42,970 research outputs found

    Providing developmental feedback to individuals from different ethnic minority groups using expert systems

    Get PDF
    The paper is an account of a commercially successful and viable expert system entitled FRED (Feedback Reporter Evaluating Development). Expert systems offer a consistent approach to providing feedback to individuals that people with personal biases and emotions may find difficult to achieve. The text used in the expert system is sensitive and carefully worded by a team of skilled professionals, many of whom were from ethnic and cultural minorities. This is especially important when dealing with internal applicants from ethnic minorities as feedback given is consistent, fair, non-judgemental and devoid of possible ethnic prejudices and emotional statements. FRED offers a sensitive, comprehensive and cost-effective method of producing feedback reports for individuals from an ethnic minority and the paper details FRED's design, use and evaluation in an organizational setting. Future research is recommended in utilizing expert systems to provide feedback in assessment and development settings

    ABA in Native American homes: a culturally responsive training for paraprofessionals

    Get PDF
    This project attempts to create a dialogue about respectful service delivery to Native American families with a child diagnosed with an Autism Spectrum Disorder (ASD). Improving interactions between professionals and Native American families can not only advance the ASD child\u27s cognitive and behavioral gains, but also respectfully honors the beliefs of the caregivers. A systematic search of pertinent peer-reviewed empirical sources in the areas of Autism, paraprofessional training, and multicultural psychology was conducted to develop a training resource for paraprofessionals providing home based ABA tutoring. The completed resource is comprised of three training modules, which are intended to be presented over the course of three days of instruction and lead by a licensed mental health professional. Licensed mental health clinicians acting, as ABA program coordinators would be responsible to utilize this training as an addendum to current, readily available ABA training manuals. An expert panel of licensed mental health professionals working with the Native American ASD population evaluated this training resource. Results: The three members of the expert panel found that despite the need to further develop group discussion topics and to include additional examples related to Native American caregiver perceptions of this style of treatment, the resource has potential for use in preparing paraprofessionals for ABA tutoring in Native American homes

    Final Report from the Models for Change Evaluation

    Get PDF
    Note: This evaluation is accompanied by an evaluation of the National Campaign for this initiative as well as introduction to the evaluation effort by MacArthur's President, Julia Stasch, and a response to the evaluation from the program team. Access these related materials here (https://www.macfound.org/press/grantee-publications/evaluation-models-change-initiative).Models for Change is an initiative of The John D. and Catherine T. MacArthur Foundationto accelerate juvenile justice reforms and promote fairer, more effective, and more developmentally appropriate juvenile justice systems throughout the United States. Between 2004 and 2014, the Foundation invested more than $121 million in the initiative, intending to create sustainable and replicable models of systems reform.In June 2013, the Foundation partnered with Mathematica Policy Research and the University of Maryland to design and conduct a retrospective evaluation of Models for Change. The evaluation focused on the core state strategy, the action network strategy, and the national context in which Models for Change played out. This report is a digest and synthesis of several technical reports prepared as part of the evaluation

    Sustained home visiting for vulnerable families and children: a review of effective processes and strategies

    Get PDF
    Parenting young children has become a more complex and stressful business, especially for those families in our community with the least resources (Grose, 2006; Hayes et al, 2010; Poole, 2004; Richardson & Prior, 2005; Trask, 2010). A widening gap exists between families that function well and those that are vulnerable. The paradox of service delivery for children and families is that vulnerable families – that is, those families with the greatest needs – are also the least likely to be able to access those services (Ghate & Hazel, 2002; Fram, 2003). A range of barriers exist for vulnerable and at risk families in making use of services (Carbone et al, 2004). One of the key barriers to vulnerable families accessing services is that many find it difficult to relate to the formal service system and are easily alienated by practices others find acceptable. Research regarding parents’ experiences of support services suggests that parents want services where they are simultaneously cared for and enabled in their role as parents, and to receive services characterised by empathy, competence, functionality, respect, flexibility and honesty (Attride-Stirling et al, 2001; Winkworth et al, 2009). Vulnerable parents fear a loss of autonomy in their interactions with support services and want services that are non-judgemental and that provide continuity of care (Ghate & Hazel, 2002; von Bultzingslowen, 2006). In addition to the barriers faced by vulnerable and marginalised families in accessing services, the system does not work in an integrated or coherent fashion to ensure that all children and families needing support receive it. Furthermore, the vast majority of services for children and families in Australia do not have an outreach function, that is, a means of engaging these vulnerable and at risk families who are in need of support but use services inconsistently or not at all. In short, the service system was not designed to meet the needs of vulnerable families within the context of a rapidly changing social and economic climate. Therefore, many families requiring support are not receiving it. Related identifier: ISSN 2204-340

    Shaping the future for primary care education and training project. Finding the evidence for education & training to deliver integrated health and social care: the primary care workforce perspective

    Get PDF
    This report is one of a series of outputs from the Shaping the Future in Primary Care Education and Training project (www.pcet.org.uk) funded by the North West Development Agency (NWDA). It is the result of a collaborative initiative between the NWDA, the North West Universities Association and seven Higher Education Institutions in the North West of England. The report presents an evidence base drawn from the analysis of the experiences and aspirations of integrated health and social care, as reported by members of the current primary health and social care workforce working in or with Primary Care Trusts (PCTs) in the North West region

    Initial Development and Validation of the Transgender Ally Identity Scale for Counselors

    Get PDF
    The Transgender Ally Identity Scale for Counselors (TAISC) is a 35-item scale measuring counselors’ ally identity for working with transgender individuals. The purpose of the current study was to develop and initially validate the TAISC. Using a non-experimental survey design, the scale was developed (i.e., item development, external review, pilot study) and validation analyses were performed (i.e., exploratory factor analysis, internal consistency, validity, and social desirability analyses). Electronic data were collected from a nationwide sample of counseling students, professional counselors, and counselor educators (N=285). Participants completed a survey packet consisting of the TAISC, Multicultural Counseling Knowledge and Awareness Scale (MCKAS; Ponterotto et al., 2002), Genderism and Transphobia Scale – Revised –Short Form (GTS-R-SF; Tebbe et al., 2014), Marlowe Crowne Social Desirability Scale – Short-Form C (MCSDS-C; Reynolds, 1982) and a demographic information form. A two-factor model was determined to be the best fit for the sample, accounting for approximately 37% of the total variance. The internal consistency estimate was acceptable for the TAISC total scale (α = .94). Additionally, the TAISC was significantly, positively correlated with the MCKAS (Ponterotto et al., 2002) and significantly, negatively correlated with the GTS-R-SF (Tebbe et al., 2014) supporting convergent validity. Although further validation analyses are needed, initial results support the use of the TAISC in measuring transgender ally identity of counselors

    Institute on Disability / UCED Scholarly Activity & Involvement: July 1, 2013 – June 30, 2014

    Get PDF
    corecore