Education Commons^™

Qualitative Evaluation Of Interprofessional Education Experiential Learning (Ipeel) For Health Professional Students, Kelle Deboth Foust, Madalynn Wendland, John Schaefer, Suzanne Giuffre, Donald Allensworth-Davies

Journal of Occupational Therapy Education

Interprofessional education (IPE) is critical for health professional students to form professional identities and develop collaborative skills. Although accrediting bodies mandate incorporating IPE, the effects of IPE programming on health professional students and the best pedagogical approach for achieving desirable outcomes are still unclear. In addition, specific effects of IPE within the context of experiential learning are not fully understood. That is, the literature has not presented a clear framework for structuring IPE programs, nor have outcome measures for IPE utilizing experiential learning (IPEEL) been established. The purpose of this study was to complete a grounded theory qualitative analysis of …

Get The Wiggles Out: Sensory Paths A Motor-Based Intervention To Decrease Out-Of-Seat Events In Preschool Children With Special Needs., Teresa Ludwig

Occupational Therapy Doctorate Capstone Projects

Sensory Paths are sensory motor-based interventions that will provide opportunities for teachers to incorporate structured movement into the natural classroom routine, such as before circle time, to help the children in their classes be ready for learning by increasing attention and decreasing out of seat events.

This single subject A-B-A design project, rooted in the Ecology of Human Performance framework, explored providing structured sensory motor-based opportunities prior to circle time throughout the classroom day to decrease interfering behaviors in the classroom, such as out of seat behaviors and improve attention during circle time.

The results indicate that the Sensory Paths …

Effectiveness Of Collaborative Handwriting Curriculum: Handwriting Without Tears And Orton-Gillingham, In Kindergarten Classroom Setting., Merry G. Harper

Occupational Therapy Doctorate Capstone Projects

Background: Formal handwriting instruction, using evidence-based, developmentally appropriate handwriting programming, in school based occupational therapy is necessary to support the role of a student. Handwriting is an occupation of children in the school environment. Without formal handwriting instruction in place there is evidence to support occupational therapy intervention providing a handwriting program can improve handwriting success.

Purpose: The purpose of this research study is to determine the clinical efficacy of a hybrid approach to handwriting instruction pairing the Handwriting Without Tears and Orton-Gillingham instructional programming for prewriting and handwriting skills in the kindergarten population. The research question addressed is: Will …

Understanding Parent Beliefs And Attitudes Regarding Healthy Relationships And Sexuality Education: Bridging The Inclusivity Gap, Marie C. Zarrilli

Occupational Therapy Doctorate Capstone Projects

Children, adolescents, and young adults with Intellectual and Developmental Disabilities (IDD) are often excluded from receiving Comprehensive Sexuality Education (CSE), even though they are at increased vulnerability for sexual abuse and exploitation. Although some curricula are emerging that are adapted for individuals with IDD, rigorous effectiveness studies are sparse. The purpose of this capstone project was to empirically explore the beliefs, attitudes, and comfort level of parents with sexuality education program types and content regarding their own parent/child communication and the need for training and resources. This capstone project used a quantitative, cross-sectional, descriptive survey design. The survey consisted of …

Connection Between Tutoring Format Type And Reading Scores Of Elementary Aged Children, Emma T. Moates, Theresa M. Nowak, Jonathan S. Gore

Kentucky Journal of Undergraduate Scholarship

Extant research shows that response to intervention (RTI) individual and small group interventions increase children’s reading skills; however, little information is available that investigates whether the type of intervention format makes a difference in learning to read. The Early Childhood Longitudinal Study, Kindergarten class (ECLS-K) database was used to identify third-grade children who received individual, small group, or combined individual and small group tutoring, to increase their reading skills. The current study compared reading scores associated with each intervention type to determine which reading intervention format was most beneficial. The results from this study showed that children receiving small group …

Knowledge And Perceived Barriers Of Ot Students In The Transition Planning Process: A Pilot Study, Patrick A. Leytham, Robyn Otty

Journal of Occupational Therapy Education

The involvement of related service personnel (such as occupational therapists) in the transition planning process for children with disabilities has consistently been reported as low. The purpose for this pilot study was to (a) compare Masters-level occupational therapy student knowledge of transition-related terminology to practicing therapists and (b) determine what perceived barriers students have as it relates to transition planning. A one-shot case study design was used to collect data. Occupational therapy students participated in a one-hour lecture on transition planning and a three-hour lab wherein they learned how to administer transition planning inventories. Afterwards, they completed a brief survey …

The Educational Experience Of Students Who Are Deaf And Hard Of Hearing In Kentucky, Emory Bell

Kentucky Journal of Undergraduate Scholarship

Children who are Deaf or Hard of Hearing (DHH) require much specialized instruction in order to successfully learn in school. Through my course of studies in the Education of the Deaf and Hard of Hearing program at Eastern Kentucky University, I was made aware that there is a shortage of teachers of the deaf in Kentucky, and that as a result many children who are DHH are being taught by teachers without specialized DHH certification. This led to me to wonder just what the educational experience of a child who is DHH in the state of Kentucky looked like. Through …

Incorporating Meaningful Occupations Of Students With Moderate To Severe Intellectual Disabilities Into Structured Learning Experiences With Transition Planning At A Public School System, Catherine Gardner

Occupational Therapy Doctorate Capstone Projects

The purpose of this capstone project was to learn from stakeholders how to identify meaningful occupations of students with moderate to severe intellectual disabilities and how to incorporate them into their structured learning experiences in school to help them prepare for adult life upon graduation at 21 years old. The project also sought to explore how to involve the students and their families in the process of identifying meaningful occupations.

Turning Teachers Into Action Researchers In Their Classrooms, Dusty Embury Columbia, Laura S. Clarke

EKU Faculty and Staff Scholarship

Action research is often called the teacher’s research and often feels like a common sense approach to solving problems, but not all pre-service teachers begin careers knowing how to use this methodology to improve their own practice. This article offers a rationale for teaching pre-service teachers the skills and action research methodology as a tool for professional improvement based on the experiences of the authors engaging in a reflective process for teaching. While not generalizable, it is hoped that lessons learned may be applied by other faculty in teacher education programs.

Turning Teachers Into Action Researchers In Their Classrooms, Dusty Columbia Embury, Laura S. Clarke

EKU Faculty and Staff Scholarship

Action research is often called the teacher’s research and often feels like a common sense approach to solving problems, but not all pre-service teachers begin careers knowing how to use this methodology to improve their own practice. This article offers a rationale for teaching pre-service teachers the skills and action research methodology as a tool for professional improvement based on the experiences of the authors engaging in a reflective process for teaching. While not generalizable, it is hoped that lessons learned may be applied by other faculty in teacher education programs.

Speech-Language Pathologists' Perceptions And Use Of Service Delivery Methods And Models In School-Based Practice, Burgandy Deann Henderson

Online Theses and Dissertations

ASHA (1991c) identifies the value of consultation and collaboration across disciplines in the public school setting. Historically, speech-language pathologists (SLPs) have pulled children out of the classroom to provide therapy in individual or small group settings. However, evidence continues to show the merit of consulting and collaborating with other professionals in the school in order to fully integrate classroom curriculum and support service goals (ASHA, 1991c; ASHA, 2010f; Mecrow, Beckwith, & Klee, 2010; Ritzman, Sanger, & Coufal, 2006). The purpose of this study was to explore SLPs' perspectives and use of consultation and collaboration in the public schools. A survey …

The Effectiveness Of Occupational Therapist Guided Remediation Through Handwriting Home Programs, Cindy W. Poole Mrs.

Occupational Therapy Doctorate Capstone Projects

Objective: The purpose of the study was to examine the effectiveness of an occupational therapist guided, parent-taught home handwriting instruction program for alphabet letter mastery and as a potential school system service delivery model.

Methods: Sixteen teacher referred students participated in this two-group pre-test posttest design using the Test of Handwriting Skills-R and parent survey data to determine summer remediation program effectiveness.

Results: Parent survey support correlated to statistically significant intervention group THS-R mean change standard scores in alphabet letter formation from pre-test (M = 89.57, SD = 12.12) to posttest (M =101.4, SD = 10.39), t …

Stakeholders' Knowledge Impacting The Academic And Social-Emotional Needs Of Twice-Exceptional Students In Kentucky, Katrina Ann Sexton

Online Theses and Dissertations

Decades worth of studies have documented the role of teacher training in identifying children with exceptional needs. Yet, none have investigated the differences between teacher training, teacher knowledge, and teacher roles in relation to the identification of twice-exceptional (2E) children. There is a need to understand the factors that affect teachers’ knowledge and abilities to identify 2E students, specifically during the early formative years [primary and middle grades] when identification commonly occurs. Supported by the Multiple Intelligences (MI) theory, Autonomous Learner Model (ALM), and Integrated Curriculum Model (ICM), the purpose of this quantitative study was to determine if teacher education …

Exploring The Utilization Of Applications As A Form Of Augmentative And Alternative Communication By Speech-Language Pathologists, Joselyn Rae Gilbert

Online Theses and Dissertations

This pilot study consisted of two main purposes: 1) to examine whether SLPs who are already using augmentative and alternative communication (AAC) in therapy are using apps as a form of AAC, and within what parameters, and 2) to explore possible reasons SLPs are using apps as AAC, and possible sources for their clinical decision making using AAC apps. A nationwide survey was sent out to speech-language pathologists who were members of four ASHA Special Interest Groups. Descriptive statistics were used to analyze data gathered from the survey. Results from this study suggested some SLPs use apps as a form …

Kentucky Speech-Language Pathologists' Confidence And Education In Providing Services To Spanish-English Bilingual Children In The Public Schools, Leah Katherine Cooley

Online Theses and Dissertations

The American Speech-Language-Hearing Association (ASHA) has mandated that all speech-language pathologists (SLPs) competently assess and serve children from diverse cultural backgrounds (ASHA, 2010). In Kentucky, there has been a 121% increase in the Hispanic population in the last ten years (O'Neill, 2011). As the population of Kentucky becomes more diverse, it is essential that SLPs have cultural competence and confidence in serving clients with culturally-linguistically diverse backgrounds. The purpose of this study was to compare the amount of multicultural pre- service training and continuing education Kentucky SLPs have received to the amount received by the SLPs surveyed in the larger …

Teacher Perceptions And Knowledge About Stuttering Before And After An In-Service Training, Micha Lachole Hobbs

Online Theses and Dissertations

This study was designed to further investigate the relationship between teachers' knowledge and perceptions of stuttering before and after an in-service training. Specifically, to determine whether providing teachers with training on stuttering increases their knowledge of stuttering and contributes to more positive perceptions towards their students who stutter (SWS). The participants were twenty-three elementary and secondary teachers from Wolfe County Kentucky who currently had students in their classrooms who stuttered and volunteered to participate in this study. The participants' knowledge about stuttering was measured using the Alabama Stuttering Knowledge Test (ASK) and their perceptions were measured using the Teacher Attitudes …

Perceived Levels Of Confidence And Knowledge Of Autism Between Paraprofessionals In Kentucky Schools And Parents Of Children With Autism, Laura Nichole Baker

Online Theses and Dissertations

A total of 173 special education paraprofessionals and 49 parents of children with autism responded to a survey investigating perceived levels of confidence and knowledge of autism. The purpose of this study was to determine if paraprofessionals assigned to children with autism in Kentucky public schools were adequately trained, skilled and knowledgeable in their provision of services to children with autism. Parents scored significantly higher in their amount of autism knowledge when compared to paraprofessionals. Paraprofessionals were found to be significantly more confident in their ability to provide instructional support to children diagnosed with autism than were the parents. Results …

Kentucky Youth At Risk Transitions: A Report To The Commonwealth, Doris E. Pierce, Norman Powell, Amy Marshall, Ronnie Nolan, Elaine Fehringer

Educational Leadership and Policy Studies Faculty and Staff Research

In the Commonwealth of Kentucky, there are over 22,000 youth being educated in programs that are funded, operated or contracted by state agencies. These state agency children come from a variety of socioeconomic backgrounds and bring a multiplicity of social, psychological, behavioral and educational problems that challenge teachers and staffs. These particular Kentucky students, more than any others, are at the greatest risk of not making successful transitions into adulthood. It is critical that all such young people be afforded the highest quality of transition planning and support so that they can become successful and productive adults. This report is …

An International Exchange Program: Self-Esteem Building And Relationship Development For Youth And Staff, Norman Powell, Tony Maciocia

Educational Leadership and Policy Studies Faculty and Staff Research

Troubled youth can manage, and benefit from, short intensive relationship-centered experiences. This article reports on an innovative staff and client exchange program involving groups from Montreal, Quebec and Washington, D.C. Such experiences, as well as enhancing the youths' cultural awareness and self-esteem, provide exciting staff-development opportunities.

"A Rose Is A Rose Is A Rose": The Definition Debate, Norman Powell

Educational Leadership and Policy Studies Faculty and Staff Research

There has been much discussion and debate among child care workers about the definition of "child care workers." Who is a child care worker? What does the child care worker do with children that is unique and different from the teacher, nurse, the social worker, or the psychologist does?