12230 research outputs found
Sort by
Assessment Tools in Verbal Behavior Research: A Systematic Review of the Literature
Get PDFAssessment tools are an essential component of applied behavior analysis (ABA), offering important information to assist in the design of intervention strategies for individuals with developmental disabilities, including autism spectrum disorder (ASD). Previous research has studied the validity, consistency, and effectiveness of some of these tools, with studies such as Dixon et al. (2017), Padilla and Akers (2021), Stewart et al. (2010), and Usry et al. (2017) providing insights into their attributes, shortcomings, and relevance. However, publications focusing on the use of these tools within behavior analytical research are lacking. This systematic literature review (SLR) aimed to identify and analyze behavior assessment tools in ABA research, including their roles as dependent variables. Articles published in key journals from 2019 to the present that focused on human participants and empirical studies related to skill acquisition were selected based on systematic selection criteria. Data was collected, coded, and evaluated to provide a comprehensive overview of the methodological foundations and practical implications of these assessment tools in ABA research of verbal behavior
Comparison of Constant Prompt Delay and Least-to-Most Prompting to Teach Receptive
Get PDFApplied behavior analysis (ABA) is used in schools to teach students with autism spectrum disorder. Policies guide the selection and implementation of research-based practices to ensure positive student outcomes. Discrete trial teaching is often used as an instructional teaching method. To maximize learning, different prompting interventions can be used during discrete trial teaching. Constant prompt delay and least-to-most prompting are effective research-based interventions that can be implemented as instructional teaching procedures for students with autism spectrum disorder. Constant prompt delay was compared to least-to-most prompting to determine whether constant prompt delay would lead to more effective and efficient mastery acquisition of receptive identification targets. Results revealed that none of the participants mastered target sets with the constant prompt delay or least-to-most prompting interventions. Two participants reached criterion performance in the control condition. Speculations of the results are discussed
From Content to Composition: Equipping Non-Writing Instructors for Interdisciplinary Writing Proficiency
Get PDFAcademic writing is a fundamental component across disciplines in higher education, serving as a critical mode of communication and assessment of student understanding, proficiency, and mastery of course content. Despite its ubiquity, the responsibility for explicit writing instruction is often regulated to composition courses frequently housed within English departments, leading to a systemic and normative view that isolates writing development to a single field. This thesis critically explores the literature on writing studies, focusing on disciplinary attitudes toward writing, interdisciplinary movements, and how writing transfer occurs as students traverse academic fields. Along with the comprehensive literature review, this project includes a localized study completed in the form of an online survey distributed to the teaching faculty at The University of Missouri – St. Louis to investigate the role writing plays in disciplines beyond English composition courses, focusing on how instructors from various fields view and incorporate writing instruction into their teaching practices. The results indicate that instructors far and wide recognize the importance of writing in education and professional contexts while acknowledging the gap in collaborative opportunities to enhance their writing-related pedagogies. While underscoring the importance of interdisciplinary collaboration in writing instruction, this study advocates for a more inclusive approach that transcends traditional disciplinary boundaries. The study concludes with recommendations for university-wide initiatives to improve writing instruction. It emphasizes the need for professional development that brings together educators from different disciplines to provide faculty with the tools and strategies necessary for effectively integrating writing into their courses. By fostering cross-departmental communication and establishing a sense of writing as a shared responsibility amongst higher education faculty members, universities can better prepare students for the diverse writing tasks they will encounter in their academic and professional careers
Why We Stay - Considering the Past, Contemplating the Present, and Suggestions for the Future
Get PDFThis dissertation examines the complex teaching landscape through historical and contemporary lenses, exploring the various societal changes and challenges that have shaped teacher motivations over the decades. The researchers use autoethnography and duoethnography methodologies to explore two educators\u27 personal and professional lives, highlighting their resilience and adaptability amid evolving educational demands and societal pressures. These educators\u27 narrative journeys and dialog reveal the deeply personal and contextual nature of teaching, underscoring the importance of identity, cultural background, and the ability to find joy and fulfillment despite challenges. This research sets the stage for a reflective and insightful exploration of the teaching profession and guides how veteran and new teachers can be retaine
