Digital Commons Network^™

Designing For Developmental Education, Michela Staker

Student Research Symposium

Designing in a universal context allows for an environment to be accessible, innovative, and conducive to the success of the user regardless of physical, emotional, or mental capabilities. This project integrates evidence-based design in order to convey a meaningful and uniquely curated environment for children with developmental disorders and/or sensory impairments to thrive in the context of developmental education.This research and design project focuses on the challenge of creating a space where children on the autism spectrum with learning disorders and/or sensory sensitivities feel educationally productive and comfortable with the stimuli around them at any given time. This project delves …

Psychosocial Experiences Of Parents Of Young Children Who Use Hearing Devices: A Scoping Review, Karen F. Munoz, Natalie Nichols, Sydnee Hill

Journal of Early Hearing Detection and Intervention

Objective: The purpose of this scoping review was to provide information about the research base related to psychosocial experiences of parents of young children who are deaf or hard of hearing (DHH) and use hearing devices. A scoping review identifies trends and gaps in available evidence and this information can be used to inform practice and identify areas in need of further research.

Design: A scoping review was conducted in June 2020 to identify English-language peer-reviewed journal articles published through May 31, 2020.

Study sample: Nine articles were found that investigated psychosocial factors of parents of children birth through five …

Visual Reinforcers Designed For Children With Developmental Disabilities, Angela Yarnell Bonino, Amanda Hemann, Deborah Mood, Emily Kay, Elizabeth S. Pancoast, Kristin K. Sommerfeldt

Journal of Early Hearing Detection and Intervention

A library of visual reinforcers has been created to facilitate visual reinforcement audiometry (VRA) testing in children with developmental disabilities. The library includes 45 reinforcer sets – photos or videos grouped by a common theme – that were created based on commonly reported interests of children with developmental disabilities. Each reinforcer set contains a minimum of 20 unique photo or video files that can be download in two formats: one for commercially available VRA reinforcement systems and another for a custom setup. The library is freely available for download online under a Creative Commons License (Creative Commons Attribution-NonCommercial 4.0 International …

Evaluation Of A Group Music Intervention To Support School-Readiness Skills In Preschool Children With Hearing Loss, Glynnis Dubois, Joanne Deluzio, Michael Thaut, Stephanie Nixon

Journal of Early Hearing Detection and Intervention

Although children with hearing loss are now often integrated into mainstream classrooms, many do not begin school with age-appropriate school-readiness skills. Traditional therapies in early listening and spoken language programs rarely focus on developing the social skills, executive functions, and motor abilities needed for the typical classroom environment of friends, academics, and play. The question, then, is how to incorporate group activities into traditional therapies in order to build skills in these areas, and whether or not the use of music and its social aspects could support this. A quasi randomized, group, facilitated, music intervention was conducted to help support …

The Role Of Early Intervention In Parental Self-Efficacy For Parents Of Deaf And Hard-Of-Hearing Children, Carrie Davenport, Derek Houston, Kristina Bowdrie, Rachael Frush Holt

Journal of Early Hearing Detection and Intervention

Purpose: To investigate the effects of age at enrollment in early intervention (EI) and dosage of EI services (frequency and intensity) on parental self-efficacy (PSE) and to determine whether parents with better PSE demonstrate more involvement in deciding Individualized Family Service Plan goals (IFSP), services, and amount of services.

Method: Sixty-five parent-child dyads were included in this retrospective between-subjects study. PSE was measured using the Scale of Parental Involvement and Self-Efficacy (DesJardin, 2003). Dosage of EI services and parent/professional involvement in IFSP decision-making were measured using a Child Demographic Questionnaire.

Results: Statistically significant correlations were not found between age at …

The Effects Of Early Intervention On Language Growth After Age 3 For Children With Permanent Hearing Loss, Lisa Davidson, Andrea Osman, Ann E. Geers

Journal of Early Hearing Detection and Intervention

Purpose: The overall goal of this study was to examine language performance in children with permanent hearing loss who were enrolled in a Listening and Spoken Language program. The influence of time spent in Early Intervention (EI) on language trajectories and ability to attain age-appropriate language skills was examined.

Methods: Retrospective data were obtained from children (N=48) who attended Central Institute for the Deaf (CID) for various lengths of time between 2004 and 2017. Children were grouped into those who had received EI prior to age 3 years versus those who did not. Standardized tests of receptive and …

Journal Of Early Hearing Detection And Intervention: Volume 6 Issue 1

Journal of Early Hearing Detection and Intervention

No abstract provided.

Preventing Teen Dating Violence And Promoting Healthy Dating Relationships Among Adolescents Ages 12-18: An Evidence-Based Practice Guide For School Social Workers, Rachel N. Waddell

Evidence-Based Social Work Practice Guide Series

This EBP guide is to help school social workers become familiar with the prevalence of teen dating violence, and learn some of the elements of unhealthy teen relationships. It also provides some guidance in promoting healthy relationship skills for adolescents ages 12-18, while promoting bystander intervention in teen dating violence. It can also be used as a resource for community members, families, and teens.

