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Focus Groups: Perceived Stress and Stress Management Techniques of Speech-Language Pathology Graduate Students
Get PDFThis qualitative study examined the stress that occurred, and strategies used to alleviate stress during the first semester of Minnesota State University Moorhead Graduate Speech-Language Pathology Master program. Participants were assigned into focus groups of 3-4 individuals and asked open-ended questions and prompts regarding stress encountered during their time in the program but not exclusively related to course work and degree requirements. Students had the opportunity to share their thoughts and feelings about stress experienced during their first semester of graduate school as well as efforts they used to manage stress. Focus group sessions were recorded and transcribed into typed statements for further analysis. The investigators formed themes and subthemes regarding the experiences shared by the participants. The participants may be invited to participate the following Fall to go through the same process described above during the beginning of the second year of study. This study added to the limited information available on the stress and stress reduction strategies experienced by SLP graduate students and could lead to further studies of a larger population of students
Effects of Sensory Processing Impairments on Social Language Skills in Children with Autism Spectrum Disorder
No full textAutism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is commonly characterized by impairments in social communication, language, and other cognitive skills, behavior and emotional challenges, sensory processing issues, and feeding challenges (ASHA, n.d.). Sensory processing refers to the process of the central nervous system receiving input from the senses and integrating this information to generate an appropriate behavioral response (Kojovic et al., 2019). A highly regulated sensory system is a vital piece that is needed in order to be able to communicate wants, needs, and ideas effectively and appropriately (Sensory Issues, n.d.). The main sensory systems that individuals with ASD may have sensitivities to include visual, auditory, olfactory, gustatory, tactile, vestibular, proprioception, and interoception (Sensory Issues, n.d.). There are multiple ways that individuals with autism respond to sensory stimuli. Kojovic et al. (2019), explained that it may be caused by hyperresponsiveness, hyporesponsiveness, or a combination of both. When the brain has to put all of its resources and effort into processing overwhelming sensory information, the other major functions including speech, social skills, decision-making skills, and information processing may be inhibited (Sensory Issues, n.d.). This often imposes detrimental effects on the individual\u27s overall communication abilities. Since Piller and Barimo (2019) indicate that 70-96 percent of individuals with ASD have some degree of sensory processing difficulties, it is vital that this is considered when aiming to create a communication-friendly environment for them by implementing various sensory strategies
Traversing Through a Graph
No full textSoftware such as Google Maps or flight path routes utilize algorithms which find the most optimal path between two points or locations. These optimal routes are based on existing paths between nodes (locations). These kinds of software have made our lives much more convenient when we want to go somewhere. However, there are situations in which nodes and their paths have not been established. Nonetheless, there are two points that need to be connected with barriers in between. ;The purpose of this project is to tap into a way to create and traverse nodes between two points while refusing to cross barriers represented by mathematical functions. Although people have little inherent use in connecting two points on a graph, this software, or one similar to it, will have the potential of allowing users to find the best path between two places with the only preference of not crossing specified barrier
Understanding the Effects of Aphasia on the Support System and the Impact of Communication Partner Training
No full textAphasia is an acquired communication disorder that impacts multiple domains of language. A person with aphasia may experience negative consequences following their diagnosis, including emotional distress, psychosocial disturbances, and depression. The close support system may also experience similar negative feelings the person with aphasia. Communication Partner Training (CPT) is an approach that involves educating and training the frequent communication partners to support and/or assist the person with aphasia with communicating their message across efficiently and effectively. Educating the support system on aphasia and the different characteristics of the disorder gives the communication partners a better understanding of what the person with aphasia needs to best support their communication. CPT programs can also provide persons with aphasia and their support system with specific strategies to improve communicative effectiveness and efficiency. This literature review aimed to describe the impact of aphasia on the individual\u27s support system and examine the effectiveness of communication partner training. CPT is an aphasia treatment that has been heavily researched; however, most research articles suggest the need for further research. Research suggests that CPT programs need to be more tailored to each individual and their support system
Smart Decarceration In the U.S and Our Communities
No full textThe rate of incarceration in the United States is one of the highest in the world and frequently affects members of vulnerable populations. The ineffectiveness of incarceration can be displayed by the following statement, “Prisoners often carry additional deficits of drug and alcohol addictions, mental and physical illnesses, and lack of work preparation or experience” (n.d.). In response, The Grand Challenges for Social Work poses smart decarceration as one solution to address high rates of incarceration. Our findings reveal the effects of decarceration policies on incarcerated persons and the community, as well as the effects of how resources are allocated. Insights on the implementation of decarceration policies from West Central Regional Juvenile Center will be discussed. Using incarceration primarily for incapacitation of the most dangerous is necessary and that detention programs, diversion programs, and other community-based options are needed for effective change to be enacted
Dramatic Play: It\u27s Not Just a Kitchen
No full textIn pretend or dramatic play, children make conscious decisions about what will work for the roles they enact. They have power over the play and make decisions that depend on their imagination and resources. Dramatic play occurs in all classroom areas; however, it is also common to have a dramatic play center in the classroom. The dramatic play center is important because it contributes to various areas of growth and development for young children. These areas of development include gross and fine motor, language and literacy, cognitive, social, and emotional. Teachers have a role in facilitating these areas of growth and development in how they design the dramatic play center and interact with students
