Correction to: Cluster identification, selection, and description in Cluster randomized crossover trials: the PREP-IT trials

An amendment to this paper has been published and can be accessed via the original article

Modelling human choices: MADeM and decision‑making

Research supported by FAPESP 2015/50122-0 and DFG-GRTK 1740/2. RP and AR are also part of the Research, Innovation and Dissemination Center for Neuromathematics FAPESP grant (2013/07699-0). RP is supported by a FAPESP scholarship (2013/25667-8). ACR is partially supported by a CNPq fellowship (grant 306251/2014-0)

Surveying College Students About Their Pereceptions of Test Accommodations

Test accommodations are commonly defined as a change in the way that a test is administered or responded to by the person tested and are intended to offset or correct for distortions in scores caused by a disability (McDonnell, McLaughlin, & Morison, 1997). Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, individuals with disabilities are guaranteed certain protections and rights to equal access to programs and services. Since test accommodations have been available teachers, parents, and students with or without disabilities have formed several perceptions. For example, some people believe test accommodations are too difficult for students to utilize. Others believe some students take advantage of test accommodation which could lead to a differential boost effect (Fuchs & Fuchs, 2001). Unfortunately, there has not been any research about the perceptions of college students on test accommodation. Therefore, the objective of this study was to determine if there are similarities or differences in perceptions between students with or without test accommodations. Current undergraduate students enrolled in psychology courses at MSU, Mankato were surveyed about their knowledge of test accommodations and their perceptions regarding test accommodations. Descriptive analyses were conducted on all completed surveys. Results regarding the perceptions of test accommodations for students with and without learning disabilities will be discussed

An In-Depth Exploration of the 1880 Fire at the Minnesota State Hospital for the Insane

The purpose of this research was to describe, in a historical context, the effects of a devastating fire on the Minnesota State Hospital for the Insane. This fire in 1880 destroyed a large part of the asylum where patients lived and were treated for mental illness. Along with much property damage, there were many injuries and deaths. In particular, some of the ―treatments‖ of the day included warm beds as well as seclusion and restraint, which caused confusion for patients during the fire. This project reviewed many historical articles and artifacts to detail the aftermath of this fire and its effects on the care of the mentally ill in Minnesota. This research revealed important findings for state emergency preparedness and patient care in state facilities

Examining the Characteristics of School Psychology Programs Accredited by the American Psychological Association

The current study examined the characteristics of the 61 school psychology doctoral graduate programs that are accredited by the America Psychological Association (APA). The researchers examined the general characteristics of the 55 Ph.D. programs and 6 Psy.D. programs by conducting an extensive review of each program‘s website. For example, the investigators examined the number faculty members, highest degree held by professors, and graduate school professors attended. In addition, the researchers looked at which department houses the school psychology graduate program. While examining the faculty currently working at these accredited programs, it was discovered that 22 out of the 61 programs have homegrown professors. That is, professors who earned their graduate degree at the university for which they are now employed. In total, 36.1% of professors in the 61 programs obtained their degree from the university at which they currently teach. The two universities with the highest number of homegrown professors are University of California, Berkley and University of Missouri, Columbia. Additional findings will be discussed