Digital Commons @ Texas A&M University-San Antonio
Not a member yet
3365 research outputs found
Sort by
Systematic Review of Variables Related to Instruction in Augmentative and Alternative Communication Implementation: Group and Single-Case Design
No full textPurpose:
This article provides a systematic review and analysis of group and single-case studies addressing augmentative and alternative communication (AAC) intervention with school-aged persons having autism spectrum disorder (ASD) and/or intellectual/developmental disabilities resulting in complex communication needs (CCNs). Specifically, we examined participant characteristics in group-design studies reporting AAC intervention outcomes and how these compared to those reported in single-case experimental designs (SCEDs). In addition, we compared the status of intervention features reported in group and SCED studies with respect to instructional strategies utilized. Participants:
Participants included school-aged individuals with CCNs who also experienced ASD or ASD with an intellectual delay who utilized aided or unaided AAC. Method:
A systematic review using descriptive statistics and effect sizes was implemented. Results:
Findings revealed that participant features such as race, ethnicity, and home language continue to be underreported in both SCED and group-design studies. Participants in SCED investigations more frequently used multiple communication modes when compared to participants in group studies. The status of pivotal skills such as imitation was sparsely reported in both types of studies. With respect to instructional features, group-design studies were more apt to utilize clinical rather than educational or home settings when compared with SCED studies. In addition, SCED studies were more apt to utilize instructional methods that closely adhered to instructional features more typically characterized as being associated with behavioral approaches. Conclusion:
The authors discuss future research needs, practice implications, and a more detailed specification of treatment intensity parameters for future research
Considering Time: Practical Applications for Supporting Students With Disabilities in Hispanic Serving Institutions
Get PDFTime is a concept often spoken and written about, but rarely identified as an asset for individuals with disabilities, particularly in Hispanic Serving Institutions (HSI). The following discusses how systems and processes are impacted by time. The article further focuses on practical applications associated with time in supporting students with disabilities transitioning and acculturating to HSIs
Dreams and Dream Work of Older Adults in Transition: A Review of the Literature
Get PDFOlder adults face unique life transitions related to retirement from paid work, relocation of residence to higher levels of care, and bereavement/end-of-life. Research exploring dream content and dream work for older adults can facilitate understanding about their unconscious experiences and emotions, can promote greater understanding about their mental health needs, and support dream work methods that enhance well-being for older adults in transition. Although studies in this area are minimal, there is more research about the transitions of bereavement and death for older adults as compared to research in the areas of retirement and relocation of residence for older adults. Dream research of the bereaved indicate the importance of dreams to facilitate the grieving process and to maintain a sense of connection with deceased loved ones. Studies about end-of-life dreams share common themes related to taking a journey and a sense of deceased loved ones waiting nearby. These studies also highlight dream content that expands across the entirety of life and may prompt reflection of unresolved issues. Implications for scholars and practitioners include research methods that promote continued rigor in the field and empirically based guidelines when providing dream work services to older adults in transition
Predictability of the Must (Math-Up Skills Test)
Get PDFIn the USA for the most part, completion of a first-semester general chemistry (Chem I) course lays the foundation deemed necessary for understanding second-semester general chemistry (Chem II) topics. Successful completion of Chem I and II gives students permission to progress to organic chemistry I (O-Chem). A series of studies undertaken by the NSA (Networking for Science Advancement) Texas team began in 2016. Texas is one of five majority-minority states in the USA and hosts a significant Hispanic population. The purpose of this research line is to evaluate the influence of basic arithmetic automaticity (what students can do without a calculator) skills needed to succeed in lower-level chemistry. Over 9,000 students from nine universities have contributed to this research. Results suggest a strong correlation between procedural arithmetic preparation, automaticity, and student performance in Chem I, II, and O-Chem courses. The NSA collaborative uses the Math-Up Skills Test (MUST) as an assessment instrument along with student demographics to identify at-risk students from these contributing populations at the beginning of a course with high reliability (KR-20 = 0.863) and effect size (Cohen\u27s d ≥ 1.20). The hand-graded MUST requires only 15 minutes of class time to administer and combined with specific demographic categories consistently predicts students’ success rate in lower-level chemistry about 80 percent of the time therefore providing adequate time to identify and help at-risk students. This paper is about the evolution of the MUST and how following the NSA team\u27s research line has advanced its use and interpretation
Caregiver‑Implemented AAC Interventions for Children with Intellectual or Developmental Disabilities: A Systematic Review
