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Telegroup Parent Behavior Management Training for Disruptive Behavior: Mixed-Methods Comparison of Effectiveness and Engagement for White and BIPOC Caregivers
No full textBackground: Parent Behavior Management Training (PBMT) is the first-line psychosocial intervention for child disruptive behavior, though research documents disparities in PBMT engagement and effectiveness between Black, Indigenous, and People of Color (BIPOC) and White families. Objective: This study aimed to quantitatively compare clinical outcomes and satisfaction ratings of telegroup PBMT and qualitatively identify themes related to engagement and challenges among White and BIPOC caregivers. Method: Data from 177 caregivers (78% White; 22% BIPOC) of children aged 5 to 12 referred for treatment of disruptive behavior and/or ADHD were collected as part of measurement-based care (MBC) before and after participation in a nine-week one-hour PBMT telemedicine group. Data included caregiver report of their child’s inattention, hyperactivity and oppositional behavior, functional impairment and parenting behaviors. Post-treatment, caregivers provided satisfaction ratings and written open-ended suggestions to improve the group. Results: White caregivers attended significantly more sessions than BIPOC caregivers; thus, all analyses controlled for attendance. Both groups of caregivers reported significant reductions in children’s oppositional/defiant symptoms and functional impairment following group. Compared to BIPOC caregivers, White caregivers reported significant reductions in their child’s inattentive and hyperactive/impulsive symptoms and decreased use of inconsistent discipline. Overall satisfaction was high and did not differ across White and BIPOC caregivers. Qualitative feedback indicated that specific PBMT skills and group discussions/support were the most helpful aspects of the group. Themes related to specific PBMT content, timing (pace of group, scheduling), and other logistic barriers to participation were the most frequently reported unhelpful aspects or suggested improvements for group. Conclusion: This study highlights the importance of MBC and assessment of caregivers’ feedback to improve the programming of PBMT and access to equitable care. Our findings provide many realistic, scalable solutions to consider when implementing PBMT to better serve BIPOC families
Salmon Rushdie’s Frontier Pedagogy: Notes on Two Episodes in “Step Across This Line
Get PDFIn the Indian multilingual classrooms teachers often discover certain details about the political semantics of the English texts they teach. When that happens, the language means much more to non-English readers who happily realize that English grants them a little more freedom to convey meanings to them than it does a monolingual readership. My example here is Salman Rushdie’s Tanner Lectures in Human Values called “Step Across This Line.” While his immediate context is the 9/11 tragedy and the politically prudent ways the US might cope with its aftermath, he returns time and again to those who brave borders, face challenges at the frontiers, across the world. Freedom for those on the run, and freedom for those who chase them are not the same. Rushdie reflects on the conflicting and contradictory meanings of refuge(e) and freedom. This makes for a new understanding of these terms. In my experience, South Asian students instinctively recall what these words intuit in their own languages. Therefore, they see more into the lives of these words when, by hints and guesses, they negotiate Rushdie’s passages, both textual and physical. Rushdie’s nuances again draw upon a vast “translation zone” occupied formerly by such distinguished South Asian writers as Rabindranath Tagore and Faiz Ahmed Faiz. This article proposes that a robust peripheral pedagogy is at work in Rushdie’s essays when readers step across the strictly-drawn English lines. And when they do, they enter non-English semantic subterrains, cross linguistic borders, and close cultural gaps with aplomb
Spartan Daily, October 16, 2025
Get PDFVolume 165, Issue 24https://scholarworks.sjsu.edu/spartan_daily_2025/1067/thumbnail.jp
Using Large Language Models to Investigate the Origin of Chronic Wasting Disease
Get PDFThis use case reports on the impressive output, hallucinations, instability, and limitations of three Large Language Models (LLMs): ChatGPT, Gemini, and Grok. The LLMs were prompted in an investigative sequence and responses checked. The collected information supports the common theory that chronic wasting disease (CWD) in North America originated in 1967 at a research facility in Fort Collins, Colorado, where deer were reported to have been exposed to sheep with a similar disease - scrapie. Findings include that: no sheep with scrapie were detected in the area around Fort Collins prior to 1967; domestic sheep reportedly exposed to scrapie were in the facility; there were medical experiments; Fort Collins was active in the scrapie eradication program; three early infection sites, all linked to Fort Collins, are missing from USGS maps showing the disease history; the recently discovered European CWD cases can be explained by local conditions; scrapie in sheep and deer with CWD symptoms were reported centuries ago in Europe; early models simulating disease history lacked adequate data and detail, and ignored the presence of infected captive herds. The LLMs provided good insight into disease simulation, created simulation models, and generated python code
Translanguaging Formative Assessment Tools for Bilingual Teachers of Multilingual Students
