Tuned In: An Investigation of the Use of Group Amplification Systems for Students, Including Those on the Autism Spectrum, in First Grade Mainstream Classrooms

The purpose of this study was to determine the academic benefits and challenges, if any, of utilizing a group amplification system in first-grade mainstream classrooms. More specifically, this study measured the influence of a group amplification system throughout language-based tasks, such as spelling accuracy. A total of 33 first-grade students, including two students reportedly diagnosed with an Autism Spectrum Disorder (ASD), participated in the study, with 17 students in Classroom A and 16 students in Classroom B. This study’s experimental procedures included a spelling pretest, two intervention activities, and a spelling posttest, administered over the course of four days. The spelling pretest was comprised of 10 grade-level words, and was administered to each classroom without the use of an amplification device. Intervention activities had students create tongue twisters, as well as play a “Spelling Word” Bingo game. The spelling posttest was comprised of the same 10 grade-level words. During the intervention and posttest procedures, the researcher made use of a group amplification system in Classroom A, while Classroom B did not as a control measure. Overall, students in Classroom A demonstrated significant increases in change scores from spelling pre- to posttest measures when compared to Classroom B. In addition, the use of a group amplification system appeared to positively impact students in Classroom A through improvement of the signal-to-noise ratio. Findings suggest the use of this hearing assistive technology was effective in the first-grade mainstream classroom

2016 Annual Research Symposium Abstract Book

2016 annual volume of abstracts for science research projects conducted by students at Trinity Colleg

Qualitative Analysis of the Implementation of an Autism Program Within a Public School District

The study analyzed the development, implementation and success of an educational program for children with Autism Spectrum Disorder (ASD) diagnosis within a public school structure. Records reviewed for a two year time period identified four phases to program development and implementation, as well as identifying themes and barriers for specific roles, administration, staff and parents. The success of the program is evidenced by growth in the children and by reported satisfaction of parents and staff. A program blue print offers an outline to program development and implementation. Necessary ASD program components, based on literature reviewed are summarized. This study highlights the feasibility and benefits of implementing a program of this type within a public school structure

Sensory-Based Interventions in Schools

Dr. Jamie Palmer, DrOT/L of Central Kitsap school district requested that University of Puget Sound occupational therapy (OT) students research the impact of sensory-based interventions (SBIs) on attention, behavior, and academic performance for children in preschool to high school with or without diagnoses. Based on a systematic review of 33 studies, the evidence for the use of SBIs in the classroom to improve academic performance, behavior and attention is preliminary and ranges from limited to moderate depending on the specific type of SBI. The use of those specific SBIs with limited to moderate evidence is recommended for students whose demographic profiles match those of the study participants. The knowledge translation process consisted of two primary components: developing and delivering an in-service to share findings of the present study with Dr. Palmer and other professionals in her school district, and developing and disseminating an evidence-based movement program called Break 5. School district professionals reported being highly satisfied with the in-service and reported that the program was moderately effective for regulating student behaviors. The principal and occupational therapy team expressed interest in expanding the movement program throughout the school. Given that Break 5 has only been trialed on an informal basis, research is needed to determine its efficacy. Break 5 and those SBIs with the strongest evidence should only be implemented by OTs with strong rationale, systematic outcome monitoring, and adjustment to meet individual needs

The Words and Worlds of Disability: Discourses on Disablement Within the Situated Practices of Service Providers

