4811 research outputs found
Sort by
MSUM Market Place
No full textBrief Background/Introduction/Research Context: In today’s campus environment, students often discard valuable items due to lack of a centralized platform for trading. While online marketplaces exist, they are not tailored for student needs or university communities. The MSUM Marketplace was developed to address this gap by offering a secure, user-friendly platform exclusive to Minnesota State University Moorhead students. Present Research Question/Purpose: This project explores the development of a localized online marketplace that allows MSUM students to buy and sell items easily while incorporating verification mechanisms like StarID and phone-based OTP to ensure a secure and trusted environment. Methods/Materials/Subjects/Tools: The platform was built using Flask (Python) for backend logic, SQLite for the database, and HTML/CSS/JavaScript for the frontend. Verification was implemented using Twilio\u27s SMS service. Students can register using their StarID, verify their phone number via OTP, and log in to post or browse items. Results/Findings: The system successfully validates student identities and provides two different dashboards (admin and student) with item management features. The marketplace interface allows real-time item listings and search functionality, encouraging active participation. Feedback from initial testing showed improved student engagement in sustainable item exchange. Discussion/Conclusion/Implications/Recommendations: The MSUM Marketplace supports sustainability and community building by reducing waste and encouraging reuse. Future work could include expanding functionality to include categories, bidding features, and analytics for high-demand items. The model may also be adapted by other universities to foster secure, internal marketplaces on campus
Efficacy of Video Modeling for Promoting Adolescent Workforce Independence
No full textThis literature review explores the effectiveness of video modeling in fostering workforce independence among adolescents with developmental disabilities. Employment is vital for financial, social, and emotional well-being, yet individuals with disabilities experience significantly lower employment rates. Video modeling, which utilizes recorded demonstrations to teach specific behaviors, helps individuals generalize skills across different environments. As secondary transition programs aim to equip adolescents with vocational skills, video modeling offers a flexible, cost-effective solution accessible through smartphones and tablets. This research delves into the various types of video modeling and provides valuable insights into which method is most effective for different tasks and the individual’s unique needs
The SLP\u27s Role in Implementing Response to Intervention (RTI) in the Schools
No full textSpeech- Language Pathologist’s (SLP) are educated and trained in the areas of prevention, identification of communication disorders and delays, assessment, intervention, and consultation with other education professionals (Ehren, 2007). Their role in the schools lies parallel to the outline of response to intervention (RTI), a program designed to address educational challenges before they become failures and have lasting impacts on a student’s education (Ehren & Whitmire, 2009). RTI can aid in addressing challenges in academic content areas as well as specific speech and/or language concerns prior a student’s qualification for special education services or their failure of understanding a crucial content area (Sanger et al., 2012). This poster will highlight the overlap between the RTI framework and the role of the SLP to aid in success for elementary aged students
Considerations for Developing Executive Functioning Skills with Children with Autism Spectrum Disorder
No full textExecutive Functioning (EF) skills are a vital part of increasing independence and completing activities of daily living. EF skills are the ability to use higher-order cognitive skills to coordinate shifting, attention, planning, self-regulation, and working memory. When there are deficits with these skills this may affect social communication and lead to behaviors related to the completion of the task (e.g., dysregulation, not completing the task, and communication breakdowns). Studies have shown that children with autism spectrum disorder (ASD) have difficulties with the utilization of EF skills. Speech-Language Pathologists (SLP) have a vital role when treating children with ASD. A key area that a SLP will assess and address in a child with a ASD is EF skills. Treatment and assessments are vital when treating a child with ASD to increase their independence and communication skills. This presentation discusses key considerations for optimizing treatment of each executive functioning skill, offers assessment recommendations, provides effective strategies, and explores various approaches for adapting treatment to best meet the individual’s needs
Messy Hands, Growing Minds: The Impact of Sensory Play
No full textSensory play is a crucial component of early childhood education, particularly in a preschool setting, as it supports cognitive, emotional, social, and motor development. Engaging children in hands-on activities stimulates their five senses, smell, taste, touch, sound, and sight. These developmental milestones and engagement of different senses can be achieved through either specific sensory tables or interactive experiences. While sensory play is often depicted as “messy” or “loud”, a prepared environment with a few house rules is beneficial to the child and enhances the way in which they react to their environment through multiple senses. Sensory activities and tables can be set up indoors, outdoors, through a premade kit, or made with materials throughout a home
