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A Vaccine Against Holocaust Denial: Knowledge
Get PDFHolocaust denial is founded on antisemitism and hatred. Understanding the psychology behind Holocaust denial and the associated risks is vital to protecting the public
UMSL Bulletin 2023-2024
Get PDFThe 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp
Using Behavioral Skills Training to Promote Online Safety Skills in Individuals with Developmental Disabilities
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Children are spending more time online, which is putting them at risk of encountering online predators. There have been attempts to minimize the occurrence of these encounters, but most of these involved instructional training and parent supervision. One alternative intervention for addressing safety skills that has been shown to be effective is behavior skills training (BST), which is a procedure based on behavior analytic literature. BST involves instructions, modeling, rehearsal, and feedback. The purpose of this study was to evaluate the effects of BST on the acquisition of online safety skills in adolescents and adults with developmental disabilities. In-situ assessments occurred before the BST training and after to evaluate the effectiveness of BST in acquiring online safety skills for a 15-year-old participant. A follow up probe was conducted to evaluate if the safety skills were maintained over time. Results indicated that BST with in-situ training is an effective method of training online safety skills for children with autism. The results are discussed in terms of the contributions from applied behavior analysis for strategies to promote social media safety in people with developmental disabilities and directions for future research
Evaluating the Effectiveness of Behavioral Skills Training for Teaching Implementation of Natural Language Paradigm Program to Staff in an Early Intervention Setting
Get PDFDue to the prevalence of language delays in children with ASD, it is important to provide effective treatment and ensure highly trained staff to implement language programs. Natural Language Paradigm (NLP) is a naturalistic approach that includes individualized motivating variables, natural reinforcers, and direct response to reinforcer contingencies to increase vocal communication and generalization of skills. Behavioral skills training (BST) is an effective strategy that uses instructions, modeling, rehearsal, and feedback to teach staff to implement specific programs. The current study replicated Seiverling et al. (2009) study on evaluating the effectiveness of using BST to train three staff to implement an NLP program for manding. A non-concurrent multiple baseline design across three participants was used to evaluate the effects of BST on the levels of correct implementation of NLP. Sessions were conducted with a confederate playing the role of the child. Probe and generalization sessions were conducted with an actual client. Results showed that participants increased the levels of correct NLP performance during post-training probes when compared to baseline. Additionally, staff displayed high levels of performance during the generalization probe. The current study demonstrates that BST was effective at training an NLP procedure for manding, and that generalization was achieved following the intervention
umsllibraries | Posts | 2020-10-26
No full textPosted Text: Update to campus-wide computer lab hours.
Post Description:Lab Hours Effective 10/26/2020 on UMSL campus.https://irl.umsl.edu/instagram/1042/thumbnail.jp
umsllibraries | Reels | 2024-04-16
No full textPosted Text: Howdy, Tritons! Take a look at our reel to learn how to locate the E section and operate the compact shelving. #UMSL #UMSLLibrariesPost Description: This video guide from the UMSL Library shows how to find books in the E section and how to use the compact shelving units.https://irl.umsl.edu/instagram/1013/thumbnail.jp
umsllibraries | Reels | 2024-11-26
No full textPosted Text: Ever wonder what treasures are hiding in the Reference Collection? Dive into our latest video to uncover where to find these resources!
Post Description: In this succinct #TipTuesday reel, the UMSL Library spotlights its reference collection.https://irl.umsl.edu/instagram/1023/thumbnail.jp
umsllibraries | Reels | 2024-07-16 - 2 of 5
No full textPosted Text: Check out the top 5 most viewed videos on Academic Video Online!
#UMSL #UMSLLibraries #AcademicVideoOnline #Top5 #AVON
Post Description: This UMSL Library video features the third most viewed title on Academic Video Online: Part I: Cark Rogers, Ph.D. (Client-Centered Therapy). Link here: https://video.alexanderstreet.com/watch/part-1-carl-rogers-ph-d-client-centered-therapy/clipshttps://irl.umsl.edu/instagram/1017/thumbnail.jp
Hogan\u27s Heroes: Fact or Fiction?
Get PDFWhen it first debuted in 1965, Hogan’s Heroes was not met with the fondness it later garnered. Set in Stalag 13, a fictional German Luftwaffe (Air Force) prisoner of war (POW) camp during World War II (WWII), the show follows the American POW Colonel Robert E. Hogan and his band of compatriots as they run a secret sabotage operation within the camp under the nose of the inept camp commandant Colonel Wilhelm Klink. Hilarity ensues as Hogan and crew outwit the Germans, portrayed as bumbling idiots, in all sorts of missions, from smuggling prisoners, stealing plans, blowing up trains, and many other operations. However, critics at the time felt the show was disrespectful to survivors and victims of Nazi concentration and extermination camps, as well as to Allied POWS. Moreover, it was seen as romanticizing WWII and by extension the Nazis by portraying them as lovable fools. The purpose of this research project is to investigate the appropriateness of the show, both in the context of the show’s setting and current events, from the view of the show’s cast and crew. Likewise, it will demonstrate how accurately the show depicted life in a German POW camp. Finally, it will examine how Hogan’s Heroes dealt with the Holocaust memory before the topic had hit the mainstream, setting the stage for future works
The Impact of Social-Emotional Competence on Academic Achievement and Career Success within Urban School Systems
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This dissertation investigates the critical role of social-emotional learning (SEL) in urban education through the lens of educators working in a diverse middle school setting in St. Louis, Missouri. With a focus on understanding educators\u27 perceptions and experiences, this study aims to explore the effectiveness of SEL programs in addressing the various needs of students, particularly those from marginalized communities. The researchers use a qualitative approach, utilizing surveys with open-ended questions to gather insights from middle school teachers, counselors, support staff, and administrators. The study dove into various aspects of SEL implementation through rigorous data collection and analysis, including its impact on teaching strategies, classroom dynamics, and professional development initiatives.
Ethical considerations are carefully addressed, ensuring participant confidentiality and informed consent throughout the research process. Data analysis follows a systematic approach, including open coding, development of themes, and creation of a comprehensive codebook that includes meaningful insights. The researchers\u27 findings highlight the significance of SEL in promoting whole-child development, fostering positive relationships, and dismantling the adverse effects of socio-economic disparities and trauma experienced by many urban students. Researchers gathered from the research that educators understand the importance of having a SEL curriculum in place and recognize its ability to improve academic success, career readiness, and overall well-being.
Overall, this research contributes to a deeper understanding of the correlation between SEL, urban education, and student success. Prioritizing educators\u27 voices and experiences offers valuable insights for policymakers, school administrators, and practitioners seeking to create
inclusive and supportive learning environments that empower all students to thrive academically, socially, and emotionall