My Story is in the Structure: An Autoethnographic Study by an Instructional Designer Working in a Centralized Academic Reporting Line
Get PDFAlthough not officially named in the shared governance of an institution, instructional designers play an important role as they collaborate with administrators and faculty to create high quality, regulatory-compliant courses for enrolled students. Instructional designers working in centralized, academic reporting units may be well-positioned to advance the work of institutions to maintain good standing with the industry and regulatory bodies. To illustrate the challenges, opportunities, and strategies employed by an instructional designer working in such a position, an autoethnographic study was conducted to elucidate how shared governance influences, empowers, and disempowers an instructional designer’s ability to lead and collaborate on course designs and institutional initiatives. The researcher recorded five interviews and conducted a thematic analysis of her data and identified seven major themes: Advocacy and Social Justice, Analogies and Jargon, Collaboration and Consulting, Controversial and Core Beliefs, Instructional Designer Identity and Expertise, Organizational Impact, and Strategic Instructional Design. The seven themes align with Appreciative Inquiry (AI), working iteratively and with positivity to refine and enhance the work of the institution. It is a motivating and mediating factor for instructional designers to find meaning, purpose, and satisfaction in their position as a consultant to rather than as a party to shared governance. This research study may help administrators consider novel ways of incorporating instructional designers at their institutions. It may also encourage other instructional designers to apply their expertise and influence in contexts beyond course design and instructional practices
Factors Influencing Purpose in Life in Middle-Aged and Older Adults
Get PDFPurpose in life is an important dimension of psychological well-being with associated health benefits. The current study used a path analysis model to examine how perceived cognitive control, health locus of control- self, engagement in physical activity, and engagement in challenging cognitive activities relate to purpose in life longitudinally. Multimorbidity status was also examined as a potential moderator of paths in the model. Participants were middle-aged and older adults who participated in the Midlife in the United States (MIDUS) longitudinal national study (n = 2,481). After controlling for relevant covariates, engagement in physical activity, engagement in challenging cognitive activities, and health locus of control-self were all directly related to future purpose in life. Control beliefs appeared to be related to domain-specific behaviors. That is, health locus of control-self was positively related to engagement in physical activity and perceived cognitive control was positively related to engagement in challenging cognitive activities. Perceived cognitive control was also indirectly related to future purpose in life through challenging cognitive activities. Lastly, several pathways were hypothesized to be moderated by multimorbidity status. The only pathway found to be moderated was that between engagement in challenging cognitive activities and future purpose in life, such that engagement in challenging cognitive activities was significantly (positively) related to future purpose in life only for those without multimorbidities. Intervention targets such as beliefs related to internalized ageism, self-efficacy beliefs related to cognition, and behavioral activation may influence purpose in life, leading to benefits for psychological well-being and physical health
Evaluation of a Smoking Cessation Program in Primary Care
Get PDFAbstract
Problem: The adult tobacco smoking rate exceeds 12.5%. The problem is the insufficient attention given to smoking cessation education in low socioeconomic status(SES) communities. There is a lack of access to and awareness of smoking cessation programs for low-income populations.
Methods: This quality improvement (QI) study will use a descriptive, observational approach. A retrospective medical record review will be conducted to determine the rate of individuals who got the smoking cessation intervention and the rate of those who successfully quit one month after the intervention. Data was collected throughout the spring of 2024, during primary care visits and phone calls, using the gold standard 5A Model for healthcare providers.
Results:The patient gender breakdown was 53% female (n = 17) and 46% male (n =15). The most common race observed was Black (n = 21, 65%), followed by White (n =11, 35%). There was (n = 33, r = -.25) (p = 0.152), indicating no meaningful correlations between the variables. Gender and race studies found that Black females have a considerably higher rate of tobacco use (p
Implications for Practice: The widespread use of the 5A model by primary care providers will be helpful to this underserved community and to improve health.
