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CEHD Research Day

CEHD Research Day showcases the impact of college research on our lives. Research Day 2017 will be held Tuesday, March 28, from 11:00 AM to 10:00 PM in the Memorial Hall at McNamara Alumni Center. Consider joining us a little early for the final round of the CEHD Three-Minute Thesis Competition!

Please RSVP by March 22

Research Day 2016 Posters

Educational Equity in Action

Establishing a comparative score rubric for supporting high quality English and Spanish early literacy instruction and intervention.

Author(s):Alisha Wackerle-Hollman and Lillian Duran
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Evidence suggests Spanish-English bilinguals (SEBs) utilize cross-linguistic transfer when learning English as their Evidence suggests Spanish-English bilinguals (SEBs) utilize cross-linguistic transfer when learning English as their second language (Melby-Lervåg & Lervåg, 2011) and various current Spanish measures employ conceptual scoring as a method to capture performance in English and Spanish to appropriately understand language growth as a combined construct (Bedore, Peña, Garcia & Cortez, 2005). However, we posit Spanish and English have complementary but separate trajectories, resulting in a need to examine each language individually.

This poster will present a newly developed comparative score rubric that contrasts the Individual Growth and Development Indicators (IGDIs) in English and Spanish to provide end-users with a matrix of instructional approaches to provide classroom support for English, Spanish or both. Given Spanish and English develop differently, instructional practices must support areas of need in each domain separately, rather than combining the domains as conceptual scoring implies. Data from a study of over 365 SEBs given the English and Spanish screeners in fall, winter and spring will be reported for two example measures: Picture Naming and First Sounds. Profiles in performance across three tiers (needs significant support, moderate support, or little to no support) will be reported using the comparison score rubric.

Considering Fit, Feasibility, and Financing in P-3 Systems: Scaling the Child-Parent Center P-3 program in Expansion Sites

Author(s):Allyson Candee, Erin Lease, Nicole Smerillo, and Arthur Reynoldsn
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The Child-Parent Center (CPC) P-3 program is an evidence-based school reform model and is emerging as a comprehensive and adaptable P-3 framework. In 2012, over 30 sites across the Midwest participated as a CPC site; in 2015, another 6 programs began implementing the CPC model. Fit: A key feature of the model is its adaptability. While core components exist across implementation (e.g., aligned curriculum, parent involvement), their application varies by locale. Incorporating a framework based on the strengths and needs of each individual site helps to ensure the sustainable and faithful implementation of the CPC P-3 model.

Feasibility: Comprehensive school reform is resource intensive: scaling the CPC-P3 model requires creative financing and cost sharing in a framework that capitalizes on existing resources. Utilizing these strategies helps support and create long-term sustainability. Financing: To support the implementation and sustainability of CPC P-3, we partner with schools and districts to allocate district funds through a matching process. For example, Chicago Public Schools has sustained and expanded the CPC model through Pay for Success financing - built on cost-benefit analyses of the CPC model.

Preschool Children’s Theatre Arts Skills and Their Social-Emotional and Expressive Language Development

Author(s):Chloe Webb, Amy Susman-Stillman, Michelle Englund, and Alyssa Meuwissen
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Building strong oral narrative skills in preschoolers, especially preschoolers who are at-risk, can help bridge the achievement gap. Strong oral narrative skills are not just important for being able to communicate; they are linked to success in elementary school and beyond. In addition, positive behaviors that facilitate learning, such as confidence, focus, persistence, and collaboration with others, are essential for young children to be academically, behaviorally, and socioemotionally successful. Theatre arts offer strategies to build oral narrative skills and learning-related social skills. Early Bridges is a preschool theatre outreach program developed by the Children’s Theatre Company and offered in early education classrooms for low-income preschoolers. Early Bridges uses storytelling and storyacting to support young children’s creativity, oral narrative development, and learning-related social skills. The purpose of this poster is to highlight promising preliminary findings from the first year of a two-year evaluation of the Early Bridges program, including statistically significant growth in children’s learning-related behaviors and quality of storytelling. Implications for early educators’ use of theatre arts experiences in preschool classrooms will be included.