THE RELATIONSHIP BETWEEN MENTORSHIP, CAREER PATHWAYS, AND SUCCESS IN THE SUPERINTENDENCY: A COMPARATIVE STUDY OF MEN AND WOMEN EDUCATIONAL LEADERS IN MINNESOTA
Get PDFThe superintendent position is the most visible and influential in K-12 Education, responsible for regional, state, and sometimes national educational policy. Despite the majority of teaching positions being held by women, approximately 75% of superintendent positions are held by men (Glass, 2022). In Minnesota, only 22% of women hold superintendent positions (Men=77%) (MASA, 2023). This study examined career pathways and access to mentorship of men and women in Minnesota, analyzed through a theoretical framework of critical feminist theory and a secondary framework of social capital theory. All participants held a current Minnesota Superintendent license, and included current superintendents, retirees, aspiring superintendents, and individuals with no aspiration of becoming a superintendent. A descriptive survey was administered, which consisted of multiple choice, Likert scale questions, numbered sliding scales, choice matrices and open-ended questions. Findings were consistent with the literature that the secondary principalship was the most likely position to lead to a superintendent position, and more men than women reported having held the position. Men and women both reported experiences with informal and formal mentorship, with formal mentorship reported as more prevalent. Men and women reported barriers ensuing from familial responsibilities and the competencies needed to be successful in the position. However, women reported barriers specific to gender, lack of access to mentorship, and biased hiring practices more frequently. Implications for change include changing existing mentorship experiences and hiring practices to control for biases and efficacy through examination of the programs and organizations that support school boards and district administration
Mastery Learning Approach with Formative Assessment Process to Encourage Student Success in Mathematics Classroom
Get PDFThe mastery learning approach in education focuses on frequent check ins throughout learning to provide feedback. This feedback helps inform the teacher of how the students are doing and how to adjust lesson plans and activities. This feedback also informs the students of how they are doing in the class and provides the students with the opportunity to practice and learn from mistakes. This research study is an investigation of how the mastery learning approach in the mathematics classroom encourages students by utilizing frequent formative assessment and feedback. The purpose of this research was to determine whether mastery learning using frequent formative assessment and feedback increases student learning in mathematics. The main research question that the study was focused on was “how does the mastery learning approach with the formative assessment process encourage student success in the mathematics classroom?”. To accomplish the objectives of the research study, a quantitative research design was used. A convenience sample was utilized since the participants are students in the mathematics classroom. The participants of the research study were given a pre-test and a post-test to measure growth in one unit of Algebra 1. Throughout the unit, participants were given feedback on their assignments and were able to correct and resubmit their assignments for points back. At the end of the unit, participants were given a survey to determine how they felt about the mastery learning and formative assessment process throughout the unit
Understanding the Experiences of Secondary Students Identified as In-School Truant and Their Perceived Contributing Factors to Truancy: When and What Caused the Disconnection
Get PDFA strong correlation exists between school attendance and positive school outcomes such as increased graduation rates, stronger sense of belonging, and a higher grade-point average (Churchill et al., 2021; Daily et al., 2020; Allensworth & Easton, 2007). Therefore, school administrators implement strategies that foster positive attendance behavior for students. Attendance data is quantitative in nature and, while quantitative data is needed for decisions related to policy and best practices, qualitative data may better identify root causes of truancy behavior. This study’s purpose was to identify perceived contributing factors that resulted in participants having high rates of in-school truancy, or going to school and skipping classes, compared to their peers. Semi-structured interviews were conducted with seven high school students to understand their lived experiences throughout their educational career that led to their truancy behavior in high school. Attendance data were analyzed to identify participants with the highest rates of in-school truancy during a particular semester. Legal guardians of participants signed an informed consent letter and then participants provided assent prior to beginning the study. The Hemmingway Measure of Adolescent Connectedness (Karcher, 2005) is the guiding theoretical framework and guided interview questions. Participants remained anonymous by using pseudonyms and redacting identifying information. Data was analyzed with both deductive and inductive coding. Six major themes were identified: four connecting to the theoretical framework and two as emerging issues. These provide insights to educators as they focus resources to support positive experiences for students and ultimately increase school belonging and attendance rates
The Experiences of Individuals with Chronic Health Conditions Participating in Mental Health Treatment A Phenomenological Study
Get PDFThe population of individuals experiencing a chronic illness are a marginalized group. This vulnerable status necessitates informed practice by the counseling establishment. This study examines the experiences of the chronically ill population during their participation in mental health treatment to better understand their experiences and inform future practice and research. This study employed phenomenological methodology as described by Creswell (2007) and Moustakas (1994), to examine the lived experiences of four participants drawn from a Fargo area mutual aid group for individuals with ostomies. Seven themes were identified from the resulting data. Four themes related to the experience of chronic illness were: the medical journey, layers of stigma & isolation, loss & grief, and perspective & healing. Three themes related to participants\u27 experiences in mental health treatment were: the therapeutic alliance, practical knowledge & support, and advocacy & access. These themes facilitate discussion into the needs of the chronically ill population and how mental health treatment can more effectively respond to those needs