The Design of an IEP Decision Aid: A Tool for Diverse Parents of Children with Autism

Decision-making is a universal process that occurs constantly in life. Parent participation in educational decision-making is recognized as important by special education law, by special education and school psychology literature (Christenson & Sheridan, 2001; IDEIA, 2004;). Partnership in decision-making is especially important for parents of diverse culture and SES, who participate at lower rates, and for whom participation and partnership may mean different things (Epstein, 2001; Gaitan, 2004). Within that population, partnering with parents of children with autism is a priority due to the complex effects of autism on children's communication, socialization, and behavior, a plethora of available resources and interventions, and negotiation of those resources and roles of schools with the expectations of parents. Decisions that diverse parents must make are often complex and their priorities may be different than those of the professionals with whom they work (Dunlap & Fox, 1999; Mandell & Novak, 2005). One method that has been used in the field of medicine, and to a lesser degree in education, is the use of decision-making aids to enhance joint decision-making between patients and providers or between parents and educational professionals (Giangreco, Cloninger & Iverson, 1998; O'Connor et al 2009). However, when these tools are reviewed, few posit a theoretical basis, and when educational decision tools are evaluated using an international quality criteria checklist, they fall short in addressing specific populations and encouraging parents to identify their values and in a process for making decisions, and focus on professionals as the administrator of the tool. This study utilized design research methodology to develop a grounded theory model of IEP decision-making for diverse parents of elementary-aged children with autism in Kansas City, KS public schools and to create a decision aid based in the grounded theory and other sources. Participants report a variety of types of decisions that parents make when working with their IEP team, as well as the interaction and influence of varying layers of child, parent, family, systemic, and relational factors into parents' decision-making process. Participants report four general types of parent response when presented with IEP decisions. In partnership with an Advisory Board comprising parent and professional participants, the grounded theory, decision aid standards, and other resources served as a basis for the design of an IEP decision aid tool

Fine-scale genetic structure and cryptic associations reveal evidence of kin-based sociality in the African forest elephant

Spatial patterns of relatedness within animal populations are important in the evolution of mating and social systems, and have the potential to reveal information on species that are difficult to observe in the wild. This study examines the fine-scale genetic structure and connectivity of groups within African forest elephants,Loxodonta cyclotis, which are often difficult to observe due to forest habitat. We tested the hypothesis that genetic similarity will decline with increasing geographic distance, as we expect kin to be in closer proximity, using spatial autocorrelation analyses and Tau Krtests. Associations between individuals were investigated through a non-invasive genetic capture-recapture approach using network models, and were predicted to be more extensive than the small groups found in observational studies, similar to fission-fusion sociality found in African savanna (Loxodonta africana) and Asian (Elephas maximus) species. Dung samples were collected in Lopé National Park, Gabon in 2008 and 2010 and genotyped at 10 microsatellite loci, genetically sexed, and sequenced at the mitochondrial DNA control region. We conducted analyses on samples collected at three different temporal scales: a day, within six-day sampling sessions, and within each year. Spatial autocorrelation and Tau Krtests revealed genetic structure, but results were weak and inconsistent between sampling sessions. Positive spatial autocorrelation was found in distance classes of 0–5 km, and was strongest for the single day session. Despite weak genetic structure, individuals within groups were significantly more related to each other than to individuals between groups. Social networks revealed some components to have large, extensive groups of up to 22 individuals, and most groups were composed of individuals of the same matriline. Although fine-scale population genetic structure was weak, forest elephants are typically found in groups consisting of kin and based on matrilines, with some individuals having more associates than observed from group sizes alone

Applying the Self-Determined Learning Model of Instruction to the Psychotherapeutic Context for People with Intellectual/Developmental Disabilities

The Self Determined Learning Model of Instruction is an evidence-based intervention for supporting self-directed goal setting and problem solving. Traditionally, the SDLMI has not been applied in the psychotherapeutic context, however we propose that the SDLMI is an approach that could be integrated into such a context to support self-determination, goal setting, and goal attainment. In this paper, we specifically focus on connections between the SDLMI and cognitive behavior therapy (CBT) and how the approaches can be used jointly, during psychotherapy to support teens and young people with intellectual and developmental disabilities to set, work towards, and reach goals. Implications for future research and practice are discussed

Exploring Parent/Caregiver Perspectives of Self-Determination and Its Impact on Mental Health in Adolescents with and without Disabilities

Introduction. Parents and caregivers play key roles in supporting the development of self-determination and mental health needs in adolescents with and without disabilities. This study explored parent/caregiver perceptions of the relationships among mental health and self-determination constructs for youth with disabilities, across gender and disability status. Method. Parents/caregivers of adolescents with and without disabilities completed rating scales regarding adolescents’ self-determination status (Self Determination Inventory) and mental health symptoms (Behavior Assessment System for Children, 3rd Edition). Bayesian analyses examined the relationships among self-determination and mental health status. Results. Results are mixed, indicating moderate to robust relationships for self-determination as a moderator for the relationship between disability status and adaptive skills and behavioral symptoms, but mixed results for self-determination as a moderator of those demographic variables on internalizing and externalizing symptoms. Conclusion. While sample size is limited, results suggest that there are potential relationships among these variables that warrant further exploration

March Mammal Madness and the power of narrative in science outreach.

March Mammal Madness is a science outreach project that, over the course of several weeks in March, reaches hundreds of thousands of people in the United States every year. We combine four approaches to science outreach - gamification, social media platforms, community event(s), and creative products - to run a simulated tournament in which 64 animals compete to become the tournament champion. While the encounters between the animals are hypothetical, the outcomes rely on empirical evidence from the scientific literature. Players select their favored combatants beforehand, and during the tournament scientists translate the academic literature into gripping "play-by-play" narration on social media. To date ~1100 scholarly works, covering almost 400 taxa, have been transformed into science stories. March Mammal Madness is most typically used by high-school educators teaching life sciences, and we estimate that our materials reached ~1% of high-school students in the United States in 2019. Here we document the intentional design, public engagement, and magnitude of reach of the project. We further explain how human psychological and cognitive adaptations for shared experiences, social learning, narrative, and imagery contribute to the widespread use of March Mammal Madness

Network constructed from dung sample group data using all individuals.

<p>Dung samples that were collected outside of groups were not included. Nodes represent individuals and edges indicate individuals whose dung was collected as part of the group. Squares represent males, while circles represent females. The size of the node reflects the age category; adults are the largest, unknown ages are of medium size, and juveniles are the smallest. Colors represent mitochondrial DNA haplotype; pink, Lope1; orange, Lope3; yellow, Lope4; green, Lope5; aqua, Lope6; blue, Lope7; purple, Lope9. Edges are weighted according to relatedness; those with thicker lines representing more closely related dyads.</p

Summary of sample collection, rainfall, genotyped samples, age categories, and sexes of unique individuals.

<p>For the year analyses, samples were combined with those from a separate observational study (n = 88 from 2008, n = 142 from 2010).</p

Spatial autocorrelation correlograms for adult female pairs, by year and day.

<p>(A) Represents correlogram from year 2008, (B) 2010, and (C) a single day. Significant distance classes are designated with an asterisk (*) and based on 95% confidence intervals from permutation analysis. Dotted lines represent the upper and lower bounds of the 95% confidence interval generated from random permutations, while bars represent 95% error generated from bootstrap tests.</p

Map showing the SEGC study zone within Lopé National Park, Gabon.

<p>Map showing the SEGC study zone within Lopé National Park, Gabon.</p