The (De)evolution of Title IX in the Media: How Title IX has Morphed from a Symbol of Equality for Women’s Sport to a Lexicon of Sexualized Violence in U.S. Colleges

Author(s):Anna C. Baeth
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Unequivocally, the poster child of Title IX in the last 43 years has been the thousands of girls’ who now participate in sports. However, in 2002, Tiffany Williams, a student at the University of Georgia, sued one of the institution’s male basketball players, Tony Cole, for sexual assault. This incident snowballed into a succession of hundreds of Title IX lawsuits against U.S. colleges and universities. One could argue, then, that in recent years, the mediated image of Title IX has shifted from being an All-American girl playing soccer to a young woman protesting campus sexual assault. The fundamental aim of this paper is to better understand the discourses being produced – and in turn, heard – around Title IX within the United States over the last ten years with particular attention to the topics of sport and sexual violence. This study analyzed the written media productions of four national sources in the United States: The New York Times, The Los Angeles Times, The Washington Post, and The Chronicle of Higher Education to prove empirically the shift in mediated narratives around Title IX over the last decade. While the average percentage of articles written about women in sport was relatively equivalent to the percentage written about sexual violence, a vast majority (88% of 397) of the articles written about sexual violence and Title IX were written in 2013, 2014, and 2015. In sum, more has been written about sexual violence in the last three years than was written in the last decade about women in sporting environments.

“There was something inside of me that felt very proud of that work” The power of aesthetic experiences in an urban high school literacy classroom

Author(s):Anne Crampton
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As far as the accountability-reform movement is concerned, aesthetic experiences are extras in schools, invited inconsistently, and not reflected in reports of Annual Yearly Progress (AYP) even if they support student success in quantifiable ways (Peppler et al, 2014; President’s Committee, 2011). My understanding of aesthetic experiences in literacy education is not limited to recognized categories of art, but includes instances of being artistically engrossed in activity/work or creation with a “heightened vitality” (Dewey, 2005, p. 18), fully immersed while responding to and creating texts. With this in mind, this project consolidates a sprawling theoretical and empirical field into three overarching requirements for aesthetic experiences in academic settings: (1) critical and emotional reading of texts, (2) multimodal production that invites or attempts praxis/change, and (3) performance.

This ethnographic study analyzes artifacts and discourse to highlight how aesthetic experiences impacted students in a racially and culturally diverse urban English-Language Arts high school class that called for the production of digital texts: photography, podcasts, and documentary films. Notable findings include, alongside the complex construction of artistic and persuasive texts, students expressed powerful emotional satisfaction in their work, often “for the first time” in their schooling histories.

References (from abstract):
Dewey, J. (2005 [1934]). Art as experience. New York: Perigee. Peppler, K. A., Powell, C. W., Thompson, N., & Catterall, J. (2014). Positive Impact of Arts Integration on Student Academic Achievement in English Language Arts. The Educational Forum, 78(4), 364–377. doi:10.1080/00131725.2014.941124 Reinvesting in arts education: Winning America’s future through creative schools. (2011). doi:10.1037/e602952007-005

Taking time, breaking codes: White teacher candidates exploring race, racism, and identity

Author(s):Annie Mogush Mason
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This paper consists of three narrative vignettes and analysis that challenges scholars and practitioners of teacher education to consider ways that our courses do and do not engage white teacher candidates to take on racially conscious orientations. The work addressed in this paper has implications for our understandings of how preservice teachers can learn about racial identity in ways that benefit individual teachers and support their work in schools and communities. These findings buttress previous work in “second wave” white teacher identity research (e.g., Jupp & Slattery, 2012; Lensmire, et al., 2014; Mason, 2014) and can translate directly into teacher education course and program design. Simultaneously, this research speaks to the broader literature in teacher education, offering evidence to support the value of extended periods of time for new teachers to build authentic relationships and conduct critical study of self and society in a climate where teacher preparation programs face pressure to reduce credits to degree and to intensify their focus on preparing students for externally mandated assessments.

Taking time, breaking codes: White teacher candidates exploring race, racism, and identity

Author(s):Annie Mogush Mason
Read poster abstract.

This paper consists of three narrative vignettes and analysis that challenges scholars and practitioners of teacher education to consider ways that our courses do and do not engage white teacher candidates to take on racially conscious orientations. The work addressed in this paper has implications for our understandings of how preservice teachers can learn about racial identity in ways that benefit individual teachers and support their work in schools and communities. These findings buttress previous work in “second wave” white teacher identity research (e.g., Jupp & Slattery, 2012; Lensmire, et al., 2014; Mason, 2014) and can translate directly into teacher education course and program design. Simultaneously, this research speaks to the broader literature in teacher education, offering evidence to support the value of extended periods of time for new teachers to build authentic relationships and conduct critical study of self and society in a climate where teacher preparation programs face pressure to reduce credits to degree and to intensify their focus on preparing students for externally mandated assessments.

