A Tier 2 Support for Online Learners: Implementing a Technology-Aided Check-In/Check-Out for High School Students with Autism

Online education is an increasingly popular format of schooling used around the world (Digital Learning Collaborative, 2019). For students with Autism Spectrum Disorders (ASDs), challenges with executive functioning skills like self-management can have a significant impact on their ability to successfully participate in online learning. With a growing number of students with disabilities like ASD participating in online education, there is a need to explore support strategies that promote self-management in virtual environments that take into consideration the unique barriers of these students and their families. However, there is very limited research on providing behavioral support for students with ASD in online learning environments. This study used a mixed-method research design to determine the effectiveness of a technology-aided, modified Check-In/Check-Out (CICO) intervention package to improve the on-task behavior of three high school students with ASD enrolled in full-time online school. Additionally, this study sought to determine if there were changes in the self-efficacy of students and their parents throughout the duration of the study. The intervention package included a technology-aided CICO intervention, initial parent training of the intervention, and ongoing parent coaching. A multiple baseline across participants design was used to measure the percentage of on-task behavior for each student. Visual analysis was used to determine changes in trend and level across baseline and intervention phases of the intervention. Qualitative data was collected in two ways: students completed a self-efficacy questionnaire at the end of each observation, and parents described changes in their self-efficacy to support their students by participating in multiple semi-structured interviews throughout the study. The interviews were coded to identify common themes. A mixed-methods analysis was used to determine how the qualitative data informed the quantitative data. Results suggest the implementation of the CICO intervention increased on-task behavior of all three students. However, the intervention did not appear to have any influence on student self-efficacy. The parent interviews centered around four main themes: student learning challenges, parent engagement with the students, parent self-confidence, and support for the parent. Each parent viewed the intervention favorably and felt more capable of supporting their students after using the intervention. This study highlights areas that must be considered when developing and implementing individualized interventions in an online learning environment. For students to gain the skills necessary to self-manage in these settings, steps need to be made to ensure students and parents are active participants in intervention development and decision-making processes. Limitations of the study are addressed and suggestions for future research are provided

Validation of Novel Software Program to Assess Coincidence Anticipation Timing

The purpose of this study was to evaluate a novel coincidence anticipation timing (CAT) software tool by leveraging the testing protocol employed by Brady (1996). Eighteen test participants (8 men, 10 women) were recruited from a Division I Mid-Western State University. Participants comprised two groups, open skills athletes (n=9) and non-athletes (n=9). The CAT task delivered by the software tool involved a small green dot that traveled across a computer monitor at one of four different speeds (0.46 mph, 0.69 mph, 0.92 mph, and 1.15 mph). On the right side of the screen was a small, white target dot. Participants were instructed to depress the spacebar the instant that the green dot reached the white target dot. Absolute error (ms), constant error (ms), and variable error (ms) were measured and compared within and between the test groups corresponding with both athletic experience and sex. Error measurements were analyzed using a 3-way factorial MANOVA design. Similar to Brady (1996), results showed open skills athletes performed with less absolute error than non-athletes. On average, women were least accurate at 0.92 mph compared to all other speeds. In accordance with Brady (1996), open skills athletes performed with less response bias (as evidenced by constant error) compared to that of non-athletes. A significant main effect was observed for the influence of speed on variable error, however subsequent post-hoc analyses did not demonstrate significance for any specific comparison. Participants were most variable at the 0.92 speed, and least variable at the 0.46 speed. In conclusion, the newly developed CAT software tool elicited performance outcomes comparable to those observed by Brady (1996). Future assessments should include an evaluation of the repeatability of the CAT software utility. Ultimately, the software-based CAT test may offer a more cost-effective and flexible assessment tool than traditional Bassin Timer devices

The Impact of Pre-Performance Anxiety on VO2Peak Values in Female Collegiate Soccer Players

Peak oxygen consumption (VO2peak) testing is commonly performed to assess endurance training effectiveness in athletes, including soccer players. However, how variables such as playing position, training type (off-vs. in-season), and performance anxiety levels affect maximal exercise capacity have not been determined. PURPOSE: The aim of this study was to determine the effect of positioning, training type, and pre-performance directional anxiety on VO2 max values in female soccer players. METHODS: Sixteen female collegiate soccer players completed two trials using a cycle ergometer. VO2peak was determined by the participant’s inability to continue pedaling and/or an established plateau in VO2 despite increasing workload. Prior to testing, a Competitive State Anxiety Inventory (CSAI-2) was completed to determine somatic anxiety, cognitive anxiety, and self-confidence. RESULTS: No significant differences were found between VO2peak and positioning, training type, and pre-performance directional anxiety (p=0.085, p=0.115, p=0. 244 respectively). However, a strong correlation was found between somatic and cognitive anxiety (r2= 0.736, p=0.079). CONCLUSION: VO2peak values were not affected by positioning type in female collegiate soccer players. High and low levels of anxiety did not predict maximal performance capabilities; however, somatic and cognitive anxiety positively interacted in determining performance. To better characterize performance anxiety in the future, research could examine cortisol levels prior to maximal performance

The Value of Genetic Information to Bull Buyers: A Combined Revealed, Stated Preference Approach

Livestock Production/Industries,