reporting and eliminating sex-based discrimination and to provide equal access. Only then will Title IX be able to fully live up to its nondiscrimination mandate.
This Article contains our Comment asking the DOE to make these changes and explicitly include menstruation or related conditions in Title IX\u27s protections. In addition to our Comment, over 150 of the publicly available rulemaking submissions referenced menstruation and over thirty-five mentioned menopause. Collectively, these comments--from other academics, public health scholars, medical practitioners, clinicians, advocates, and individuals--further demonstrate the need for Title IX to cover menstruation-related discrimination
Exploring Relationships Among CEO Compensation, CEO Gender, and CEO Ethnicity in Nonprofit Organizations
No full textAmerican business is making important strides towards closing gender and ethnic compensation differences, or gaps, amongst its Chief Executive Officers, bringing equity and fairness to the executive ranks. However, research has noted that there are still noticeable gender and ethnic pay inequities between CEOs in nonprofit organizations.This dissertation examines CEO compensation data from twenty-seven non-profit organizations over five years and compares the compensation of male, female, white and minority CEOs to investigate current compensation inequities. Independent samples t-tests were utilized to analyze the compensation of this diverse group of CEOs.The results revealed that significant compensation gaps exist between male and female CEOs and between white and minority CEOs within nonprofit companies. The dissertation also provides support for Expectations Status Theory and its ancillary theories as an explanation for CEO compensation inequities
Understanding Basic Relational Concepts in Directions: A Study of Native Mexican and U.S. Children in Early Elementary Grades
Get PDFThe present study uses both quantitative and qualitative approaches to examine: (1) U.S. and Mexican children’s ability to understand basic relational concepts in directions; and (2) to analyze language arts and math textbooks to determine the levels of complexity in directions (i.e., number of qualifiers or concepts embedded in the directions). A total of 265 first grade (n = 128) and second-grade (n = 137) children in Mexico were assessed using the Boehm Test of Basic Concepts-Revised (BTBC-R) Applications Booklet. Their performance was compared to the U.S. standardized sample of the BTBC-R to make cross-cultural comparisons. Results from the quantitative study suggest that U.S. children at both grade levels outperformed Mexican children on direction following tasks. Furthermore, both cultural groups demonstrated developmental progression from first to second grade. Qualitative analysis of language arts and mathematics textbooks in both U.S. and Mexico revealed that the majority of instructions had “no complexity.” Mexico’s first grade language arts textbooks had significantly more “no complexity” directives than the U.S. textbooks; whereas first grade math textbooks in Mexico had significantly more “moderately complex” directives than in the U.S. The “very complex” directives were minimal in both cultures. Cross-cultural differences were discussed in terms of linguistic transparency, conceptual complexity, item biases, and the education system
Navigating Identity, Belonging, and Purpose in a Society in Flux
Get PDFChris Rabb is a family historian, author, and thought leader at the intersection of social identity, civic innovation, and equity. This is a lightly edited transcript of his 2023 Dyson Distinguished Lecture delivered at the Elisabeth Haub School of Law at Pace University on October 25, 2023
The Roles of Perceived Parental Bonding and Religiosity in Disordered Eating Risk
No full textEating disorders, which typically develop in adolescence or young adulthood, often have serious, even fatal, health consequences. Studies have found that there are many different factors that impact the risk of developing an eating disorder. One such factor is the interplay between child and parent dynamics, where cold, neglectful parents (“low care”) have been found to increase the risk of disordered eating while warm, affectionate parents (“high care”) decrease the risk. Religiosity also plays a role, where high levels of religious commitment due to internal belief (“intrinsic religiosity) has been found to decrease risk of disordered eating while high levels of religious commitment due to external rewards (“extrinsic religiosity”) has been found to increase risk. Intrinsic religiosity has also been found to buffer familial risk, specifically parental disordered eating history. However, no studies have looked at the interplay between parental care and intrinsic religiosity in buffering eating disorder risk. The primary aim of this study was to replicate past research regarding the relationship between parental care and disordered eating as well as intrinsic and extrinsic religiosity and disordered eating. Additionally, this study looked at the interplay of all three factors. Exploratory analyses included looking at the three factors with clinical cutoffs and examining the role of parental history of disordered eating. Results found that individuals whose parents were perceived to have high levels of care were at decreased risk of having or developing an eating disorder. Conversely, individuals whose parents were perceived to have low levels of care were at increased risk of developing an eating disorder. In contrast to previous research, individuals who have higher levels of extrinsic religiosity were at decreased risk of having or developing an eating disorder. No significant relationship was found in the interplay between the three factors. Exploratory analyses found that low care maternal parenting styles had higher incidences for risk of developing an eating disorder. Additionally, results found that low intrinsic religiosity, high risk for eating disorders, and low care maternal parenting styles were related to each other, and that high intrinsic religiosity, high risk for eating disorders, and the paternal parenting style of affectionless control were related to each other. Results, limitations, and future directions of research were discussed