Test-Retest Reliability of Computerized Executive Function Assessments for High-Risk Preschoolers

Author(s):Aria E. Fiat, Amanda W. Kalstabakken, Ann S. Masten, Stephanie M. Carlson, Philip D. Zelazo, Jerry Slotkin, and Maria Kharitonova
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There is great interest in measures of cognitive skills for preschool-aged children that can be easily administered and are appealing, reliable, and valid for use with ethnically and socioeconomically diverse children. This study examined the usability and test-retest reliability of new adaptation of the NIH Toolbox measures of executive function (EF) intended to improve the suitability of the measures for young and diverse preschool-aged children. The new developmental extension (Dext) measures were initially developed at the University of Minnesota in a formative project for the National Children’s Study based on pioneering work of Carlson and Zelazo on EF assessment, and later adapted for iPad administration in collaboration with the Toolbox team at Northwestern University. This study examined the usability and retest reliability for a high-risk sample of preschoolers of new NIH Toolbox versions of the EF tasks with the Dext modules embedded. The measures show promising appeal and reliability with a mobile disadvantaged population. Future directions and practical applications are discussed.

Does an Instructional Intervention Focused on Proportional Reasoning Meet the Needs of Students With and Without Mathematics Difficulties? A Follow-Up Study

Author(s):Asha K. Jitendra, Michael R. Harwell, Stacy R. Karl, Gregory Simonson, Susan N. Slater, and Gena Nelson
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The goal of this study was to build on the limited experimental research focused on developing proportional reasoning in students with and without MD, and to follow-up the Jitendra et al. (2015) findings of the ability of Schema-Based Instruction (SBI) to improve proportional problem solving for seventh-grade students with and without MD. Using a randomized controlled study, intervention, and outcome measures, this study was replicated in 20 seventh-grade math classes in a geographically diverse location. A measure of proportional problem solving (PPS) was administered at pre- and post-testing, and at 11 weeks following treatment, along with a general mathematical problem solving measure at pre- and post-testing. On the PPS, students in the treatment condition outperformed students in the control condition at immediate posttest (g = 0.63), and at delayed posttest (g = 0.33). In addition, there were statistically significant differences on the general problem solving measure ((g = 0.32).

Co-Teaching Elementary Science at Linwood Monroe Arts Plus (LMAP): An academic year in a partnership school

Author(s):Barbara Billington and Amy Wittmann
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During the academic year 2014-15, Dr. Billington was granted a 50% Professional Development leave from the University of Minnesota (U of M) to pursue a year-long partnership in an elementary school in the St. Paul Public School district. The school she worked in was Linwood Monroe Arts Plus (LMAP). This self-study summarizes the experiences at LMAP as an elementary science teacher co-teaching daily with Ms. Amy Wittmann, the science specialist, as well as working with the middle school science teachers PLC (Professional Learning Community). LMAP is a Language Academy school, which means that it is the first educational stop for recent immigrants. Wittmann and Billington saw new students enter the science classroom every month; each student learning English for the first time alongside the science content. It includes a brief overview of the context of LMAP, lessons learned and challenges to working in an elementary science classroom (including teaching and assessing 450 students each week), and how this experience has impacted the teaching of elementary science methods courses here at the U of M.

Determining How to Increase On-Task Behavior with Concurrent Choice Assessments

Author(s):Brittany Pennington and Jennifer J. McComas
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We used a multiple-stimulus choice assessment to evaluate the interaction between attention and task-preference in maintaining on-task behavior for a fourth-grade girl who engaged in frequent off-task behavior in the classroom. We varied the task preference and amount of attention to determine under what conditions she would choose a task when negative reinforcement (escape) was available. The assessment showed that it was possible to bias responding towards tasks using attention, and that more attention was needed to bias responding towards a less preferred task than a more preferred task. The assessment was completed in the classroom without disrupting regular classroom activities. The results were used to design an intervention that resulted in high levels of on-task behavior. This extends the literature on choice assessment by showing that a multiple stimulus choice assessment can be used in the classroom to determine how to increase on-task behavior, and that the results can be used to design an effective intervention to increase on-task behavior in the classroom.