Fostering Resilience In Adolescents: An Evidence-Based Practice Guide For Therapists And Practitioners Of Adolescents In Foster Care, Jordyn Jacobson

Evidence-Based Social Work Practice Guide Series

This guide shares 5 evidence-based suggestions to aid practitioners in helping their clients in foster care increase in resilience.

Curriculum Subcommittee Agenda, April 1, 2021, Utah State University

Educational Policies Committee

Approval of 4 March 2021 Minutes

Program Proposals

• Create a Student Money Management Center.
• Create a Community Development Economics Minor.
• Change the CIP Code for the BS Aviation Technology- Professional Pilot degree from 49.0102 to 49.0101.
• Discontinue the Computer Science MS Plan C degree program.

Semester Course Approval Reviews

Other Business

• EPC/Curriculum Handbook Update
• New Curriculum Committee Chair Appointment

Curriculum Subcommittee Minutes, April 1, 2021, Utah State University

Educational Policies Committee

Approval of 4 March 2021 Minutes

Program Proposals

• Create a Student Money Management Center.
• Create a Community Development Economics Minor.
• Change the CIP Code for the BS Aviation Technology- Professional Pilot degree from 49.0102 to 49.0101.
• Discontinue the Computer Science MS Plan C degree program.

Semester Course Approval Reviews

Other Business

• Claudia Radel has become the new Department Head for Environment and Society.
• EPC/Curriculum Handbook Update
• New Curriculum Committee Chair Appointment
• Worked with the Provost and had discussions regarding a new chair for the Curriculum Committee.
• Matt Sanders as the new chair.

Educational Policies Committee Agenda, April 1, 2021, Utah State University

Educational Policies Committee

Subcommittee Reports

• Curriculum Subcommittee
• Academic Standards Subcommittee
• General Education Subcommittee

Other Business

• Communication Intensive Outcomes - Rubrics - Narrative
• EPC/Curriculum Handbook Updates
• Educational Policy Committee Chair Nominations

Educational Policies Committee Minutes, April 1, 2021, Utah State University

Educational Policies Committee

Subcommittee Reports

• Curriculum Subcommittee
• Academic Standards Subcommittee
• General Education Subcommittee

Other Business

• Communication Intensive Outcomes - Rubrics - Narrative
• EPC/Curriculum Handbook Updates
• Educational Policy Committee Chair Nominations

Rethinking Behavior - Spring 2021, Midwest Symposium For Leadership In Behavior Disorders

ReThinking Behavior Magazine

A magazine for professionals serving children and youth with behavioral needs.

Spring 2022, Volume 4, Issue 3

Religious, Secular, And Spiritual Diversity On Campus: Book Review Of Goodman, Giess & Patel (2019) Educating About Religious Diversity And Interfaith Engagement, Karin Dejonge-Kannan

Journal on Empowering Teaching Excellence

Book review of

Goodman, K.M., Giess, M.E., & Patel, E (2019). Educating about religious diversity and interfaith engagement: A handbook for student affairs. Stylus Publishing.

Pivoting At The Midpoint: How Midpoint Course Adjustments Influence Student Engagement, Alexander C. Romney, Mitchell Pound

Journal on Empowering Teaching Excellence

In higher education, instructors must often pivot to new methods, approaches, and exercises to help students achieve learning objectives in a particular course. These course pivots can be challenging to navigate; however, they are often the difference between a successful course and an unsuccessful one. Research on the punctuated equilibrium model of group development provides important insights for instructors on managing and navigating course pivots. This article reviews research on midpoint transitions and discusses the benefits of implementing midpoint pivots. It then introduces an example of a midpoint course pivot: The Stop-Start-Continue exercise. It concludes with a discussion of the …

Through The Eyes Of The Mentor: Understanding The Adolescent Developing Reader, Joanna C. Weaver, Cynthia D. Bertelsen, Timothy Murnen, Jessica N. Glanz

Journal on Empowering Teaching Excellence

While some teacher candidates may believe reading instruction is the responsibility of English teachers, providing teacher candidates across all content areas with opportunities to develop skills working with developing readers may impact this misconception. Since some teacher candidates have limited experience, confidence, and/or reading strategies to instruct developing readers, this study examines the individual experiences of reading mentors at a midwestern university and the effect of their experience on developing readers. This mentoring experience revealed an impact both for the teacher candidates and developing readers. This opportunity proved to be rewarding while providing a glimpse of the reality of working …

The Utah Statesman, March 29, 2021, Utah State University

The Utah Statesman

Weekly student newspaper of Utah State University in Logan.