Outcome Measures: The physician documented a smoking history in 16% of the patients (n = 5). Extra visits had a significant positive connection with cessation, with acorrelation coefficient of 1.00, indicating a big impact size (
Characterizing Border Associated Macrophages during spinal cord regeneration
No full textThe human central nervous system has limited regenerative ability, with injuries to the spinal cord (SC) often resulting in paralysis. Alternatively, zebrafish have enhanced innate regenerative capacity and regain full motor function following spinal cord injury (SCI). Immune activation following SCI is necessary to provide a permissive environment for tissue repair, but the immune pathways necessary for SC regeneration are not well characterized. In previous data, we have found that while immune activation is persistent into the chronic phases of SCI response in mammals, zebrafish achieve full immune clearance within 48 days post SCI. We hypothesize that one key distinction driving these differences between the mammalian and zebrafish SCI immune response is an accelerated repair of the blood SC barrier following SCI. In the current study, we investigated post-injury gene expression and function of a specific immune subpopulation, Border Associated Macrophages (BAMs). BAMs are specialized immune cells positioned at the junction of the central nervous system and the peripheral blood. Through gene ontology analysis and a single nuclear RNA-sequencing atlas of the regenerating SC, we have identified putative BAM markers. In future studies, we aim to ablate BAMs and test blood SC barrier reformation and SC regeneration. Together, these studies will identify pro-regenerative immune pathways that can be used as therapeutic targets for human SCI patients
Cognition and Inflammation in Youth with Perinatal HIV
Get PDFBackground: Perinatally acquired HIV (PHIV) remains a major global health challenge. Approximately 90% of the global population of PHIV reside in low- or middle-income countries (LMICs) where access to antiretroviral therapy (ART) remains incomplete, particularly for PHIV. With PHIV, the brain is exposed to the virus during critical periods of brain development without the immunological benefits from ART. Unlike adults with horizontally acquired HIV whose nadir CD4+ Tcell count is a strong correlate of cognitive difficulties that persist after sustained use of ART, cognitive symptoms among PHIV youth are independent of traditional HIV disease metrics. Prior studies indicate that PHIV youth who survive the early years of life with ART exhibit unique cognitiveimmune profiles when compared to adults with chronic HIV;1-3 however, evidence for markers of immune dysregulation (e.g., immune activation, inflammation) that correspond to cognitive symptoms among PHIV youth remains limited. Methods: The present study compared 105 youth with PHIV and 44 youth without PHIV residing in orphanages with very similar environmental conditions, allowing for further investigation into the unique cognitive-immune profiles expressed by PHIV youth (ages 8-18). Participants completed culturally applicable neurocognitive batteries and provided blood samples to assess HIV disease indices and immune markers of inflammation. All youth with PHIV were on stable ART and virally suppressed. We computed Pearson correlations among each raw test score and immune biomarkers, including CD14, CRP, Neopterin, TNF-α, IL-6, and CD163. Results: Youth with PHIV demonstrated statistically significant poorer cognitive function compared with youth without PHIV in all domains as well as higher levels of CD14 (p\u3c.001), CD163 (p=.010), CRP (p\u3c.001), and Neopterin (p=.017). Among youth with PHIV, inverse relationships were observed between CRP and Digit Span Backward (r=-.306, p\u3c.01) and between CRP and Digit Symbol (r=-.252, p\u3c.05). Positive correlations were observed between Timed Gait and CD14 (r=.305, p\u3c.01) and between Timed Gait and Neopterin (r=.290, p\u3c.05). Among youth without HIV, a single positive correlation was noted between Trails A and CD14 (r=.424, p\u3c.01). Discussion: Consistent with our findings, previous studies note that peripheral markers of monocyte activation remain elevated despite viral suppression. However, one should be cautious to use