Evaluating morphosyntactic differences in narrative re-tell tasks between bilingual children with and without language impairment using computational methods

The diversity of linguistic backgrounds and second-language competencies of Spanish-English bilingual school-age children present challenges for accurately diagnosing and treating language impairment. Narrative re-tell samples from Peña, Gillam, & Bedore (2014) were analyzed in two groups of 21 matched language-impaired and typically developing children, aged 4-7 years old attending school in central Texas. Transcribed methods included a custom extension of the Natural Language Processing Toolkit in Python and the IPSYN analytical function in CLAN (MacWhinney, 2000). From these analyses, the complexity and linguistic diversity of nested –ing verb phrases and IPSYN scores were compared across groups. Language-impaired children made significantly more errors in auxiliary verb use, had less diverse vocabulary, and had lower syntactic complexity scores than their typically developing counterparts.Communication Sciences and Disorder

Do No More Harm: Changing the Classroom in Response to COVID-19 Trauma

The COVID-19 pandemic was a worldwide trauma that has long lasting effects that we are still yet to discover. For current college-aged students, many of them experienced the COVID-19 pandemic during key developmental stages of their lives. Many student affair professionals have noted the difference between the students who were in college when the pandemic hit and those who were not. This article examines trauma through the lens of trauma informed practices and high impact practices and makes recommendations on how educators can change their classrooms to better serve students

Transforming Higher Education for the Betterment of Trans* Students

College represents an increase in autonomy for students, and this allows for trans* students a to explore their gender identity. However, many institutions have policies and practices that are discriminatory of trans* students. This paper explores the ways in which institutions of higher education can transform their institutions and policies for the betterment of trans* students

Unsettling the Settler Language: Reducing Neocolonial Impact in an English as an Additional Language School

Teaching English to speakers of other languages involves the transfer of embedded neoliberal cultural values along with knowledge of the language itself. English as an Additional Language schools have been and continue to be used as a tool of neocolonial expansionism, and as a result they are complex sites of cultural, economic, personal, and political exchange. As sites of active, complex interaction, English as an Additional Language schools present a powerful opportunity for teaching practitioners to disrupt instances of unquestioned cultural value adoption using critical pedagogy and culturally responsive teaching techniques. Personal critical reflexivity and peer learning activities can support the development of conscientization among teaching professionals, and teachers can and should also encourage greater conscientization among their students. Opportunities for this development and support exist in both significant and fleeting instances: teachers of English must be prepared to recognize and employ these opportunities to advance social justice through both planned, broadly implemented teaching practice and through ethically important moments that arise spontaneously. In this Dissertation in Practice, I advocate for the importance of approaching socially just change with a critical lens, as a means of thinking and acting beyond the limitations of one’s personal lived experience. Coupled with criticality, an authentic and shared leadership stance creates the conditions of trust and empowerment that allow for meaningful pedagogical change. I propose a multi-stage change plan built on a synthesized model incorporating elements of both the Change Path Model and Appreciative Inquiry to promote the use of critical pedagogy and to advance ethical change

Trophic polymorphism in a terrestrial salamander

Question: Does habitat heterogeneity promote trophic polymorphism in a terrestrial salamander? Hypothesis: Eastern red-backed salamanders (Plethodon cinereus) in upland and lowland habitats differ morphologically because their prey’s size differs between those habitats. Field site: Five mature hardwood forests in central New York and northern Pennsylvania, USA, with known differences in diet between upland and lowland habitats. Methods: We collected animals and examined their stomach contents and their cranial morphology, the latter with digital stereomicroscope images and morphometric methods. Results: We found morphological differences between upland and lowland salamanders, although there was a considerable phenotypic range for both habitats. Lowland salamanders generally had relatively shorter heads and a lower jaw/head ratio, and upland salamanders generally had the converse. Within and among habitats, cranial morphology was associated with diet, where salamanders with lowland-like morphology consumed more large prey and fewer small prey, and salamanders with upland-like morphology consumed the converse. Conclusions: The observed trophic polymorphism and association with food use within populations suggests that this variation may accentuate variation at larger scales, and may play an important role in diversification within the genus

