Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Entire DC Network
Counseling Clients With Traumatic Brain Injury: Exploring Counselors’ Perceived Knowledge, Comfort, And Self-Awareness, Michelle Bradham-Cousar
Counseling Clients With Traumatic Brain Injury: Exploring Counselors’ Perceived Knowledge, Comfort, And Self-Awareness, Michelle Bradham-Cousar
USF Tampa Graduate Theses and Dissertations
The number of traumatic brain injury (TBI) diagnoses continues to rise each year. Counseling is a critical factor in TBI treatment, and although numerous studies have investigated TBI outcomes, a paucity of researchers have studied professional counselors’ knowledge, comfort, and self-awareness when working with TBI clients. Due to the diversity of counselor caseloads, it is likely that counselors will serve clients with a dual diagnosis that includes TBI. These dual diagnoses include depression, posttraumatic stress disorder, anxiety, psychosis, or another neurocognitive disorder. The purpose of this study was to explore counselors’ knowledge, comfort, and self-awareness when working with individuals with …
Analyzing The Retention Of Knowledge Among General Chemistry Students, James T. Kingsepp
Analyzing The Retention Of Knowledge Among General Chemistry Students, James T. Kingsepp
USF Tampa Graduate Theses and Dissertations
General chemistry is a survey course meant to form a foundation for students’ to build upon as they progress into chemistry sub-disciplines. The effectiveness of this foundation rests heavily on students’ abilities to retain or relearn concepts from the course. This study seeks to investigate the utility of a measure of general chemistry students’ knowledge retention across the time period of one semester. This approach was enacted in five different courses of either first or second semester general chemistry. The results showed that one-quarter to one-half of students exhibited a high rate of retention across the semester. A smaller group, …
Extending Brief Error-Correction Assessments To Adults With Intellectual Or Developmental Disabilities, J Turner B. Braren
Extending Brief Error-Correction Assessments To Adults With Intellectual Or Developmental Disabilities, J Turner B. Braren
USF Tampa Graduate Theses and Dissertations
We extended the results of Carroll, Owsiany, and Cheatham (2018) by evaluating the predictive validity of a brief error-correction assessment (brief assessment) in adults with intellectual or developmental disabilities. A brief assessment and validation assessment were conducted for each participant, where the efficiency and intrusiveness of six error-correction procedures (ECP) were compared when teaching participants to assemble arbitrary Lego structures. During Phase 1, we evaluated whether we obtained orderly acquisition data during the brief and validation assessments and evaluated overall correspondence between the brief and validation assessments. During Phase 2, we developed an empirical decision-making model to identify the most …