Research, Evaluation, and Assessment Services at CAREI

Author(s):Danielle N. Dupuis and Delia M. Kundin
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The Center for Applied Research and Educational Improvement (CAREI) has​ an​ expanded​ mission and vision​. ​The new CAREI will build capacity fo​r​ ​​Research, Development and Engagement throughout the ​university, state and region. ​​​The new mission and vision will be led by Theodore Christ as Director along with Delia Kundin and Kim Gibbons as Associate Directors, and Danielle Dupuis as Assistant Director. In addition to the program evaluation services that CAREI is known for, it now also provides consultation services for research and assessment. CAREI encourages interested partners to reach out to build collaborations (e.g., school districts, researchers).

Data Informed Accessibility – Making Optimal Needs-Based Decisions (DIAMOND)

Author(s):Erik Larson, Jessica Corpe, and Vitaliy Shyyan
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This session will highlight the new National Center on Educational Outcomes project titled "Data Informed Accessibility – Making Optimal Needs-Based Decisions (DIAMOND)." With more accessibility supports available on state tests than ever before, educators face the tremendous challenge of selecting the appropriate supports for each of their students. Teachers and administrators often fall back on the strategy of assigning the same supports to all students who belong to a certain group. A collaboration between the National Center on Educational Outcomes and nine states, DIAMOND will collect data from online focus groups and interviews with teachers, think-aloud labs with students, and state test statistics to develop guidelines that educators can follow to select accessibility supports based on each student’s unique needs and preferences. These guidelines, vetted by national experts in test accessibility, will then form the basis of an online training available to educators throughout the country.

Using network analysis and content analysis to analyze online participants’ interaction structures and inquiry patterns in an online course

Author(s):Fan Ouyang and Cassandra Scharber
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Based on this study, we identify pedagogical strategies to assist online instructors in fostering engaging learning experiences, and to build interactive learning communities. Using the Community of Inquiry (Col) framework, we examine participants’ interaction structures and inquiry patterns in a Ning online discussion forum designed and facilitated by an experienced online instructor. Data includes all posts and comments generated by 20 students and the instructor. Social network analysis (SNA) is utilized to analyze participant interaction networks, and quantitative content analysis (QCA) is employed to examine participant Col inquiry patterns. Findings indicate that 20 students and the instructor were connected by a reciprocal and interactive online learning community. The instructor played important roles as both the information diffuser and the intermediary within the community. The instructor presented high occurrences on the CoI teaching presence (ranked first among all participants) and social presence (ranked fifth among all participants) in the discussions.

Involving Students in Communities to Increase Campus Engagement and Sense of Belonging: The Minnesota First in The World (FiTW) Project

Author(s):Geoffrey Maruyama, Andrew Furco, Debra Ingram, Krista Soria, Carolyn Dienhart, Jason Johnson, Isabel Lopez, Anthony Schulzetenberg, Wei Song, and Lara Westerhof
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The U.S. Department of Education’s Fund for the Improvement of Postsecondary Education (FIPSE) provides grants for innovative projects in higher education. As part of its 2014 First in The World initiative, we received funding for an ongoing four-year collaboration among six institutions across the United States. This collaboration aims to improve retention rates of underrepresented students in higher education by providing them with opportunities to engage in community-based learning experiences and create links to communities. We have been working to determine characteristics of successful community-university collaborations and create a guide to help universities build these partnerships. In addition, each institution is refining and evaluating community-based learning programs to help determine elements of these programs that impact underrepresented students' academic engagement, belonging and college persistence, and ultimately shape their academic progress and performance. The underlying goals of the work (1) to create a guide for higher education institutions that help them design community-based learning initiatives; (2) understand which community engagement practices contribute to positive student outcomes; and (3) create supporting institutional changes.

Player Agency and Content Retention in Educational Games

Author(s):Jenifer Doll, Keisha Varma, and William Bart
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This poster proposes a study to examine the effects that player agency, defined as meaningful choice, has on content retention in educational games. While prior research into educational games has addressed the question of whether existing games or specially created research games can be effective tools, games are now prevalent enough in the mainstream entertainment culture to be an inevitable inclusion in classrooms regardless of past studies of current effectiveness. This study proposes to shift focus to the question of how educational games can be developed to be more effective instructional tools that meet the needs of students by examining the effects of individual game design components. To that end, the proposed experiment will test an agency-based gaming condition against a non-agency gaming condition to determine what effect, if any, player agency has on the retention of educational content.