From a traditional perspective, disability stood outside the normal bounds of development, belonging within the realm of pathology and the disabled person was defined as deficient. Disability may also be characterized as an instance of human diversity and disabled as a designated identity that is socially constructed in an ongoing process—an interaction between individuals and social contexts. The process of disablement is linked to discourses used to define and act upon people ascribed with a disabled identity. This study assumes that disability is an instance of human diversity, a valid developmental trajectory, which is enacted and embedded in sociocultural, political, economic, historical, and discursive contexts. Discourses contribute to how disability is understood and then enacted in policies and situated everyday practices. With a focus on the human service delivery system for developmentally disabled people, I assessed discourses and conceptualizations of disability enacted by service providers through narrative inquiry. I also collaborated with service providers through a focus group discussion, guided by sociocultural theories on teaching and learning, to introduce neurodiversity and disablement as a contextualized process. The results of this study suggest the situated nature of discourse, with varying language as it relates to local practices. Situated practice-based discourses enacted “on the ground” were in tension with local/service-driven and deficit-based languages. The ways of conceptualizing and understanding disability, however, were consistently that of a socially contextualized construct. Service providers negotiated different positions in attempts to exercise agency and contest the designation of passivity attributed to disabled people they work with. Their language, however, varied and incorporated deficit-based, local, and situated practice-based discourses. Although disability is understood as a complex process beyond personal deficiency, discourses appear to remain in transition

Adolescents with Aspergers Syndrome and Self-perceived Social Competence

This study explored the self- perceived social competence of adolescents with Aspergers Syndrome (AS). The study\u27s participants were 14 adolescents (11 male, 3 female) between the ages of 10 and 17 years old who were diagnosed with AS. The participants were questioned, using a scripted set of seven questions involving their own perceptions of their interactions with their peers; the study also involved what adults (parents and teachers) think of their ability to get along with peers. The answers to these questions were analyzed qualitatively, and six common themes that the participants found important to them or to their peers\u27 interactions with others were extracted from their responses. These themes were friendliness/approachability, being misunderstood by others, interests, communication, viewing self as different and perception of AS. The impact and interactions of these themes and the ways in which the participants view the impact of these factors on their social interactions are discussed in depth. Overall, the majority of the participants reported a positive perception of their social competency skills. They largely saw AS as consisting of a profile of strengths and weaknesses, but were overall satisfied with their interactions with peers. Although more research is needed, these findings may bring into question the effectiveness of social interaction intervention programs on a population that may feel that such interventions are unnecessary

Advocacy, Intervention, and Coping: A Qualitative Study of High Functioning Autism from a Mother’s Point of View

Mothers’ views of their experiences with their child with high functioning autism (HFA) have not been thoroughly investigated in previous research. Thirty mothers of children with high functioning autism participated in a semi-structured interview in the present qualitative study. The collected data were generally coded into five broad categories: diagnosis, intervention, social dynamics, advocacy, and coping skills. Diagnosis of HFA typically was not made until ages nine to 13. The participants created individualized interventions that were reality and strengths-based. Social dynamics included both the child’s social interactions with peers and the social dynamics within the family system. The participants related having to advocate for their children with HFA with school, social service, and medical professionals. The participating mothers also found their own techniques for coping. The present study provides insights into mothers’ experiences with each of these areas that would be useful for professionals to understand when working with families who have children with HFA

Effects of a Sensory Diet on Attention and Participation in Children With Autism

This applied dissertation was designed to provide initial knowledge regarding sensory diets and sensory-based interventions. The need for classroom-based sensory interventions are not always considered, especially with the high number of students diagnosed with ASD at the researcher’s school. Often sensory intervention may not be considered educationally relevant, especially in the prekindergarten level. With the proper training and materials, as well as the guidance of the school-based occupational therapist, teachers, other therapists, classroom assistants, parents, and school-based staff might be able to utilize sensory-based activities like sensory diets to increase participation, positive behaviors, and attention. The following applied research study utilized a quantitative single subject ABAB reversal experimental design that was implemented in an ESE blended prekindergarten classroom for three students. Together the researcher and school-based occupational therapist used The Sensory Processing Measure – Preschool (SPM-P) to develop an individualized sensory diet for children with autism and sensory impairments. A sensory diet was administered before and/or during the designated morning circle time by the researcher and classroom assistant. Attention and participation were observed for each participant during the 15-minute morning circle for 8 weeks. Visual data was graphed and then utilized to determine if and to what extent a sensory diet has an effect on attention and participation, as well as the degree the removal of the sensory diet has on both attention and participation behaviors for the individual student during daily morning circle instruction. The results for three participants were not significant enough to show that the use of a sensory diet increases attention or participation. In addition, the results of this study were not significant enough to determine that the removal of a sensory diet will impact attention or participation once introduced. The use of a sensory diet was reviewed as a favorable intervention, yet the scattered improvements of attention or participation for each student could be attributed to variables unrelated to the sensory diet