Little Actors, Big Learning: Why Dramatic Play Matters
No full textDramatic play is one of the biggest aspects of a child’s life, and is not often seen as academic, however, it has been proven that children learn a wide variety of skills through play. One of the founding theorists that acknowledged the true value of play was Vygotsky. Through his theory, it is said that dramatic play is a crucial aspect of early childhood development, and it fosters creativity, while also building social skills and cognitive growth. Through role playing children can explore emotions and problem-solving skills. This type of unstructured play encourages collaboration and helps children grow social relationships while building self-expression. Dramatic play can also support academic learning by reinforcing skills like literacy, math, and science through hands-on experiences. KEYWORDS: Play, Unstructured, Vygotsky’s Theory, Social Development, Cognitive Growth
Evaluating the Use of the Homework, Organization, and Planning Skills (HOPS), Second Edition Intervention for a High School Student with Executive Functioning Deficits
No full textSuccess within school and daily life is positively linked to well-developed executive functioning (EF) skills as students are required to use many complex problem-solving skills that routinely build and strengthen their EF skills (Mann et al., 2015). Many students with EF deficits can display symptoms like disorganization of materials, trouble with homework planning, and task initiation (Fogel et al., 2019). The purpose of this project was to evaluate the use of the Homework, Organization, and Planning Skills (HOPS; Langberg, 2022), Second Edition intervention with a 15-year-old, tenth grade male diagnosed with ADHD and Autism. The intervention was implemented over nine 20-minute one-on-one sessions. Data collected throughout the intervention consisted of the HOPS-II Organizational Skills Checklist, Homework Recording Accuracy Checklist, Time Management Checklist, the Points System Tracking Sheet, weekly missing assignments, IEP progress monitoring data for task initiation, and a pre/post assessment using the Panorama survey platform. The results of this intervention demonstrated that the student’s overall homework planning rate did increase, but it is unclear if this progress was due to the intervention implemented or a stimulant medication change
High Leverage Practices - Interventions for the Classroom
No full textHigh-Leverage Practices (HLPs) provide research-based framework for meeting the diverse academic and behavioral needs of students with disabilities. These practices outline the essential knowledge and skills special educators must possess, including curriculum adaptation, scaffolding, explicit instruction, metacognitive strategy instruction, student engagement, effective feedback, assistive technology, and intensive intervention. Research emphasizes that educators play a critical role in promoting meaningful student progress and must be able to implement HLPs effectively and consistently. This need extends to teacher preparation programs, which must ensure that future special educators are equipped to support culturally diverse learners as well as students with disabilities. Although HLPs have demonstrated their value in improving student outcomes, many educators continue to face challenges related to limited knowledge, insufficient training, or lack of time. Continued discussion, research, and practical implementation of HLPs remain essential to ensuring that all teachers are prepared to meet the needs of diverse learners
A Phenomenological Study of Factors that Impact Math Achievement in a Rural Midwestern Elementary School
Full text linkAbstract
Educational leaders are under pressure to improve student performance in the content area of math after the greatest decline since the National Assessment of Academic Performance began in 1969 (The Nation\u27s Report Card, 2022). Educational leaders are aware of the increasing gap in student performance in mathematics. While teachers recognize the importance of developing math instruction based on student centered needs and differentiated instruction.
The purpose of this research was to conduct a phenomenological study based on the lived experience of rural elementary math teacher’s confidence in instructional practices and the factors that impact their efforts to improve student achievement. To understand this phenomenon, the researcher conducted a semi-structured interviews with ten K-5 teachers in a rural educational setting to gain the teachers’ lived experience and identify units of meaning around a hybrid theoretical framework of self-efficacy by Albert Bandura (1977) and differentiated instruction by Carol Ann Tomlinson (2010). The study found that the phenomena is driven by collegial support, experience in the classroom, intervention support obstacles, and parental perceptions and support within the content area of mathematics.
The importance that comes along with understanding the development of mathematical strategies and confidence in instruction by teachers at rural elementary school levels drives the core of this study. The goal of this study was to use the experience to inform further research on the perspectives of rural elementary math teachers on their self-confidence within instructional practices that impact student performance.
Keywords: self-efficacy, instructional design, academic achievement, vicarious experience, mastery experience, verbal persuasion, psychological arousal, content, process, product