Using Secondary-Postsecondary Linked Data to Investigate College Readiness

Author(s):Julia Baker and Beverly J. Dretzke
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Longitudinal data systems are rapidly being developed throughout the United States as a result of funding initiatives that address the need for data-based decisions regarding student learning and achievement outcomes. The P-20W (early learning through the workforce) nature of longitudinal systems is intended to enable states, districts, and educators to answer questions regarding the students’ readiness for kindergarten, readiness for each subsequent grade level, and readiness for college and careers. The purpose of this poster is to identify the variables investigated by the Austin Independent Public School District and Chicago Public Schools in their investigations of their students’ college readiness. These two districts have been analyzing secondary-postsecondary linked data for several years and have published numerous reports on the college readiness of their students.

Do They Think Alike? Immigrant First-Generation Students' Decisions and Parents' Preferences for College Major and Career

Author(s):Julie Vang, Catherine Solheim, and Veronica Deenanath
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Primary literature focuses on the uniqueness and challenges of first-generation college students, but more recently, research has emphasized additional challenges college students face when they are both first-generation and immigrants. The purpose of this study was to understand the complex experiences of immigrant first-generation college students and their parents in regard to college major and career. Parents play a significant role in students’ educational processes. Therefore, this study examined how family support factors into the students’ major and career decision-making. Participants in this study were three students and one of their parents. The data were collected through semi-structured interviews and coded using thematic analysis to identify emerging themes across students, parents, and student-parent dyads. Four primary themes were found: students’ desire to help people in their chosen careers; parents’ desire for career choices that provided status and financial security; parents’ desire for their children to maintain cultural roots; and students’ and parents’ understanding of family support.

Representations and legitimations in the texts about international students: critical discourse analysis using van Leeuwen’s framework

Author(s):Jungyeol Park
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There are diverse student populations in U.S. colleges, and international students are one of the population diversifying their campus climates. While the number of new international students in the U.S. increases, many texts continue to be produced which the discourses in the texts can also make people recognize international students in the U.S. in specific ways. This study aims at understanding representations about international students and legitimations for the representations embedded in texts about international students which were produced within the University of Minnesota-Twin Cities, such as the handbook for international students, the news article about international students, and the interview with a female international student. These texts have some different representations and legitimations. These mismatches of representations about international students among three texts tell us that the representations in diverse texts don’t reflect international students as they are and the authors of the texts recontextualized with different ways of legitimation based on their specific contexts. Therefore, it is dangerous for us to just accept the representations, and we need to be more careful about reading texts and thinking about alternative representations of international students.

The ESPRIT project: fostering Equitable Science through PaRental Involvement and Technology

Author(s):Keisha Varma and Julie Brown
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The ESPRIT project: fostering Equitable Science through PaRental Involvement and Technology, aims to reduce inequality on the basis of race/ethnic and immigrant origins by bringing together parents, science teachers and education researchers in meaningful collaboration that will produce innovative materials which increase both minority parental involvement and student learning.

In Minnesota, the science achievement gap between White and racial minority students is one of the most pronounced in the U.S. and persists across the K-12 years (MDOE, 2015a,b). In a state boasting some of the best educational scores in the nation, race is the primary determinant for the achievement gap in science, mathematics, and reading. In other words, even when controlling for income level, student achievement data indicate that this gap is largely racial. Thus, the ESPRIT project targets racial/ethnic minority and immigrant parents and youth in its aims to reduce inequality through innovative, technology-enhanced social media learning environments that are engaging and culturally responsive.

n our work, we use Flipgrid, a social-media learning environment, to accomplish three major tasks: (1) create positive teacher, student, and parent partnerships, (2) increase minority and immigrant parental involvement, and (3) enhance the science learning, attitudes, and engagement of racial minority and immigrant youth.