A conceptual model of mental illness stigma constructs

poster abstractMental illness (MI) stigma negatively impacts a range of psychosocial and functional outcomes, and has yielded a significant volume of empirical literature. In a recent meta-analysis of 256 studies of mental health providers’ stigma towards their own patients, over 90 named stigma instruments were identified and 85 publications created their own instrument to be used in a single study. The exceptional number of stigma instruments in the literature raises questions about the conceptualization of stigma and limits the conclusions that can be drawn across studies. Current literature broadly conceptualizes stigma towards MI as consisting of stereotypes (beliefs), prejudice (emotions), and discrimination (actions). The current analysis expands this framework by categorizing each instrument into primary, secondary, and tertiary stigma categories to produce a model displaying the variety of constructs being assessed (briefly outlined below). Understanding the diversity of these constructs may allow for a nuanced interpretation of existing literature, and may spark discussion as to the centrality of certain constructs within MI stigma. Understanding the current stigma measurement landscape may allow for a reduction in the number of instruments currently in use, enhancing consistency and interpretability of empirical results. Stereotype instruments assess beliefs about the abilities or fundamental qualities of individuals with MI. Four secondary categories emerged. Negative Attributes measures undesirable personal characteristics of individuals with MI and contains four tertiary categories: dangerousness, personal control (i.e., MI symptoms are volitional), moral failing (i.e., symptoms are due to a weakness in character), and resistance to treatment. Prognosis measures beliefs about outcomes and future functioning of individuals with MI within two tertiary categories: optimism for treatment outcome and stability. Present Functioning requires respondents to estimate patients’ likely social integration and quality of life. Competence assesses beliefs about general intelligence, talents, and abilities of individuals with MI. Prejudice instruments assess emotion-based reactions to those with MI. The two secondary categories that emerged were Emotional Reactions and Beliefs about Managing Mental Illness. Emotional Reactions includes the tertiary categories of empathy, negative emotions (i.e., fear, disgust, anger), and professional burnout. Beliefs about Managing Mental Illness measures emotional- and value-based approaches to societal management of individuals with MI and contained four tertiary categories. Authoritarianism emphasizes individuals with MI are inferior and should be handled in a restrictive or coercive manner. Benevolence encompasses paternalistic pity and the belief that individuals with MI must be cared for like children. The prosocial view espouses a Community Mental Health Ideology, in that individuals with MI are just like anyone else and treatment should be integrated into the community and society. Finally, some instruments assess whether it is worthwhile to treat MI. Discrimination instruments assess intent or desire to treat individuals with MI differently from others. The three secondary categories that emerged were Social Distance, Willingness to Treat, and Civil Rights. Social Distance describes the desire to limit social contact with individuals with MI, while Willingness to Treat assesses whether mental health professionals are willing to care for individuals with MI. Civil Rights instruments assess restriction of patients’ human rights within four tertiary categories, including whether individuals with MI should be allowed to: engage in common social roles (e.g. parent, spouse, citizen, employee); participate in their own care; and refuse treatment. These instruments also assess whether patients should be forcibly restrained or secluded. Instruments with items that fell into at least two primary stigma categories and assessed a range of emotions, intended behavior, and beliefs about MI were categorized as General stigma

The Impact of Trauma on Graduate Occupational Therapy Students: Trauma-Informed Implications for Educators

Recent worldwide events have led to a dramatic increase in reported levels of anxiety in college students and individuals aged 18-29. If there is currently a marked increase in anxiety and stress responses in college age students and traumatic events negatively impact an individual’s ability to participate in their education, it is reasonable to assume that the occupational disruption that students are currently experiencing negatively impacts their ability to participate adequately in their education. This study explored the impact of trauma on graduate occupational therapy students (OTS) from entry-level programs. A mixed-methods survey was utilized to gain the perspectives of graduate OTS (n=74) currently attending programs in the Northeastern portion of the United States who have experienced acute, chronic, and/or complex trauma. Participants completed an online survey consisting of 26 Likert-style, true/false, and open-ended short answer questions. Results indicate that trauma is highly impactful on all areas of occupation, including education. Additionally, students indicated that they are fearful of stigma when discussing trauma and informing educators of its impacts on education, therefore benefiting from open and communicative educators. Further, results support previous research that trauma influences many aspects of academic performance, such as attention, memory, and volition. The information gathered indicates that educators should be aware of the likelihood of students being impacted by trauma and understand how to successfully support students universally through trauma-informed strategies