No full textMany children with intellectual and/or developmental disabilities benefit from augmentative and alternative communication strategies (AAC) to increase their communicative competency. Furthermore, caregiver-implemented AAC interventions are an effective and efficient strategy to improve communication outcomes. We reviewed the caregiver-implemented AAC intervention literature to assess child and caregiver characteristics, what kind of interventions caregivers were taught, how caregivers were trained, and how studies evaluated caregiver implementation. We found that families from marginalized backgrounds were underrepresented. Most studies used functional behavioral interventions and various teaching strategies, and few included caregiver-dependent variables. We discuss our results in the context of improving future caregiver-implemented AAC interventions and, in turn, child communication outcomes
Mining Health Informatics Job Advertisements: Insights for Higher Education Programs and Job Seekers
Get PDFThis paper used web scraping and data mining to analyze 831 health informatics job advertisements on indeed.com. Results showed that 87% of jobs explicitly required a college degree in a related field, 41% of jobs preferred a graduate degree, while 29% preferred or required professional certification. The analysis showed that preferred skills were analytics problem solving, communication skills, oral communication, interpersonal skills, project management, statistics, and critical thinking. The analysis also showed that college degrees, certifications, and the above-mentioned skill set are in high demand for working in the field of health informatics, especially in states with large populations and strong economies. Our results inform curriculum development of health informatics programs in higher education, which helps map knowledge units across the curricula to bridge the skills gap and meet employers’ expectations. At the same time, the results help job seekers familiarize themselves with what employers seek in a successful candidate
Promoting RAPID Vaccine Science Education at the Onset of the COVID-19 Pandemic
Get PDFAt the onset of the 2019 coronavirus disease (COVID-19) pandemic, it was clear that we needed to support public education on the science of vaccines. This project was born of that need and led to the development of comprehensive educational materials that addressed the process of science, severe acute respiratory syndrome coronavirus 2 biology, vaccine development, and science communication and outreach. Called the “Online Vaccine Science Resources for COVID-19 Education,” the materials generated were designed to be implemented by educators and community groups in various contexts. They took the form of four modules and general audience informational videos available on a YouTube channel. Each module was assembled as a toolkit with instructional videos, assessments, discussion questions, assignments, synthesis activities, and guides for constructing infographics and dual poster (science and general public audience) presentations. The materials were piloted and tested in various educational settings, including 2-year and 4-year colleges. Data gathered from surveys of faculty and student participants suggested that exposure to the materials promoted student trust in vaccination and the scientific process of vaccine development, and increased the likelihood of their getting a freely available vaccine. Assessment data indicated that the materials were successful in helping students achieve the learning objectives for the modules. Our results underscored the continued need for science education strategies that address the critical problem of vaccine hesitancy as we continue to emerge from the COVID-19 pandemic
Perception of Bias in ChatGPT: Analysis of Social Media Data
Get PDFIn this study, we aim to analyze the public perception of Twitter users with respect to the use of ChatGPT and the potential bias in its responses. Sentiment and emotion analysis were also analyzed. Analysis of 5,962 English tweets showed that Twitter users were concerned about six main types of biases, namely: political, ideological, data & algorithmic, gender, racial, cultural, and confirmation biases. Sentiment analysis showed that most of the users reflected a neutral sentiment, followed by negative and positive sentiment. Emotion analysis mainly reflected anger, disgust, and sadness with respect to bias concerns with ChatGPT use
Peer Leader Perspectives From a PLTL Implementation in a Hispanic-serving Institution
Get PDFPeer-Led Team Learning (PLTL) is a pedagogical approach that has been shown to benefit all students, especially underrepresented minority students and peer leaders in Science, Technology, Engineering, and Mathematics (STEM) disciplines. In this work, we present results from our study of the impact of PLTL on our peer leaders from a controlled implementation in general biology, general chemistry, and statistics courses at a Hispanic-serving, minority-serving institution. More specifically, we have measured our PLTL program’s impact on our peer leaders\u27 skill development, engagement with the subject material, and sense of belonging as peer leaders. Weekly peer leader reflections analyzed using the Dreyfus model exhibited a consistent set of skills, while those analyzed using the Pazos model revealed a consistent type of student-peer leader interactions, allowing for peer leaders to be assigned to specific levels in the hierarchy of each of the models. Analysis of eight skill-based Likert-scale questions on the SALG survey showed an overall positive shift at the highest level. Independent of the skill or interaction level of the peer leader, we observed several instances of peer leaders acknowledging development in their communication skills, sincere attempts at creating an engaging classroom, and a deep investment in their student’s success. Peer leaders also reported improvements in understanding of the subjects they were teaching, wanting to persevere and solve problems independently, and feeling passionate about helping other students
Water Resources Science and Technology Fall Seminar Series: Thomas Marsalia (Edwards Aquifer Authority)
No full textThomas gave us an introductory look at the sustainability practices and research work at the Field Research Park of the Edwards Aquifer Authority