Virtual Advocacy: Lived Experience Takes Center Stage During And After Pandemic, Gyasi Burks-Abbott, Amanda V. Gannaway, Amy Szarkowski, Jason M. Fogler, David T. Helm

Developmental Disabilities Network Journal

COVID-19 forced a significant change for participants of the Disability Policy Seminar (DPS) typically held annually in Washington, D.C. The DPS is a policy event that both informs its participants about current policy and supports attendees visiting Capitol Hill to meet with legislators. In 2020, the DPS event, which took place during the early phase of the pandemic, was shifted from “on the Hill” to “across the screen”. Through the various lenses of an autistic self-advocate, a mother of a child with a developmental disability, and faculty of a LEND (Leadership Education in Neurodevelopmental and related Disabilities) program, this paper …

Parents Of Children With Disabilities In The Early Months Of Covid-19: Knowledge, Beliefs And Needs, Mary Beth Bruder Phd, Tara M. Lutz Phd, Kelly E. Ferreira Phd

Developmental Disabilities Network Journal

COVID-19 has impacted families across the world. Besides the huge task of keeping their children and themselves healthy, families had more responsibilities such as supporting their children’s learning at home when they could not go to school. We asked 457 parents of children with disabilities about their knowledge, beliefs, and needs during the first few months of the pandemic. The parents reported a decrease in formal supports available to them. They also reported a decrease in being able to access informal supports. The parents stated concerns about the health and well-being of their families, the loss of jobs and income, …

Perspectives Of Immigrant Families And Persons With Disabilities During Covid-19, Diana Rodriguez Lmsw, Kathleen Mcgrath Msw

Developmental Disabilities Network Journal

Background: The health, economic, social, political, and psychological consequences of COVID-19 have been deeply felt on a global level. Persons with disabilities, including those from Hispanic/Latino immigrant communities, have faced unique challenges during both the peak and fallout of the pandemic. Throughout both the United States and New York City, COVID-19 has disproportionately affected communities of color. However, the impact of COVID-19 on persons with disabilities among immigrant and communities of color is still unfolding.

Aims: In this paper, we aim to better understand the compounded stress of the COVID-19 pandemic experienced by immigrant families who have a child with …

Family Caregiving During The Covid-19 Pandemic, Sharon Milberger, Christina Marsack-Topelewski, Elizabeth Janks, Preethy S. Samuel

Developmental Disabilities Network Journal

Background: The Coronavirus Disease-2019 (COVID-19) pandemic has taken a disproportionate toll on people with intellectual and developmental disabilities (I/DD) as well as their family caregivers. This is especially true for older family caregivers, many of whom assume dual or compound caregiving roles, and provide care as they undergo their own aging experiences. This research brief presents findings from family caregivers of adults with I/DD to better understand how the COVID-19 pandemic has affected their lives. Method: Thirty family caregivers from across the state participated in a one-hour special COVID-19 virtual discussion group. All participant identifiers were deleted from a …

“It’S An Opportunity To Get Opportunities”: A Brief Report On The Working Lives Of Individuals With Intellectual And Developmental Disabilities During The Covid-19 Pandemic, James Sinclair, Carly B. Gilson, Mary Whirley, Yi-Fan Li

Developmental Disabilities Network Journal

The Covid-19 pandemic has impacted countless individuals, including those who experience intellectual and developmental disabilities (IDD). Even amid a pandemic, for many individuals, working continues to be a critically important aspect of their life, providing opportunities to accomplish their desired quality of life. Currently, limitations exist to understanding both the working lives of individuals with IDD, but also how individuals with IDD make meaning from their work during a pandemic. Using a psychology of working theory (PWT; Blustein, 2006), this research brief summarizes a qualitative study on the working experiences of individuals with IDD. This study included interviews with six …

Autistic College Students And Covid-19: Anxiety, Support Needs And Responses By Specialized Programs, Jessica Monahan, Laurie Ackles, Amy D. Edwards, Brian Freedman, Pamela Withers Lubbers, Sara Sanders Gardner, Cherie A. Fishbaugh, Jane Thierfeld Brown

Developmental Disabilities Network Journal

Providing resources and support to college students during the COVID-19 global pandemic has produced unique challenges for all students, particularly those with autism. In March 2020, halfway through the spring term, the COVID-19 global pandemic forced most institutions of higher education across the country to move all instruction and support to an online, remote format, including those for students with autism. Colleges and autism support programs are now grappling with how to effectively support students amid a global pandemic. Yet there is little information available about how students’ needs have changed with this new environment. In this exploratory study, 76 …

Using Telehealth To Adapt Service Delivery For Children During The Covid-19 Pandemic, Maureen Russell, Cathron Donaldson, Jill Pleasant, Kelly Roberts

Developmental Disabilities Network Journal

Staff from the Institute for Human Development (IHD) at Northern Arizona University have provided evaluations for children with developmental disabilities (DD) in Arizona communities for over 20 years. These evaluations include Developmental Evaluations, Augmentative and Alternative Communication (AAC) evaluations, and evaluations for eligibility for Part C of IDEA (Individuals with Disabilities in Education Act) early intervention services. Following the evaluations, IHD staff may provide interventions that consist of training, coaching, and direct services.