No full textIn this article, the authors describe how their NPD project aims to support bilingual classroom teachers\u27 understanding and implementation of translanguaging as theory and practice. They share two practical tools they developed to help teachers approach formative assessment through a translanguaging lens. The first tool is a classroom conversation observation tool that equips teachers to capture what focal students can do in conversations about grade level content in Spanish, English, and via translanguaging. Tool 1 is aligned with the Common Core Speaking and Listening standards and includes a blank template teachers can use to align the tool with relevant standards across content areas and grade levels. The second tool is designed to help teachers (1) get to know a student as a holistic individual, (2) use that information to identify high-interest books for the student, and (3) employ culturally and linguistically responsive adaptations, such as translanguaging, to formatively assess the student\u27s reading. Both tools are intended to guide instruction via informal formative assessment: Identifying students\u27 strengths and needs helps distinguish aspects of language and literacy necessary for future instruction
Building a Presidential Library
No full textThe Special Libraries Association Student Chapter (SLASC) hosted a special presentation from the Obama Presidential Library, a part of the National Archives. Speaker Jill Zawacki described some of the work required to create the nation\u27s first all-digital Presidential Library, including a mid-project venue move from Chicago to Washington, D.C. (This was not to be confused with the future library of the Obama Center, a privately funded effort that remains in Chicago.) Some of the challenges the team faced included digitizing virtually all of the documents and artifacts to be contained in the collection, upheaval in senior management at the National Archives, and, of course, a major change in location. It was a fun and educational kickoff to the Fall 2025 lineup of speakers.https://scholarworks.sjsu.edu/slasc/1056/thumbnail.jp
Families in Nature: Understanding the Benefits of Shared Outdoor Time
No full textAs digital engagement and urbanization increasingly shape daily life, spending time in nature is an important yet often overlooked way to enhance well-being and strengthen family relationships. In this presentation, Dr. Izenstark will share her research on how outdoor experiences can benefit both children and caregivers by improving attention, enhancing emotions, and fostering family cohesion. She will also discuss how early exposure to nature is associated with healthy outcomes in adulthood. Her work takes an inclusive, strengths-based approach to highlight the many ways families engage with nature and how these experiences can promote positive development.https://scholarworks.sjsu.edu/uss/1068/thumbnail.jp
Investigating the Ultra-diffuse Galaxy NGC5846_UDG1 through the Kinematics of its Rich Globular Cluster System
No full textRecent studies of ultra-diffuse galaxies (UDGs) have shown their globular cluster (GC) systems to be central in unveiling their remarkable properties and halo masses. Deep Hubble Space Telescope imaging revealed 54 GC candidates around the UDG NGC5846_UDG1 (UDG1), with a remarkable 13 per cent of the stellar light contained in the GC system. We present a kinematic analysis of UDG1\u27s GC system from observations with the integral field spectrograph Keck Cosmic Web Imager on the Keck II telescope. We measure recessional velocities for 19 GCs, confirming them as members of UDG1, giving a total of 20 confirmed GCs when combined with literature. Approximately, 9 per cent of the stellar light are contained just in the confirmed GCs. We determine the GC system\u27s velocity dispersion to be = 29.8 km s. We find that increases with increasing magnitude, consistent with predictions for a GC system that evolved under the influence of dynamical friction. The GC system velocity dispersion is constant out to. Using, we calculate = M as the dynamical mass enclosed within 2.5 kpc. The dark matter halo mass suggested by the GC number-halo mass relationship agrees with our dynamical mass estimate, implying a halo more massive than suggested by common stellar mass-halo mass relationships. UDG1, being GC-rich with a massive halo, fits the picture of a failed galaxy
Socio-Economic Risk of Rising Compound Precipitation-Wind Extremes in San Francisco Bay Area
No full textCompound precipitation-wind extremes (CPWEs) pose significant socio-economic challenges in urban areas, with the most severe impacts often felt by vulnerable populations. While CPWE studies have often focused on large-scale assessments, localised urban contexts, at a scale of a city and its suburban surroundings, remain understudied, particularly in terms of how CPWEs might differentially impact different socio-economic communities. This study aims to advance understanding of how CPWEs interact with social vulnerability at a localised scale, using the San Francisco Bay Area (SFBA)—a global hotspot for CPWEs with diverse climates, physiography, and socio-economic factors—as a test case. Daily precipitation and wind speed data (~4 km) from the gridMET dataset (1982–2022) were used to identify CPWEs during the wet season (October–April). Patterns of CPWE event frequency and trends were then analysed. We found that the return period for CPWEs in the SFBA ranges from 0.5 to 2 years, suggesting nearly annual occurrences. Over recent decades, these events have become more frequent (an increase of two events per decade) and more intense, particularly in terms of daily precipitation trends (an increase of 0–5 mm/decade), across the SFBA. We further examined the connection between CPWEs and social vulnerability using the Social Vulnerability Index from the Centers for Disease Control and Prevention, considering factors such as socio-economic status, household characteristics, racial and ethnic composition, housing conditions, and access to transportation. Key urban centres, such as San José and Oakland, emerged as hotspots where high CPWE frequency coincides with high levels of social vulnerability due to economic constraints, inadequate housing, and limited transportation access. These findings underscore the need for targeted adaptation measures to protect populations most at risk in the SFBA
