Implementing the STARS Program to Improve Reading Comprehension

The purpose of this action research project was to determine if there is a correlation between the implementation of specific reading comprehension strategies and analysis and practice of specific aspects of reading passages with scores in reading comprehension. The curriculum Strategies To Achieve Reading Success (STARS) was Implemented over an eight week period. To gather baseline data and to assess student progress over the course of the study, the researcher used the Comprehensive Assessment of Reading Strategies (CARS). Analysis of the data collected suggests that the students who were put through the STARS program showed greater gains in reading comprehension than the students in the control group

Common Crowd Dynamics: Shaping Behavioral Intention Models

As the human population grows, so too does the need to understand human behavior. One particularly important aspect of human behavior is how it changes within conglomerations of people, i.e. crowds. In this thesis, a method for modeling crowd behavior is proposed. This method draws inspiration from the concept of behavioral intention and the related forces of attitudes, influences, and social norms. These topics are first defined and detailed, followed by a survey of related research. Next, the model is presented and adapted to three common crowd dynamics, each stressing a different component of behavioral intention. Observations are made about these models, and extensions to the models and directions for future research are considered

An Examination of Music Therapy with Adolescent Populations

The purpose of this study was to examine the current use of music therapy with adolescent clients. Ninety–seven board certified music therapists working with adolescents between the ages of 11 and 19 completed the on–line survey. Survey results found that most of the participants worked with adolescents with Autism Spectrum Disorders, developmental disabilities, and emotional/behavioral disorders. Results indicated that music therapists are targeting a number of goals with the three most common being social, communication, and behavioral skills. The results highlighted commonly reported objectives, functional outcomes, data collection methods, the types of music used, and commonly used music interventions for these and other goals. The results of this survey may be helpful for music therapy students and young professionals who want to learn more about how music therapists are meeting the needs of their clients

ADHD Versus PTSD in Preschool-Aged Children: Implications for Misdiagnosis

Attention Deficit Hyperactivity Disorder (ADHD) has been one of the most diagnosed disorders in children since it was included in the Diagnostic and Statistical Manual of Mental Disorders−III (DSM−III) in 1980. The number of children who have been diagnosed since that time has grown significantly, raising concerns about the overwhelming number of young children being diagnosed and prescribed medication. According to the literature, young children are diagnosed at a higher rate by pediatric primary care physicians (PCPs) than clinical child psychologists (CCPs) because they are taken to a PCP’s office by a parent, rather than referred from a school environment, where such behaviors would be presenting as problematic. There is a concern that PCPs lack the knowledge and skill to properly diagnose ADHD, including the criterion that symptoms be present in at least two environments, such as home and school. Because young children are not in school, the potential for misdiagnosis is greater. PCPs and CCPs have little to no training in diagnosing ADHD in young children, and there are no criteria in the Diagnostic and Statistical Manual of Mental Disorders−IV (DSM−IV) for children under age 7. Also DSM−IV criteria do not address differences in symptom presentation between young children and school-aged children or between ADHD and PTSD as a differential diagnosis. ADHD also presents an additional diagnostic dilemma because the symptomatology overlaps with PTSD. PTSD could be overlooked and therefore yield a misdiagnosis of ADHD. Proper skill and training are necessary for PCPs and CCPs to make a diagnosis of ADHD by definitively ascertaining that all environmental/salient factors have been considered to rule out symptoms that may be transient due to adverse childhood experiences (ACEs) related to complex trauma or PTSD. The addition of PTSD for children 6 years and younger in the recent release of DSM−5 in 2013 may help PCPs and CCPs to differentiate between ADHD and PTSD. This study investigates the differences between PCPs and CCPs in making a diagnosis of ADHD or PTSD in preschool-aged children, along with the ACEs each utilized in their decision-making process

Errors: Friend or Foe? The Use of Errorless or Trial and Error Learning Strategies in Occupational Therapy Practice When Re-Learning Daily Activities

We examined literature, within a 20-year period, regarding whether errorless learning strategies or trial and error strategies are more effective for adult patients, with a diagnosis of cerebrovascular accident (CVA) or cognitive deficit, when learning instrumental activities of daily living (IADL) and activities of daily living (ADL). We conducted this in collaboration with Hannah Baldwin, a local practitioner working in an acute care setting, at Swedish Medical Center, in Seattle. The results did not reveal overwhelming evidence to support either strategy, however, we were able to make recommendations within specific situations and for specific diagnoses. Generally, there are a greater number of studies with a more rigorous design that support the use of errorless learning strategies for patients with acquired brain injuries (ABI) than patients with other diagnoses or when using trial and error methods. The evidence that solely supports trial and error strategies is restricted to two level I studies that support its use for those with traumatic brain injury (TBI) to reduce cooking errors and increase functional independence measure (FIM) scores. Multiple studies also supported the idea that both methods can improve function or performance in ADL and IADL. To translate this knowledge, we created a 16-minute webinar to identify when practitioners can implement trial and error and errorless learning strategies with their patients in the acute care setting using the current evidence. The webinar was sent to therapists at a Seattle hospital via email along with a pre-training and post-training survey. The pre-training survey was completed by two therapists, with no engagement on the post-training survey. The researchers would have liked to see the webinar have more reach and impact but struggled to incentivize therapists to engage with the material given their limited direct communication with the therapist population. To further the knowledge in this area of occupational therapy, practitioners should be able to distinguish application timings for trial and error, as well as errorless learning strategies, and are encouraged to conduct case series or case study research to contribute to the body of available evidence

Towards an understanding of profound mental handicap

A brief introduction to profound mental handicap (PMH) is given. Problems in identifying the population to be studied are described, and detailed criteria, based upon behavioural characteristics, are proposed. A comprehensive survey of research literature relevant to people with profound mental handicap is presented, and inadequacies discussed. Frameworks within which to place the behaviour of the profoundly mentally handicapped are also discussed, and a modified developmental framework is suggested. An argument is made for the usefulness of conducting research which is informed by mother-infant studies and which examines the naturally occurring behaviour of the profoundly mentally handicapped, paying particular attention to communicative and emotional characteristics.The behaviour of a representative sample of 66 people with profound handicap, living at home or in one of three institutions, is investigated using micro-analysis of filmed sessions between carer and subject, and information gathered from two oral questionnaires administered to carers. A reliable profile of the behavioural characteristics of this sample of people with profound handicap is therefore obtained.Important findings include: a high level of awareness and engagement to the carer indicating a general responsiveness amongst people with profound handicap to aspects of the environment, and the ability to communicate with other people; evidence of a wide variety of social and emotional behaviours, in particular a discriminating sense of humour; evidence of spontaneous learning; and the presence of a 'responsiveness' factor underlying the behaviour of people with profound handicap, and dividing the subjects into distinct subgroups.The implications of these findings for the day-to-day care of people with profound handicap, and for an improved understanding of the nature of profound mental handicap are discussed