The Value of Fathering for Incarcerated Offenders: Implementing the “Parents as Teachers” Curriculum in Greene County, Missouri

Research literature demonstrates the positive contributions of a nurturing father in the lives of young people as well as the reduction of recidivism for active fathers. The current study provides support for this model by highlighting the need for programming that enhances the relationship between incarcerated fathers and their children during their period of absence and while transitioning back into society and their family roles. The authors observed a parenting education program for incarcerated fathers twice weekly for a period of twelve weeks. The research noted three promising themes in the programming which could be expanded and implemented in other facilities. Fathers sought to improve their capacity to engage in “intentional conversations,” where they learned about modeling desirable behavior, being honest, and avoiding giving children mixed messages. Fathers also began the uncomfortable process of unpacking their own childhoods and overcoming poor parental models as they realized that “parenting makes a difference.” Through the program, fathers were encouraged to develop a “toolkit” of more positive parenting responsibilities and responses. Finally, fathers were introduced to the idea of “healthy relationships,” including creating strong boundaries and new types of relationship knowledge

Providers’ Perspectives of Sustainability in Nutrition Wellness Programmes in the Porirua Community

Background: Low socioeconomic status (SES) communities in New Zealand (NZ) bear a disproportionally high burden of nutrition-related non-communicable disease (NCD) (1). The Māori population in New Zealand is one of the ethnic groups which suffers high deprivation and is heavily burdened by complications of overweight, obesity, cardiovascular disease and diabetes (2, 3). Public and private sector organisations, including government, are implementing programmes within communities to improve the health and well-being of New Zealanders. For these programmes to have a lasting positive impact on health outcomes, programmes need to be planned, developed, delivered and evaluated using best-practice evidence-based sustainability frameworks. Involving community members in the planning, development and delivery of community health programmes is recognised as an effective strategy. However, programme providers need a range of inputs to achieve their public health-related goals. Primary health, corporate, social enterprise and non-government organisations also make a major contribution to improving the health of communities. With the current economic climate increasing pressure on budgets and greater public interest and scrutiny of health investment decisions, understanding how to support sustainable programmes is essential. Objective: The aim of this study was to investigate programme providers’ perspectives of the major enablers and barriers to the long-term sustainability and effectiveness of community-based nutrition wellness programmes, and to determine whether an existing evidence-based sustainability assessment tool is applicable for use in a low SES NZ community. Design: This study used qualitative methods to understand providers’ perspectives of the factors that influence the sustainability of their Porirua region based programmes. At the time of this study Porirua had high levels of deprivation as classified by the New Zealand Index of Deprivation, this made it an appropriate region to target (4). A grounded theory approach was used to assess the fit of an existing model to the recruited programmes. A total of 23 programme providers were recruited from 21 programmes. Semi-structured, face-to-face and telephone interviews exploring factors influencing sustainability were conducted with each programme provider. All interviews were recorded and transcribed verbatim. Data from the written transcripts were analysed using general inductive analysis. NVivo 11 Qualitative Data Analysis Software was used to organise the data into nine main themes and linked sub-themes. Results: The results report nine major factors impacting on the sustainability and effectiveness of community-based nutrition wellness programmes in Porirua. Three key factors which developed from the data appear to have the largest impact on programme sustainability. These are partnerships, funding stability and community engagement. The remaining six factors were identified as important, however, were interlinked with the three key factors and with each other, and therefore do not represent major independent influencing factors. Conclusion: The major factors influencing the sustainability of formal and informal community-based nutrition programmes in Porirua, align with factors identified in the literature. All domains of the Program Sustainability Assessment Tool (PSAT) are relevant in lower SES NZ communities. However, an additional factor and a hierarchical ordering of factors are recommended to enable the tool to be used effectively in NZ. These recommendations are presented as a modified programme sustainability assessment framework relevant for use in lower SES NZ communities