Daring to Lead : Global perceptions of the IFHE Position Statement "Home Economics in the 21st Century"

Peer reviewedPublisher PD

Home Economics in the 21st Century : A Cross Cultural Comparative Study

This article is reprinted with permission from the International Federation for Home Economics, August 2010Peer reviewedPublisher PD

Teaching Java to IS Students: Top Ten Most Heinous Programming Errors

Learning to write computer programs is a difficult process. This short experience paper details ten common, yet difficult to spot errors made by students in my introductory Java programming classes. The errors detailed in this article are considered heinous because they either don\u27t occur every time, are hard to spot when desk checking code, are due to an inconsistency in the Java language itself, or all of the above. Along with the errors this article describes teaching techniques to help students avoid them and suggests potential language modifications to preclude them

Class Videos of Important People (Class VIP): a school-based social intervention for adolescents with autism spectrum disorder and/or intellectual disability

Youth with disabilities, including those with autism spectrum disorder (ASD) and intellectual disability (ID), have difficulty forming and maintaining peer relationships (Carter & Hughes, 2005; Guralnick, 1999; Meyer & Ostrosky, 2014; Petrina, Carter, & Stephenson, 2014; Shattuck, Orsmond, Wagner, & Cooper, 2011; Wagner, Newman, Cameto, Garza, & Levine, 2005). This is of concern considering that early friendships are important to positive social, cognitive, and emotional development, and contribute to future success and wellbeing (Carter & Hughes, 2005; Meyer & Ostrosky, 2014; Petrina et al., 2014; Wagner et al, 2005). Of all youth with disabilities, those diagnosed with ASD and/or ID (ASD/ID) who have greater cognitive and communication challenges may present with the most severe social impairments (de Bildt et al., 2005; Matson et al., 2009; Wilkins & Matson, 2009). However, effective interventions for adolescents with ASD/ID who have limited cognitive and communication skills are limited by gaps in the social intervention literature. In general, the social intervention literature focuses on: (1) younger children (Carter, Sisco, Chung, & Stanton-Chapman, 2010; Hughes et al., 2012), (2) children with ASD/ID who have stronger cognitive and communication skills (Walton & Ingersoll, 2013), (3) only immediate outcomes in the contrived intervention context (Gresham et al., 2001; Hughes et al. 2012; Sheridan, Hungelmann, & Maughan, 1999), and (4) discrete social skills outcomes rather than friendship-based outcomes (Finke, 2016). A program to address these gaps is needed. Class Videos of Important People (Class VIP) is a theory- and evidence-driven school-based social intervention for adolescents with ASD/ID who have limited cognitive and communication skills. The 20-week program will include: (1) video self-modeling, (2) positive self-review, (3) peer disability awareness education, (4) peer training, and (5) teacher training. Goals of the program will be to improve quality of social interactions, increase self-efficacy, and increase friendship formation among students with ASD/ID. The proposed evaluation plan will explore feasibility of program implementation and preliminary outcomes. Potential funding of the program and dissemination activities will also be discussed