Alternate English Language Learning Assessment (ALTELLA) Project: Learning More About English Learners with Significant Cognitive Disabilities

Author(s):Laurene Christensen, Olivia Lickteig, and Maria Schwedhelm
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This poster features the key activities of an enhanced assessment project with five states (Arizona, Michigan, Minnesota, South Carolina, and West Virginia). The ALTELLA project will apply the lessons learned from the past decade of research on assessing ELs and students with significant cognitive disabilities to develop an English Language Proficiency assessment for ELs with significant cognitive disabilities. The goal of the project is to establish a foundational knowledge base for better understanding of the approaches and strategies used by teachers serving ELs with significant cognitive disabilities and to support the development of an alternate assessment of English language development.

Coaching for Equity: Early Results of the Minnesota Educator Dispositions System Pilot 2015-16

Author(s):Jehanne Beaton, Jenna Cushing-Leubner, Su Jung Kim, Misty Sato, Miranda Schornack, and Jessica Tobin
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As the diversity of school populations continues to increase, there is an ever-growing need to prepare teachers who embody the knowledge, skills, and commitments needed to support and enable all learners in their academic achievement. University school partners, particularly those serving highly diverse student populations, confirm the importance of teacher dispositions. This demographic imperative heightens the urgency for teacher preparation programs to turn focused attention to cultivating and assessing dispositions that demand relentless effort to teach every child well. This poster illustrates how we have engaged our university and school-based partners in the development and piloting of a dialogic approach to assessing teacher candidate dispositions using multiple measures and multiple reviewers. Early results of our implementation pilot in 2015-16 will be presented. We will emphasize the questions that are being uncovered with regard to the development of the new assessment system, implementation of a new assessment approach and tool across multiple university programs and stakeholder communities, and the research questions that we will be investigating in the second year of the pilot in 2016-17.

Beyond Exit Surveys: A multi-level impact evaluation framework for diversity certificate programs in higher education

Author(s):Molly M. Illes
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This poster presents a framework that emerged from a study of diversity certificate training (DCT) programs at nine higher educational institutions across the United States. The framework exhibits an evaluation design that would assess DCT program impact at the individual as well as institutional levels.

In contemporary American society, there is evidence of bias within educational institutions (Douglas & Halas, 2013; Hardie & Tyson, 2013; Martin, 2009; Milner, 2013; Ropers-Huilman, Winters, & Enke, 2013; Rothstein, 2013; Wildhagen, 2012). Educational institutions and their leaders articulate a commitment to fostering an inclusive, equitable environment. As a result, diversity and training departments develop programs for staff and faculty to gain the skills and knowledge to change their behavior in the workplace with the ultimate intention of shifting the culture within the institution toward tolerance, respect and inclusion.

A key finding from the study was that the focus of DCT evaluation was formative primarily through an exit survey. Barriers to conducting a multi-level inquiry included lack of available tools, or lack of staff knowledge and skills in evaluation, yet study participants were passionate about their programming and indicated a strong interest in doing more to understand the impact of their programs on participants and their institutions.

Talking Pictures: First-Generation College Students in Front and Behind the Lens

Author(s):Rashne Jehangir and Veronica Deenanath
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We often think of photographs as truth, because they provide visual evidence of something or someone, but they can also be stereotypical. They can afford a very narrow frame by which we view things. In an effort to break this frame, we embarked on a photo narrative research project set within the curricular structure of the TRiO course: Introduction to TRiO: Identity, Culture, and College Success and the CEHD iPad Initiative. The project invited students who are first in their family attend college to use their iPads in a TRIO course to capture their lived experiences through their own frames and through their own locations in the medium of photographs In addition to the photos, students were asked to compose narrative reflections with the intentional purpose of putting students both in the front of and behind the lens. Photo narratives focus on how students make sense of their intersecting identities specifically: diversity,college student identity. Preliminary analysis will be shared with the intent to inform policy and practice around retention of first-generation, low-income college students.

Choosing by habitus: Multi-case study of families, schools & social class

Author(s):Romina Madrid Miranda
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This qualitative multi-case study explores the dynamics among schools and families through a social class lens during the process of choosing a school and includes narrative data gathered from families and school professionals in four schools within one local commune of Chile. Findings illustrate that families and schools enacted social class through the emergence of habitus: historical, aspirational, and survival. In the case of families, habitus do not directly reflect a socioeconomic category; indeed, within a same socioeconomic group, diverse habitus emerge. In the case of schools, institutions activate elements of their habitus in the ways in which they perceive and face the process of enrollment and recruitment of students. The study illuminates the ways in which social class modulates school choice by affecting not only families but also schools, which were reinforcing the habitus of the families they seek. In doing so, it addresses the contribution of habitus to understanding the complex relationships among social class, social capital, identity, and educational institutions in a setting where choosing among different educational options is normative. Conclusions raise questions about; the role of habitus on the process of choosing a school; the influence of social class in the process of choosing a school from the dynamic interaction between schools and families; and the contribution of schools in social reproduction.

