4811 research outputs found
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StudyFlow: Enhancing Academic Productivity Through AI-Driven Task Prioritization and Personalized Scheduling
No full textThis project addresses the challenge of inefficient study planning among university students by developing StudyFlow, an AI-driven web application that optimizes task prioritization and personalized scheduling. Students often struggle to balance deadlines, course difficulty, and study goals, leading to stress and reduced academic performance. StudyFlow integrates a custom algorithm to prioritize tasks based on urgency and complexity, alongside OpenAI’s GPT-3.5 Turbo for generating actionable study recommendations. Built with React.js for the frontend and Flask for the backend, the tool also features note search functionality and calendar synchronization. Preliminary testing demonstrates a 30% reduction in missed deadlines and improved task adherence. By automating time management and leveraging AI, StudyFlow offers a scalable solution to enhance student productivity and academic success, with potential applications in educational institutions and e-learning platforms
Examining the Evidence for Use of Aided Language Input with Individuals with Autism Spectrum Disorder Who Use Augmentative and Alternative Communication
No full textAutism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by challenges in communication and social interaction, along with the presence of repetitive and restrictive behaviors (APA, 2013). According to Flusberg & Kasari (2013), approximately 30% of individuals with ASD use minimal verbal language even after years of language-based interventions. As a result, individuals with ASD may use augmentative and alternative communication (AAC) to replace or supplement their speech and language skills. Although AAC can facilitate communication and increase the quality of life for these individuals, learning how to use it can be compared to learning a new language. Aided language input is a common intervention strategy used to teach individuals how to use their AAC systems. Aided language input involves a communication partner simultaneously modeling language and selecting messages on an AAC tool (O’Neill et al., 2018). This poster will focus on the critical examination of the efficacy of aided language input as an intervention strategy for individuals with ASD who use AAC
Dynamic Temporal and Tactile Cueing and Nuffield Dyspraxia Program for clients with Childhood Apraxia of Speech
No full textChildhood Apraxia of Speech (CAS) is a neurological speech sound disorder characterized by deficits in motor planning and programming, leading to inconsistent speech errors, impaired co-articulatory transitions, and inappropriate prosody (Fish & Skinder-Meredith et al., 2023). Effective intervention is crucial, particularly for children who do not respond to traditional articulation and phonological approaches. Motor programming therapies, such as Dynamic Temporal and Tactile Cueing (DTTC) and the Nuffield Dyspraxia Program (NDP3), are widely recognized as evidence-based treatments for CAS. This literature review presents a comparative analysis of DTTC and NDP3, examining their theoretical foundations, treatment methodologies, and clinical outcomes. The findings may offer valuable insights for clinicians in selecting appropriate therapy approaches tailored to individual patient needs
Minnesota\u27s Own: The North Star Klan
No full textOn September 16th, 1922, The Northwestern Bulletin in the Twin Cities sounded the alarm, “Believe it or not, they’re here!” The second iteration of the Ku Klux Klan in the United States emerged as a reactionary movement to the various social crises and the fast-moving culture of the 1920s. The Klan impacted every state with varying degrees of success, whether it be Oregon, Indiana, Oklahoma, Florida, or New York. However, public knowledge of the Minnesotan experience regarding the Ku Klux Klan is nearly all-forgotten and often erased. Drawing from newspapers, oral histories, state records, Klan documents, and personal correspondence. This study will examine why the Klan was able to resonate with so many Minnesotans, addressing both what the Klan did and its lasting impact on the state. How did they resonate with Minnesotans, where was the Klan the strongest, who were they against, and who opposed them? The ultimate goal of this study is to spread awareness about a past that is being erased and although the Klan was unsuccessful in its goals. The North Star Klan, even in its smallest chapters, impacted every Minnesotan and left behind a legacy that many wish to forget
Social Thinking and Me: Effectiveness for a Middle School Student
No full textThis project explored the effects of the Social Thinking and Me intervention curriculum with an eighth-grade male student diagnosed with autism spectrum disorder, attention deficit hyperactivity disorder, oppositional defiant disorder, obsessive-compulsive disorder, and anger aggression. The student engaged in disruptive behaviors such as stomping, growling, and refusal, which interfered with student learning. The student was taught using the Social Thinking and Me curriculum, which targets self-regulation, self-awareness, social problem-solving, and empathetic communication. The intervention was delivered in one-on-one sessions for nine weeks, supplemented by classroom support. The student’s goal was to increase his use of social thinking strategies when frustrated. Weekly progress was monitored using teacher and student-reported Direct Behavior Ratings. The DBR data were variable, and the students’ goals were not met. However, progress was made toward the goals, and qualitative teacher reports indicated a reduction in the frequency, intensity, and duration of disruptive behaviors, with faster regulation times
Implications of the Pending Wisconsin Supreme Court Ruling on Act 10
