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Challenging Behaviors and Interventions in High School Students
No full textChallenging high school behaviors are behaviors that inhibit learning, inhibit the safety of oneself and others, and can bring about isolation. This thesis explored the interventions that were utilized by school faculty and staff to reduce or prevent challenging behaviors and the effectiveness of such interventions, as described by undergraduate college students reflecting on their years in high school. The hypothesis for this thesis was that undergraduate college students who graduated from high school in the last 5 years are more likely to witness positive behavior interventions than undergraduate college students who graduated from high school more than 5 years ago. Participants were required to answer a series of questions on an online survey regarding challenging behaviors and interventions for up to five scenarios. Of all 77 participants in the study, 63 of them graduated from high school less than 5 years ago, and only 3 of those 63 witnessed positive behavior supports (PBS). The remaining participants graduated from high school 5 years ago or more and none of them witnessed PBS. The relationship between high school graduation year and PBS was not statistically significant after the chi-square test, and the relationship between students who witnessed PBS and students who did not witness PBS was not statistically significant after the independent-samples t-test in terms of the interventions’ effectiveness. Future research should focus on whether student perceptions of effectiveness translate to actual improvements of effectiveness and why PBS was hardly administered, and high school staff should be trained on using PBS
Bridging the Gap: Factors Affecting College Students\u27 Use of University Health Services
No full textAccess to healthcare is a critical issue for college students, yet many face barriers to utilizing university health services. This study examines factors influencing students\u27 use of campus healthcare, focusing on perceived accessibility, awareness, and attitudes. Using open-ended surveys and an in-depth interview with the student health coordinator, the research explores student perspectives and institutional efforts to address these challenges. Findings indicate that while many students are aware of available services, there is a significant gap in understanding the full range of services offered. Additionally, students report feeling overwhelmed by the perceived complexity of the healthcare system on campus and express a lack of trust in the effectiveness of the services. The study also highlights students\u27 preference for off-campus healthcare providers due to perceived quality of care and confidentiality. By identifying these barriers, the research calls for improved communication, clearer information about service offerings, and initiatives to build trust in campus health services. This work contributes to understanding healthcare access in higher education and offers actionable strategies for institutions aiming to enhance service utilization and improve student health outcomes
Factors Influencing Reflection and Self-assessment of Simulation Performance: Comparing Student and Preceptor Ratings
Get PDFSimulation with simulated patients is increasingly used in occupational therapy. Ensuring the debrief component meets student needs to develop their self-assessment skills for participating in a self-regulating profession is essential. This explanatory mixed-methods research sought to explore factors contributing to accurate and inaccurate self-assessment of simulation performance for novice occupational therapy learners in a part-time introductory fieldwork course. Self-ratings and preceptor-ratings of performance on eleven simulation objectives were compared for sixty-five novice occupational therapy students. Factor analysis was used to explore contributors to differences in ratings between students and preceptors. Students’ written plus-delta debrief reflections were analyzed to explore what evidence they used to self-assess performance and their remaining questions not addressed with self-debrief. There was a significant difference in the rating scores between students and preceptors for all objectives (p\u3c.05). Students rated themselves on average higher than preceptors and they often missed safety concerns noted by the preceptors. Factor analysis indicated that the type of learning objective contributed to rating difference with objectives related to communication differing from those related to demonstration of skills. Deductive qualitative content analysis of reflections indicated that students give significant weight to simulated patients’ agreeability, willingness to participate, and reported comfort as evidence of success when reflecting on simulations, and rarely use best-practice guidelines, theories, or principles to self-assess their performance. Novice students may need guidance and explicit training on what diverse types of evidence they may use to support self-assessment and reflection on performance in a simulation for different types of learning objectives
Tiered Experiential Learning for Skill Development
Get PDFExperiential learning functions as a cornerstone of training for psychologists. These opportunities allow students to acquire diverse skills to serve them in a broad spectrum of practice milieus. We offer an overview of a tiered experiential learning framework that may be adapted and applied to other disciplines and training experiences
Preparing Student Partners to Facilitate Engaging Learning Experiences
Get PDFFacilitating engaging learning experiences can be a challenging task even for experienced instructors. Our research explores supporting student partners as they learn to take leadership roles in an active learning professional development session that utilizes mathematical modeling as a vehicle for introducing the topic of scaffolding and emphasizing its importance
Telling Their Story: A Proposed Social Group for Autistic Teenagers
Get PDFTypically developing adolescents go through many transitions and learning experiences from ages 13 to 18. Autistic adolescents also develop through these transitions and learning experiences. This unique group of adolescents can have a much more difficult time with these involvements, however, due to societal standards, learning, and growing within a neurodivergent mindset. As social isolation, bullying, and a lack of friendship opportunities continue to persist within the neurodivergent adolescent community, the lack of appropriate, affirming interventions must be addressed. This doctoral specialization project aims to provide licensed and student-level clinicians with a treatment manual to guide them through a social skills-based group intervention that utilizes group storytelling to facilitate learning. The limitations of this project and future directions for the measures are discussed
Enhancing Customer Service in Higher Education
No full textIn the realm of higher education, the provision of quality customer service emerges as a critical component in nurturing both student success and institutional effectiveness. As educational institutions attempt to cater to the diverse needs of their student populations, the imperative of prioritizing customer service within academia becomes increasingly evident. Notably, empirical research consistently underscores a positive correlation between quality customer service and pivotal outcomes such as student achievement and retention. Through the cultivation of a culture centered on service excellence and responsiveness, higher education institutions stand to enhance student engagement, satisfaction, and retention rates. This article endeavors to explore the multifaceted impact of quality customer service on student achievement and retention in higher education. By examining best practices and elucidating through case studies, it aims to furnish insights into the effective implementation of customer service initiatives to bolster student success and cultivate a conducive academic milieu. The ensuing sections delve into the significance of comprehending customer service in higher education, the customization of services to meet the needs of college students, the provision of quality service to colleagues, and an examination of the tangible outcomes stemming from the prioritization of customer service in academia
Transferring Lessons from K-12 to Higher Ed: Using Transfer Tasks to Engage Students in Learnin
Get PDFThe faculty at Model Laboratory School developed the Model Core, which outlines a set of competencies for all students. Transfer tasks and cornerstone projects assess student achievement of these competencies. Classroom instruction invites student engagement, critical thinking, and the application and transfer of skills and knowledge to authentic contexts
