Sesame Street Seminar – Academic Readiness

This module will provide an overview of the social-emotional and adaptive skills required for kindergarten success. The module will also provide insight into how Sesame Street has prepared children for their first days of preschool or kindergarten and all that entails: following the rules, playing with others, taking turns, etc.https://digitalcommons.buffalostate.edu/themed-coursework/1000/thumbnail.jp

A Guide to Playing with Children with Autism

This poster discusses some of the best practices for playing with children with autism, and was originally displayed at the Fall Research and Creativity Forum at Buffalo State College on October 29 2015

Sesame Street Seminar – Autism Spectrum Disorders

This module will provide an overview of autism spectrum disorder (ASD). The module will also provide insight into how Sesame Street has raised awareness and acceptance of ASD through a Muppet named Julia who is on the spectrum. This module can be used for Intro Psych, Developmental Psychology, Introduction to Special Education, Early Childhood Development, Typical and Atypical Development, etc. This module is an overview to ASD so would probably be used for a 100-level or introductory class.https://digitalcommons.buffalostate.edu/themed-coursework/1001/thumbnail.jp

Fine and gross motor (physical domain)

This module will provide an overview of the physical domain in early childhood, specifically, fine motor(small muscles such as those found in the hands and fingers) and gross motor (large muscles such as those found in arms, legs,and core) and its development. The module will also provide insight into how Sesame Street has stressed the importance of physical activity to young children, as well as how they have provided age appropriate activities,songs, and video segments to teach fine and gross motor skill development.https://digitalcommons.buffalostate.edu/themed-coursework/1009/thumbnail.jp

School Readiness (behavior)

This module will provide an overview of the social-emotional and adaptive skills required for kindergarten success. The module will also provide insight into how Sesame Street has prepared children for their first days of preschool or kindergarten and all that entails: following the rules, playing with others, taking turns, etc.https://digitalcommons.buffalostate.edu/themed-coursework/1006/thumbnail.jp

Service Learning in the Time of COVID-19

Excerpt This essay describes a collaborative service-learning project in which psychology and speech-language pathology undergraduate students, along with special education graduate students, completed developmental screenings as part of their training in providing effective services to children. Universal developmental screening is an important tool in the early identification of developmental delays in young children and is increasingly incorporated into early childhood education. However, limited resources make it difficult for educators to routinely screen all young children in their care. Our students were able to meet this need for two local childcare centers by conducting developmental screenings in transdisciplinary groups

COVID-19 Modifications to a Service-Learning Project Designed to Prepare Special Education Students to Be Effective Participants in Transdisciplinary Collaborations

This research study examined the impact of COVID-19 on university students’ perceptions about the effectiveness of a community-based service-learning project designed to prepare graduate students in special education and undergraduate students in psychology and speech-language pathology to work in transdisciplinary teams in early childhood settings. Students were placed into transdisciplinary teams and assigned to one of two community-based early childhood programs to administer a universal screening tool that assessed young children in several domains. The project was in its sixth year when the country stood still because of the COVID-19 pandemic. The project was re-envisioned, mid-course, to provide an equitable and rigorous assignment for students who were unable to complete the original assignment due to the lockdown. Student perceptions were compared, pre and post COVID; subsequent results are discussed in alignment with the original four goals of the project. Additionally, suggestions are posed to position this service-learning assignment for remote delivery should the pandemic persist to disrupt higher education

Service Learning in the Time of COVID-19

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Genome-wide association study identifies novel breast cancer susceptibility loci

Breast cancer exhibits familial aggregation, consistent with variation in genetic susceptibility to the disease. Known susceptibility genes account for less than 25% of the familial risk of breast cancer, and the residual genetic variance is likely to be due to variants conferring more moderate risks. To identify further susceptibility alleles, we conducted a two-stage genome-wide association study in 4,398 breast cancer cases and 4,316 controls, followed by a third stage in which 30 single nucleotide polymorphisms (SNPs) were tested for confirmation in 21,860 cases and 22,578 controls from 22 studies. We used 227,876 SNPs that were estimated to correlate with 77% of known common SNPs in Europeans at r2 &gt; 0.5. SNPs in five novel independent loci exhibited strong and consistent evidence of association with breast cancer (P &lt; 10(-7)). Four of these contain plausible causative genes (FGFR2, TNRC9, MAP3K1 and LSP1). At the second stage, 1,792 SNPs were significant at the P &lt; 0.05 level compared with an estimated 1,343 that would be expected by chance, indicating that many additional common susceptibility alleles may be identifiable by this approach.<br/