Full text linkThis white paper examines the potential implications of the pending Wisconsin Supreme Court ruling on the constitutionality of 2011 Wisconsin Act 10, a landmark labor law that significantly restricted collective bargaining rights for public sector employees, including teachers and university professors. The ruling stands to reshape the landscape of public sector labor relations in Wisconsin, impacting public educators’ bargaining power, labor-management dynamics, and ultimately, the quality of public education. Drawing on scholarly research, this paper outlines the key challenges posed by the potential legal uncertainty and proposes a multi-pronged approach centered on collaborative labor-management frameworks, contingency planning, inclusive policymaking, capacity building, and data-driven decision-making. These strategies aim to stabilize labor relations and support Wisconsin’s public education workforce through what may be a crucial transition. The paper serves as a guide for policymakers, labor leaders, and public employers by helping them prepare in what is anticipated to be another step in the evolution of collective bargaining for public employees in Wisconsin
Addressing Poor Attendance: A Counseling Group Manual For Upper Elementary Students
Full text linkChildren and adolescents chronically absent from school are impacted by a range of individual, community, and economic factors. In addition, children and adolescents dealing with chronic absenteeism are often diagnosed or dealing with a mental health illness such as anxiety or depression. Perhaps, chronic absenteeism is pervasive and the rates of mental health disorders in children and adolescents are concerning. Thus, mental health professionals should understand what the previous and current literature is saying. This literature review examines three evidence-based interventions suggested for schools to improve attendance. The treatment with the most evidence in relation to school counselors working with chronically absent students is cognitive-behavioral therapy (CBT). Overall, further research on the effectiveness of CBT in a group setting and working with children and adolescents dealing with chronic absenteeism and mental health concerns will need further research. By implementing a CBT small group with children who struggle to come to school is an effective method towards increasing attendance rates in school. This group manual focuses on CBT based interventions to help elementary students with poor attendance. By implementing CBT techniques, students will learn skills such as cognitive reframing, problem solving, and coping skills to manage stress, regulate emotions, and improve motivation for attending school. The group will serve as an 8 week closed group, aligning with the ASCA National Model and ASCA Mindsets and Behaviors for Student Success
Building Independence: A Monthly Insight into Functional Living Skills Assessment and Growth
No full textThis capstone project explores the implementation and educational value of the Assessment of Functional Living Skills (AFLS) as a tool for promoting independence in students with intellectual and developmental disabilities. The AFLS are assessment protocols that are designed to give educators insight into a learner’s skill level within a specific domain. There are six AFLS domains: Basic Living Skills, Home Skills, Community Participation, School Skills, Independent Living, and Vocational skills, with each covering domain specific skills while having overarching goals. Learners need these skills if they want to be successful at home, in the community, and during employment, and these skill areas will be used to support the transition of students into more independent adult lives. This project included monthly newsletters focused on the six AFLS domains that are used to inform families of instructional strategies and supporting skills that are necessary to prepare learners for post-secondary life. These newsletters emphasized the importance of individualized instruction, task analysis, prompting strategies, and reinforcement strategies to support the learning of functional skills. The project also outlined the importance of consistent and structured exposure to functional skill instruction when developing deficit areas. The newsletters promote active family involvement, which can significantly enhance student outcomes in independence and quality of life
They Had Been Forgotten the story of Weld Hall and its stained-glass windows
Full text linkHistory of Weld Hall and the stained-glass windows originally installed in the building\u27s auditorium and what followed.https://red.mnstate.edu/histories/1034/thumbnail.jp
Effectiveness of University of Florida Literacy Institute Foundations with a Kindergarten Student
No full textThe purpose of this project was to investigate the effectiveness of the University of Florida Literacy Institute (UFLI) Foundations curriculum. In the United States, approximately 30% of students are reading at or above grade level, indicating that increasing the reading skills of students is vital (National Assessment of Educational Progress, 2024). While the science of reading shows us that explicit instruction in phonemic awareness and phonics skills is very important and can help increase students’ reading skills (National Reading Panel, 2000), there are limited evidence-based and research-based reading curricula and programs for teaching students to read. In the current study, a kindergarten boy was referred for reading interventions after fall and winter screeners showed he was below average in letter identification and letter sounds. He began receiving daily instruction in UFLI and his progress was monitored by weekly FastBridge letter sound probes. The student made significant gains in letter sounds. UFLI Foundations was helpful in teaching phonemic awareness and phonics skills to help increase this student’s basic reading skills