Kompleksowa diagnoza jąkania u polskojęzycznych dzieci w wieku szkolnym – badania normalizacyjne i psychometryczne Baterii testów do oceny zachowań (BAB)

The Behavior Assessment Battery (BAB) for Children Who Stutter is a self-report test investigating the affective, behavioral and cognitive correlates of stuttering. Its sub-tests gauge a school-age child who stutters’ (CWS) level of anxiety and speech disruption in particular speech situations (SSC-ER: Speech Situation Checklist – Emotional Reaction and SSC-SD: Speech Situation Checklist – Speech Disruption), the use of coping behaviors (BCL: Behavior Checklist) and how a child thinks about his/her speech (CAT: Communication Attitude Test). Cross-cultural research with the BAB has pointed to its usefulness as a differential diagnostic tool and that the tests’ items lead to treatment targets. This type of multidimensional assessment instrument for children who stutter was previously unavailable in Poland, but its publication is now underway. This article presents the results of normative and psychometric testing related to the adaptation of the Polish version of the BAB.Bateria testów do oceny zachowań dla dzieci w wieku szkolnym, które się jąkają (BAB) to narzędzie diagnostyczne do samooceny afektywnych, behawioralnych i kognitywnych komponentów jąkania. Narzędzie, w skład którego wchodzą cztery podtesty, pozwala na diagnozowanie u jąkających się dzieci w wieku szkolnym różnych aspektów związanych z jąkaniem. Podtesty SSC-ER (Lista kontrolna sytuacji komunikacyjnych – reakcje emocjonalne) i SSC-SD (Lista kontrolna sytuacji komunikacyjnych – zakłócenia w mowie) oceniają, jaki jest poziom lęku – jakie są reakcje emocjonalne i jakich zakłóceń w określonych sytuacjach mownych doświadcza dziecko. BCL (Lista zachowań) – umożliwia identyfikowanie zachowań wykorzystywanych przez dziecko, by radzić sobie z jąkaniem. Z kolei CAT (Test do badania postaw związanych z komunikowa-niem się) pokazuje, jakie są przekonania dziecka, jak myśli ono o swoim sposobie wypowiadania się. Międzykulturowe badania BAB potwierdziły przydatność testu jako narzędzia do diagnozy różnicowej oraz możliwość wykorzystania podtestów do formu-łowania celów terapii. Taki typ wielowymiarowego narzędzia do oceny jąkania u dzieci nie był do tej pory dostępny w Polsce. W artykule zaprezentowano wyniki badań normalizacyjnych i psychometrycznych dokonanych w związku z pracami adapta-cyjnymi nad polską wersją BAB (w przygotowaniu do druku)

Inclusive Art Education as a Tool for Art Museum Experiences

This Thesis looks at art education as a tool for meaningful art museum experiences. The study follows students on field trips at the High Art Museum as a process to develop a fully inclusive art educational program. The focus of the process of inclusivity evaluates the personal, socio-cultural, and physical aspects of the learning environment within the museum. The research questions that guide the study are 1) how the inclusive strategies I have found in my art classroom can be utilized to create an inclusive art museum setting, 2) how we can approach inclusive student learning an art museum environment, and 3) how the art museum field trip experience can be designed to create an engaging and worthwhile experience for students on the autism spectrum. This study offers a model of inclusion to an artistic learning environment