Evaluations and follow-up interventions have historically been provided in homes, the community, or a clinic setting by interdisciplinary teams that consist of two or more of the …

Coming Together During Covid-19: A Mixed Methods Exploratory Study On Collective Efficacy In A State Developmental Disabilities Network, Arden D. Day, Michele Sky Lee, Ronda Jenson, Erica Mcfadden, Maureen Russell, Kelly Roberts, John Mcdermott, Nicholas Blum

Developmental Disabilities Network Journal

Background: Collective efficacy (CE) is a group’s shared belief that through their united efforts they can overcome challenges to achieve common goals (Bandura, 1993; 1997). CE has been shown to be related to professional growth, stress reduction, and overall collaborative impact in studies of groups responding to ongoing challenges as well as unforeseen circumstances (i.e. teachers, first-responders, and community responses to natural disasters) (Benight, 2004; Donohoo, 2016; Prati et al., 2011). COVID-19 has forced organizations serving individuals with disabilities to come together to adapt and change the ways in which they serve the disability community.

Objective: This study examines …

Assessing And Mitigating Risk For Applied Behavior Analysis Providers During A Pandemic, Joshua B. Plavnick Phd, Krista Clancy, Sharon Milberger

Developmental Disabilities Network Journal

The COVID-19 pandemic has significantly impacted the extent to which human service providers can safely deliver close-contact therapies in which social distancing cannot occur. Applied behavior analysis (ABA) therapy for children with autism spectrum disorder (ASD) is one such example, with the pandemic creating several barriers to safely delivering this essential service. The present paper describes the development and administration of a risk assessment and mitigation toolkit that was designed for ABA providers to make decisions about how to identify and mitigate risk in delivering therapeutic services to children with ASD. The toolkit includes considerations for clients, other household members, …

Person-Centered Practice As Anchor And Beacon: Pandemic Wisdom From The Ncapps Community, Connor Bailey, Martha Barbone, Lydia X.Z. Brown, Alixe Bonardi, Bevin Croft, Marian Frattarola-Saulino, Karyn Harvey, Miso Kwak, Kelly Lang, Nicole Leblanc, Michelle C. Reynolds, Carole Starr

Developmental Disabilities Network Journal

Objective: This article summarizes the individual, systemic, and collective challenges and opportunities presented by the COVID-19 pandemic, based on 16 videos solicited by the National Center on Advancing Person-Centered Practices and Systems (NCAPPS) and submitted by NCAPPS collaborators during the first six months of the pandemic.

Method: Informed by participatory action approaches and content analysis, we describe common themes in a series of 16 videos solicited by NCAPPS from subject matter experts with professional and lived experience of disability and human services systems.

Results: The team organized the findings to identify both specific factors within each of the levels and …

Using Quality Improvement (Qi)-Focused Evaluation To Redesign Direct Home- And Community-Based Services During The Covid-19 Public Health Emergency:, Marcia Moriarta, Anthony Cahill, Heidi Fredine

Developmental Disabilities Network Journal

Like many UCEDDs in the Developmental Disabilities (DD) network, the Center for Development and Disability at the University of New Mexico offers direct service programs in home and community settings. Before the start of the COVID-19 pandemic, services were delivered in-person to about 1,000 families across the state including clients with intellectual or developmental disabilities and/or from at-risk communities. In March 2020, due to the spread of COVID-19, a public health emergency was declared in New Mexico and home and community services were stopped throughout the state. This meant direct service programs at the Center had to turn to telehealth …

Mental Health Supportive Services During Covid-19: Proposing An Online, Self-Guided Acceptance And Commitment Therapy Program For Parents In The Disability Community, Ty B. Aller, Elizabeth B. Fauth, Sarah Hodgskiss, Jeff Sheen, Michael E. Levin

Developmental Disabilities Network Journal

Parents of Children with Intellectual and Developmental Disabilities (I/DD) often experience stress, and the COVID-19 pandemic has likely increased their stress. In the current paper, we describe four things. First, we describe how mental telehealth treatments can effectively decrease parent stress, including programs that target behavior training and those that provide therapy. Teleheath programs are delivered by phone, computer, or fully online. Second, we describe challenges of these programs and explain how online, self-guided programs may help address these challenges. Third, we explain our online, self-guided program based in Acceptance and Commitment Therapy (ACT). ACT is a specific type of …