individual peripheral biomarkers as proxies for cognition. Inflammation is a mechanism for cognitive impairment separate from HIV status, as youth with and without PHIV showed similar levels of cognitive impairment, likely due to their similar socio demographic backgrounds. Understanding the interactions and synergistic effects of peripheral markers of immune activation will be important in further efforts to characterize cognitive impairment in youth with PHIV, ultimately allowing for sooner diagnosis, more accurate prognosis, and effective, individualized treatment. References: Ananworanich J, Kerr SJ, Jaimulwong T, et al. Soluble CD163 and monocyte populations in response to antiretroviral therapy and in relationship with neuropsychological testing among HIVinfected children. Journal of virus eradication. 2015;1(3):196. Arpadi SM, Shiau S, De Gusmao EP, Violari A. Routine viral load monitoring in HIV-infected infants and children in low- and middle-income countries: challenges and opportunities. Journal of the International AIDS Society. 2017;20(S7):e25001. Hoare J, Myer L, Heany S, et al. Cognition, Structural Brain Changes, and Systemic Inflammation in Adolescents Living With HIV on Antiretroviral Therapy. J Acquir Immune Defic Syndr. 2020;84(1):114- 121. Kerr SJ, Puthanakit T, Malee KM, et al. Increased Risk of Executive Function and Emotional Behavioral Problems Among Virologically Well-Controlled Perinatally HIV-Infected Adolescents in Thailand and Cambodia. J Acquir Immune Defic Syndr. 2019;82(3):297-304. Linn K, Fay A, Meddles K, et al. HIV-Related Cognitive Impairment of Orphans in Myanmar with Vertically Transmitted HIV Taking Antiretroviral Therapy. Pediatr Neurol. 2015;53(6):485-490 e481. Malee KM, Smith RA, Mellins CA, Pediatric HIVACS. Brain and Cognitive Development Among U.S. Youth With Perinatally Acquired Human Immunodeficiency Virus Infection. J Pediatric Infect Dis Soc. 2016;5(suppl 1):S1-S5. Patel PB, Apornpong T, Puthanakit T, et al. Trajectory Analysis of Cognitive Outcomes in Children With Perinatal HIV. Pediatr Infect Dis J. 2019;38(10):1038-1044. Puthanakit T, Ananworanich J, Vonthanak S, et al. Cognitive function and neurodevelopmental outcomes in HIV-infected children older than 1 year of age randomized to early versus deferred antiretroviral therapy: the PREDICT neurodevelopmental study. The Pediatric infectious disease journal. 2013;32(5):50
Shattering the Mask: Unveiling the Destructive Force of Misogynoir
Get PDFAs a Black woman, my professional journey has been consistently marred by encounters with racism and gender bias. In this research, I employed autoethnography to shed light on my experiences and meticulously examine the challenges of misogynoir I faced while holding pivotal positions, including that of a detested team leader, an ingenious instructional teacher, and an anti-racist assistant principal across three distinct school campuses in two states. My narrative unfolds in various contexts, notably as the sole Black female teacher and team leader within nine elementary schools in a predominantly white, female-staffed rural district. Furthermore, I underscore my role as the only Black instructional leader in a mostly Black school district led by a white female principal. Additionally, I reflect on my experiences as an assistant principal in a southern state. Throughout this exploration, I spotlighted the intersection of my racial and gender identities, shedding light on the dual challenges in the educational system. This research unveils how issues of sex and racism manifest in various forms within the academic sphere. By sharing my personal stories and amplifying my voice, I engage in acts of resistance against the entrenched structures and inequalities within the education system. Central to my research is the core theoretical framework of \u27misogynoir\u27 (Bailey, 2021, p. 37). Coined by Dr. Moya Bailey, \u27Misogynoir describes the unique co-constitutive racialized and sexist violence that befalls Black women as a result of the simultaneous and interlocking oppression at the intersection of racial and gender marginalization\u27 (Bailey, 2021, p. 37). This framework serves as the lens through which I critically analyze the multifaceted nature of discrimination and bias encountered throughout my educational career