41 research outputs found
Impact of Language on the Expectations of Individuals Working with Students on the Autism Spectrum
No full textAlthough autism spectrum disorder (ASD) has increased in prevalence over the past sixty-years, the general treatment, understanding, and expectations associated with this designation remain rudimentary at times (Fombonne, 2018). This study investigated the perception of, and expectations placed on an individual with ASD by manipulating descriptive vocabulary. A sample of 220 participants were randomly assigned to either a clinical language (CL) or person-centered language (PCL) scenario involving a student on the autism spectrum
and were asked to respond to a set of items about their attitudes and expectations of this individual. Results were analysed using t-test, chi-square, and ANOVA; they reflected support for our hypotheses, participants in the CL group would report more apprehension or
nervousness regarding the student and presume lower intellect. Contrary to our hypotheses, participants in the CL group did not place academic success lower on the list of priorities, did not recommend the student maintain closer proximity to their support worker, or further
proximity from their peers. These results have the potential to raise awareness regarding potential stigma when working with students with ASD
A production of Barbara Lebow's A Shayna Maidel.
No full textThis thesis is the author's approach to directing and designing Barbara Lebow's A Shayna Maidel for production on the stage of the Jones Theatre at Baylor University. The first chapter contains a brief history of the playwright, and analyzes several production revies. The second chapter examines the structural elements of the play: idea, dramatic action, character, dialogue, mood and tempo, and given circumstances. In the third chapter, a detailed design approach is discussed. All elements of the play's design are explored: lighting, sound, make-up, costumes, properties, and scenery. The final chapter discusses the casting, rehearsals, and performances
Validating a Modified Version of the Self-Directed Learning Readiness Scale (MSDLR) for use Among Undergraduate Students
No full textSelf-directed learning readiness (SDLR) refers to the degree to which learners are ready to be accountable for their own learning and learning needs and is a skill that students can develop. Understanding student levels of SDLR can help optimize the learning environment for more effective teaching and learning strategies. The purpose of this study was to provide additional validity evidence for a modified version of the SDLR scale. Evidence of internal structure and relations with other variables was examined in a sample of 203 undergraduate students. A confirmatory factor analysis did not support the three-factor structure of the modified SLDR scale; however, a follow-up exploratory factor analysis suggested that there were three factors, with some items not loading onto their intended factors. Evidence was provided for convergent validity, and mixed evidence was found for discriminant validity. Overall, these results suggest that some modifications may be needed for this scale, but there is potential for this measure to be suitable for assessing readiness for self-directed learning
Video Games and Self-Talk
No full textThe importance of the study is to further expand on the relationship between different types of self-talk and video games. Self-talk has been shown to be beneficial in sports performance, but has yet to be studied in relation to video game performance. With video games becoming popular, we are aiming to extend the research on sports performance to video game performance
Impact of Language on the Expectations of Individuals Working with Students on the Autism Spectrum
No full textAlthough autism spectrum disorder (ASD) has increased in prevalence over the pastsixty-years, the general treatment, understanding, and expectations associated with thisdesignation remain rudimentary at times (Fombonne, 2018). This study investigated theperception of, and expectations placed on an individual with ASD by manipulating descriptivevocabulary. A sample of 220 participants were randomly assigned to either a clinical language(CL) or person-centered language (PCL) scenario involving a student on the autism spectrumand were asked to respond to a set of items about their attitudes and expectations of thisindividual. Results were analysed using t-test, chi-square, and ANOVA; they reflected supportfor our hypotheses, participants in the CL group would report more apprehension ornervousness regarding the student and presume lower intellect. Contrary to our hypotheses,participants in the CL group did not place academic success lower on the list of priorities, didnot recommend the student maintain closer proximity to their support worker, or furtherproximity from their peers. These results have the potential to raise awareness regardingpotential stigma when working with students with ASD
Measurement invariance of body image across the adult life span : can we compare across age and gender with body image measures?
No full textThe issue of body image has been widely discussed in the literature as it pertains to
adolescents and young adults; however, body image issues among older individuals, and
especially among older men, have been largely ignored. Many of the instruments used to
measure the theoretical construct of body image have largely been developed with younger
populations. However, before these instruments can be applied to older populations, they must
exhibit adequate cross-group equivalence. The hypotheses that the Multidimensional Body-
Self Relations Questionnaire (MBSRQ), the Appearance Schemas Inventory-Revised (ASI-R),
and the Body Image Quality of Life Inventory (BIQLI) can be used to make cross-age and
gender comparisons was examined in a sample of 422 men (185 young, 131 middle-aged, 106
older) and 840 women (364 young, 267 middle-aged, 209 older). The results of the
measurement invariance tests (i.e., configural, metric, and scalar) for the subscales of the
MBSRQ clearly illustrate that the multidimensional nature of body image is perceived quite
differently across the age and gender groups and thus the applicability of these subscales
depends on both the characteristics of the sample and the goals of the study. The results for the
ASI-R revealed that all groups, except for the older women, met requirements for all three
levels of invariance tested and that comparisons may be conducted across age group for men
and across gender for young and middle-aged adults. Results for the BIQLI indicated that
comparisons may be conducted across all age and gender groups. The inferences that may be
made at each level of configural, metric, and scalar invariance are highlighted. For those scales
exhibiting scalar invariance, appropriate comparisons are conducted and discussed.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat
