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Articles 1 - 4 of 4
Full-Text Articles in Education
A Decade Of Disability Depictions In Newbery Award Books, H. Grow, Sharon Black, K. Egan, Tina Taylor, K. Moss, Rachel L. Wadham, Mary Anne Prater
A Decade Of Disability Depictions In Newbery Award Books, H. Grow, Sharon Black, K. Egan, Tina Taylor, K. Moss, Rachel L. Wadham, Mary Anne Prater
Faculty Publications
Newbery awards are conferred annually on books recognized as having made the most distinguished contribution to children’s literature; these books reach a wide audience, and their depictions of characters with disabilities can influence children's perceptions and attitudes toward individuals with disabilities. Eight Newbery Medal and Honor books chosen from 2010 to 2019 were identified as portraying 11 main or supporting characters with a disability. Six disabilities were represented: emotional disturbance, deafness, specific learning disability, speech/language impairment, orthopedic impairment, and traumatic brain injury. Applying the Rating Scale for Quality Characterizations of Individuals with Disabilities in Children’s Literature, we found most of …
Same But Different: Characters With Developmental Disabilities In Current Juvenile Literature, Tina Taylor, Kellie Egan, Kimberly T. Moss, Hannah P. Grow, Sharon Black, Mary Anne Prater
Same But Different: Characters With Developmental Disabilities In Current Juvenile Literature, Tina Taylor, Kellie Egan, Kimberly T. Moss, Hannah P. Grow, Sharon Black, Mary Anne Prater
Faculty Publications
As many children first encounter individuals with developmental disabilities (DD) through characters in children’s literature, these individuals must be depicted authentically. Using descriptive analyses, we evaluated 38 books written for children and adolescents (11 picture books, 17 chapter books) for their portrayals of characters with developmental disabilities, comparing the portrayals against those published in three previous studies. All books considered were eligible for the 2018 Dolly Gray Children’s Literature Award. Data were analyzed regarding personal portrayal, social interactions, and exemplary practices. Results indicated that most characters portrayed have ASD (80%) and the majority are male (65%). Generally, characters with DD …
An Exploration Of The Role Of Religion And Spirituality In The Treatment And Recovery Of Patients With Eating Disorders, P. Scott Richards, Michael E. Berrett, Carrie L. Caoili, Sabree A. Crowton, Randy K. Hardman, Russell N. Jackson, Peter W. Sanders
An Exploration Of The Role Of Religion And Spirituality In The Treatment And Recovery Of Patients With Eating Disorders, P. Scott Richards, Michael E. Berrett, Carrie L. Caoili, Sabree A. Crowton, Randy K. Hardman, Russell N. Jackson, Peter W. Sanders
Faculty Publications
This article reports two qualitative studies that explored how religion and spirituality (R/S) influenced the treatment and recovery process of patients with eating disorder. In Study 1 and Study 2, a total of 83 women who had successfully completed treatment at an inpatient eating disorder treatment center responded to open-ended survey questions about the role of R/S in their recovery. Twelve of the women in Study 2 participated in follow-up phone interviews. Qualitative analysis of survey responses and interview transcripts indicated that although many women believed R/S contributed to the development and maintenance of their eating disorder, most of them …
Effects Of Parent-Implemented Interventions On Outcomes For Children With Developmental Disabilities: A Meta-Analysis, Tina Taylor, Timothy B. Smith, Byran B. Korth, Barbara Mandleco
Effects Of Parent-Implemented Interventions On Outcomes For Children With Developmental Disabilities: A Meta-Analysis, Tina Taylor, Timothy B. Smith, Byran B. Korth, Barbara Mandleco
Faculty Publications
A large body of literature exists related to parent-implemented interventions for children with disabilities, so it is helpful to synthesize the results of outcome-based interventions for children with developmental disabilities. Specifically, what are the effects of parent-implemented interventions intended to improve children’s (1) social behaviors, (2) life skills/adaptive behavior, and (3) communication skills? Using meta-analytic aggregation of effect sizes across 30 studies with a total of 1,356 participants, this review examined the association between parent-implemented interventions and intended outcomes for young children with developmental disabilities. Across all 30 studies comparing children’s outcomes to control groups, the random-effects-weighted average effect size …