Large Group Video Modeling: Increasing Social Interactions in an Inclusive Head Start Classroom

Social skills are associated positive academic and well-being outcomes across the lifespan, especially for individuals with disabiliites (Carter, Sisco, Chung, & Stanton-Chapman, 2010; Hirsh-Pasek, Golinkoff, Berk, & Singer, 2009; Lifter, Mason, & Barton, 2011; Rubin, Bukowski, & Laursen, 2009). Without instruction, children with disabilities often have social skill delays that result in social isolation and peer rejection (Barton, 2015; Goldstein, English, Shafer, & Kaczmarek, 1997; Gresham, 1982; Nelson, McDonnell, Johnson, Crompton, & Nelson, 2007; Rogers, 2000; Travis, Sigman, & Ruskin, 2001). Direct and explicit instruction, not only for the targeted child but also for their peers, is required to support the acquisition and generalization of positive social interactions. The purpose of this study was to answer three research questions. The first research question examined the effects of a large group video modeling intervention at increasing positive social interactions, both initiations and responses, of young children with disabilities and their peers. The second questioned examined if the effects of the intervention generalized to another setting, the outdoor playground. The third question examined teachers reported satisfaction with the acceptability and effectiveness of the intervention as measured by the Behavioral Intervention Rating Scale (BIRS, Elliot & Von Brock Treuting, 1991). A multiple baseline design across participants was used to examine whether a functional relationship existed between a large group video modeling intervention and increased social interactions and if the skills generalized to the outdoor playground. Visual and statistical analysis were used in addition to Tau to examine effect size. Additional analysis was conducted to determine whether a functional relationship existed between the intervention and an increase in social initiations (motor and verbal) by participants. Social validity was collected from teachers and teacher assistants who implemented the interventions. Four preschool age children with developmental delays and their classroom peers participated in the study. Results of the study suggest a functional relationship between the large group video modeling intervention and an increase in the number of intervals participants engaged in positive social interactions with peers for all participants. Data suggests a functional relationship between the classroom intervention and an increase in social interactions in the generalization setting for all participants, but to a lesser degree than post intervention. Teachers reported they were satisfied with the intervention effects, the targeted skills were important, the intervention was easily implemented with a high degree of fidelity, and the intervention lead to an increase is social interactions

Community Collaboration for Increasing Inclusion

This presentation will examine an “enviable life” for individuals with disabilities and their families. Individuals, families, schools, and communities must work together to support individuals with disabilities and their families to plan and implement their vision of an enviable life. This process begins early childhood and continues across the life span. Target Audience: Educators and Familie

Transition from High School to College/University for Individuals with Disabilities

Transition from high school to life beyond high school can be scary and challenging for anyone, including students with disabilities and their families. This presentation seeks to explain some of the changes in law and access and potential means of support from faculty and staff at colleges/universities for this transition. Target Audience: Teachers, Parents, Faculty, Staff, Student

Increasing Access to Inclusion for Students with Disabilities

The Individuals with Disabilities Education Act requires students with disabilities receive a free and appropriate public education and access to the general education curriculum, yet students with disabilities are often segregated in self-contained classrooms and schools. This presentation will advocate for inclusive rather than exclusive special education services. Target Audience: Pre-K through 12 Teacher

Disrupting Norms to Increase Diversity of Teacher Candidates: Restraining Forces for Junior Faculty

Research in teacher preparation programs in Institutes of Higher Education (IHE) suggests that diverse and non-traditional students face barriers and challenges within teacher preparation programs (Widiputers et al., 2017). Diverse students include non-traditional students, first-generation students, students who have work responsibilities, who may have family or other care-giving responsibilities, students with disabilities, students living in poverty, and may also include culturally and linguistically diverse students. Issues such as unpaid practicum hours (similar to an internship), conflicting course and work schedules, attendance policies, due dates/late work policies, course expectations that value verbal participation, office hours not available when students are available, and how often courses are offered (e.g., yearly vs every semester) negatively impact diverse student populations. Many of these decisions are made at the preference of administration and tenured and established faculty while others are left-over from a time when students did not have to balance the work and family requirements many students face today. As we attempt to increase representation of students in teacher prep programs, the policies and practices to meet their unique situations have not been equitably incorporated into the daily practices in higher education. This continues to maintain of the status quo rather than increasing the diversity of teachers in the workforce as the diversity of teacher candidates has not increased to represent the diversifying population despite efforts (United States Department of Education, 2016). Many junior faculty may engage or attempt to engage in disrupting the status quo to create and implement policies that respond to students' needs that result in increased support for students from backgrounds that are disproportionately impacted by traditional practices. Junior faculty can serve as change agents if IHE can recognize the tremendous time and effort that goes into making sustainable change within the college and surrounding educational systems. Recognizing the barriers to junior faculty and providing support to do this challenging work and remain on target for promotion and tenure is critical. Tenure protections ensure faculty can be leaders in sustained change and establishes them as leaders within IHE and in their professional fields and disciplines. Establishing support systems, especially from administration, within the university and community can support junior faculty and accelerate the timeline or target systems open and more responsive to change

Assessment of tegumental damage to Schistosoma mansoni and S. haematobium after in vitro exposure to ferrocenyl, ruthenocenyl and benzyl derivatives of oxamniquine using scanning electron microscopy.

BACKGROUND: Schistosomiasis is one of the most harmful parasitic diseases worldwide, praziquantel being the only drug in widespread use to treat it. We recently demonstrated that ferrocenyl, ruthenocenyl and benzyl derivatives of oxamniquine (Fc-OXA, Rc-OXA and Bn-OXA) are promising antischistosomal drug candidates. METHODS: In this study we assessed the tegumental damage of these three derivatives of oxamniquine using scanning electron microscopy. Adult Schistosoma mansoni and S. haematobium were exposed to a concentration of 100 μM of each drug and incubated for 4-120 h, according to their onset of action and activity. RESULTS: While on S. mansoni the fastest acting compound was Fc-OXA, which revealed high activity after 4 h of incubation, on S. haematobium, Rc-OXA revealed the quickest onset, being lethal on all males within 24 h. In both species studied, the three derivatives showed the same patterns of tegumental damage consisting of blebs, sloughing and tegument rupturing all over the body. Additionally, on S. mansoni distinct patterns of tegumental damage were observed for each of the compounds: tissue ruptures in the gynaecophoric canal for Fc-OXA, loss of spines for Rc-OXA and oral sucker rupture for Bn-OXA. CONCLUSIONS: Our study confirmed that Fc-OXA, Rc-OXA and Bn-OXA are promising broad spectrum antischistosomal drug candidates. All derivatives show fast in vitro activity against S. mansoni and S. haematobium while validating the previous finding that the parent drug oxamniquine is less active in vitro under the conditions described. This work sets the base for further studies on the identification of a lead oxamniquine derivative, with the aim of identifying a molecule with the potential to become a new drug for human use