Students Voicing Collegiate Recovery

Young adults increasingly enter college with substance use addiction. Some may achieve recovery before setting their foot on a college campus whereas others during their college years. These students often struggle to maintain sobriety as they act out their daily lives because they find themselves in abstinence-hostile environments (Bugbee et al., 2016; Harris et al., 2008). This presentation will discuss students’ collegiate recovery experiences and will report on a photovoice project documenting students’ recovery experience and recovery management and support needs. Photovoice is a participatory social action method that uses photography to answer research questions (Wang, 2006); a photovoice exhibit, involving a gallery of participants’ photographs and linked narrative text to explicate the photos’ meaning, disseminates the findings. The presentation will focus on the narratives of students in recovery and attendees will obtain an in-depth understanding of recovery students’ experiences of stigma, shame and isolation, and marginalized social positions, which are intimately tied to their addiction histories. Students in recovery represent an invisible student group that struggles to access resources and needed healthcare services. The photovoice method can act as a powerful tool to empower marginalized students to share their recovery experiences and articulate their needs; ultimately providing a vehicle for structural-level and systemic change

ClassDojo as a Token Economy Method

This proposed study aims to investigate the effectiveness of ClassDojo compared to a paper-pencil token economy method among students identified with emotional and behavioral disorders. Token economies are reinforcement procedures that can be implemented using a variety of modalities; thus, the purpose of this proposed study is to investigate the use of ClassDojo as a token economy, a free online program that is widely used in the classroom setting. An ABAB design will be used to measure the rate of reinforced social and academic behavior, academic engagement, and off-task behavior. In addition, the adherence and quality of administering the token economy (i.e., treatment integrity), and social validity will be measured. It is hypothesized that the use of ClassDojo will produce: higher rates of reinforcement for social and academic behavior, higher rates of academically engaged behavior, lower rates of off-task behavior, and the teacher, staff, and students will rate ClassDojo more favorably compared to the paper-pencil method

ClassDojo as a Token Economy Method

This proposed study aims to investigate the effectiveness of ClassDojo compared to a paper-pencil token economy method among students identified with emotional and behavioral disorders. Token economies are reinforcement procedures that can be implemented using a variety of modalities; thus, the purpose of this proposed study is to investigate the use of ClassDojo as a token economy, a free online program that is widely used in the classroom setting. An ABAB design will be used to measure the rate of reinforced social and academic behavior, academic engagement, and off-task behavior. In addition, the adherence and quality of administering the token economy (i.e., treatment integrity), and social validity will be measured. It is hypothesized that the use of ClassDojo will produce: higher rates of reinforcement for social and academic behavior, higher rates of academically engaged behavior, lower rates of off-task behavior, and the teacher, staff, and students will rate ClassDojo more favorably compared to the paper-pencil method

Reading Intervention for Students with ASD in the Middle Grades: An Alternating Treatment Study of Embedded Interests Reading and Expository Text Conditions.

AimWe conducted two separate but related multiple baseline with alternating treatment single-case design studies to investigate the effect of the same reading intervention for students with autism spectrum disorder being implemented under different conditions.MethodWe conducted a researcher-implemented study in a public school (Study 1) and a teacher-implemented study in a specialized private charter school for children with ASD (Study 2). In each study, we compared a typical intervention approach with interest-based text intervention that included reading on each child's interest area. The treatment included systematic vocabulary instruction and main-summarization strategy instruction.ResultsFindings from Study One showed consistent increases in comprehension and vocabulary outcomes compared to baseline. In Study Two the baselines phases were unstable with small differences in mean scores detected for vocabulary during the intervention phase favoring the interest-based treatment for three of four participants.ConclusionThe results across studies were mixed indicating the importance of taking into account contextual factors including student characteristics and learning environment

Reading Intervention for Students with ASD in the Middle Grades: An Alternating Treatment Study of Embedded Interests Reading and Expository Text Conditions.

Aim: We conducted two separate but related multiple baseline with alternating treatment single-case design studies to investigate the effect of the same reading intervention for students with autism spectrum disorder being implemented under different conditions. Method: We conducted a researcher-implemented study in a public school (Study 1) and a teacher-implemented study in a specialized private charter school for children with ASD (Study 2). In each study, we compared a typical intervention approach with interest-based text intervention that included reading on each child's interest area. The treatment included systematic vocabulary instruction and main-summarization strategy instruction. Results: Findings from Study One showed consistent increases in comprehension and vocabulary outcomes compared to baseline. In Study Two the baselines phases were unstable with small differences in mean scores detected for vocabulary during the intervention phase favoring the interest-based treatment for three of four participants.Conclusion: The results across studies were mixed indicating the importance of taking into account contextual factors including student characteristics and learning environment