Staff Preferences in Children with Mental Retardation

Staff at a residential facility for children with mental retardation rated their most‐preferred and least‐preferred children on a list of child characteristics. Staff‐perceived characteristics that differed significantly between the most‐ and least‐preferred children were subjective traits involving physical attributes, mood, behaviour, and social qualities. The remaining characteristics comprised objective developmental traits that did not differentiate the two groups. Small children were more likely to be rated most‐preferred, and large children least‐preferred. Staff tended to discount positive traits in their least‐preferred children and tolerate negative attributes in their most‐preferred children. Some children were rated as both most‐ and least‐preferred by different caregivers. These findings add to the understanding of staff perceptions and attitudes and have implications for intervention.     

Making Valid and Consistent Inferences About School Effectiveness From Multiple Measures

This study explores the use of multiple measures to enhance the validity and reliability of inferences about school and district effectiveness. Using data from the state of Ohio, a framework for combining measures is applied to examine the individual and collective impact of multiple measures on both the federal AYP designations and state ratings. Implications for the use of multiple measures to broaden the construct of district and school effectiveness, improve the acceptance and legitimacy of accountability programs, and promote desired outcomes are discussed.     

Neonatal behavioral organization and visual processing at three months

In 2 studies, the Range of State cluster derived from infants' scores on the Neonatal Behavioral Assessment Scale with Kansas Supplements (NBAS-K) was found to correlate significantly with visual discrimination performance at 3 months of age. Contrary to the expectation that NBAS-K orientation scores would predict visual discrimination at 3 months, it was neonatal behavioral state organization that related to later cognitive functioning in infancy.     

The Vibrating Universe: Astronomy for the Deaf

The Deaf have often been overlooked when designing informal STEM education and public outreach activities. Astronomers at UC Riverside and teachers at the California School for the Deaf, Riverside (CSDR), have designed an astronomy workshop aimed specifically for the Deaf using the school’s on-site sound lab. We have used astronomy for this workshop because the field has a significant edge over other sciences to act as portal for K-12 engagement in science given the imagery it presents, the answers it offers to grand questions, and its interdisciplinary nature. The workshop is an unconventional activity that excites the students and provides a positive experience in astronomy, based on knowledge that they already acquired beforehand in the classroom. Our workshop uses electromagnetic emissions, enhanced sounds and sonification processes of cosmic phenomena that have low frequencies and sufficiently distinguishable patterns which are delivered to students through a specialized designed sound lab for the Deaf. Storytelling paired with videos and images are used to give understandable meaning to the sounds of the Universe. Positive feedback was collected from over 80 students who participated in our workshop. Our activity can be reproduced elsewhere to further engage the Deaf community in science.

     

School experiences of transgender and gender diverse students in Australia

Over the last decade, there has been an increase in global and local policy protections on the basis of gender identity and expression in education and a recent spate of coverage of transgender students on Australian television and news media. This paper explores the school experiences of Australian transgender and gender diverse students', with particular consideration of recognition of their gender identity in documentation, experiences of puberty and sexuality education, treatment by staff and students, and other forms of provision. It reports on the findings of a 2013 study which combined a survey of 189 transgender and gender diverse Australian students aged 14–25 years, with 16 online interviews with members of this group. The study was informed by a community advisory group which included a range of transgender, gender diverse and intersex people. Findings include both quantitative and qualitative data, detailing a trend towards more disruptive, fluid and inconsistent identifications by members of this student group, and a diversification of their needs at school. Student advocacy on topics including sexuality and puberty education was shown to be common and also useful in improving individual well-being and social outcomes. We offer some reflections towards more useful school practices and future research.     

Testing the Feasibility of Fidelity Evaluation in a Multisite,Multiprogram Initiative

Monitoring fidelity of implementation is a critical task when initiating evidence-based programs. This pilot study sought to identify best practices in a fidelity monitoring process and determine the feasibility of continuing a fidelity monitoring process with a multisite, multiprogram initiative. A fidelity log was created for each of 11 curricula, and data were entered online directly by educators. Analysis included 173 fidelity logs representing five curricula; qualitative and quantitative data were analyzed. Overall fidelity scores were promising and results indicate that fidelity monitoring in such a large program is feasible and was generally well-received by participants.     

Verbal Protocol Patterns of College Dormitory Counselors

This study examines the relationship of Verbal Protocol Patterns (VPP) to the core facilitative conditions of Accurate Empathy (AE) and Warmth (W) described by Truax and Carkhuff. The specific question addressed is: “What is the degree of relationship of certain verbal protocol patterns of college resident counselors to the variables of Accurate Empathy and Warmth?” The findings suggest that in this study more reflective, non-judgmental counselors were rated as providing a better counseling relationship when the measures of the relationship were the Truax Accurate Empathy and Warmth Scales. Interpretations of the findings are discussed.