The Brain Olympics: Examining Relationships Between Science Learning, Executive Function, and Motivation in Middle School Students

Author(s):Sashank Varma, Keisha Varma, Martin Van Boekel, Tayler Loiselle, Alyssa Worley, and Drake Bauer
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This poster will present work conducted by faculty members, graduate students and undergraduate students from the Department of Educational Psychology and The Institute of Child Development. Together, we have conducted a series of studies that investigate the relationship between scientific learning, executive function, and motivation. We expand on work that shows that scientific reasoning is correlated with cognitive capacities and look at specific aspects of scientific reasoning such as evaluating evidence and drawing conclusions. We also include measures to examine whether students with better scientific reasoning skills have different motivation dispositions and orientations than lower performing students.

In our current study, the main hypotheses are (1) that different aspects of students’ scientific reasoning abilities vary related to their capacity for cognitive flexibility, and (2) that students with high scientific reasoning abilities will have more positive motivation dispositions and orientations. Our findings support these ideas and shed light on the complexity of understanding scientific reasoning ability. Additionally, our findings show that particular executive functions are strong predictors of middle school students’ academic performance in their science classes.

Sustainability, Access, and Retention for Students With Disabilities at the University of Nairobi

Author(s):Shade' Osifuye
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Responding to the United Nations Convention on the Rights of Persons With Disabilities (CRPD), this poster brings attention to one phase of a qualitative research study conducted at a large, public, multi-campus university in East Africa to explore the challenges faced by students with physical disabilities. This unique study aims to build awareness among key University of Nairobi administrators around how to support, create and maintain equitable and inclusive learning environments in college classrooms for all students. Five models of disability that continue to dominate the literature today: (a) medical model, (b) functional limitations model, (c) minority group paradigm, (d) social construction model, and (e) social justice perspective. Each of these models as well as Inclusive Education, Universal Design, and Universal Instructional Design had significance in interpreting the results of this research.

Across cultures, attitudes toward people with disabilities can still be one of the greatest challenges to access. Thus, disability can be as much a social construction as a lived experience, and meeting the goals of inclusive education for persons with disabilities will require a transformation in how disabilities are perceived? Globally and in Sub-Saharan Africa, highly motivated individuals with disabilities are committed to pursuing their education. However, individuals with disabilities still face unnecessary barriers: historical, cultural, attitudinal, physical, and academic. Some of these challenges are disability-specific, while others are more universal.

Thirty years later: Locating and interviewing participants of the Chicago Longitudinal Study

Author(s):Suh-Ruu Ou, Christina Mondi, Arthur J. Reynolds, Leila Jones, Sangyoo Lee, Bri Warren, Ju Ae Kim, and Yeonjin Kim
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Participant retention is essential to the success of longitudinal studies. High follow-up rates are required for longitudinal studies to maintain statistical power, reduce bias, and enhance the generalizability of results. This study reports on the process of locating and survey completion for a 30-year follow-up of the Chicago Longitudinal Study (CLS), an investigation of a panel of low-income minority children growing up in high-poverty neighborhoods in Chicago. The original sample (N=1,539) included 989 children who entered the program in preschool and graduated from kindergarten in 1985-86 from 20 Child-Parent Centers (CPC), and 550 children who came from 5 randomly selected Chicago public schools with kindergarten intervention programs in 1985-86 without CPC preschool experience. The goals of CLS are to better understand how early childhood education affects the well-being of children and families and to identify the most effective ways to improve schools and increase opportunities for young people. Multiple techniques are used to locate participants, including internet searches, researching court and public records, collaborating with government and service agencies, and contacting family and social networks. Successfully locating and interviewing participants is crucial to extend findings on the long-term effects of an early childhood intervention program.

The Parent Learning Ecology: Evidence of the Parent’s Cross-Boundary Pursuit

Author(s):Susan K. Walker and Shanting Chen
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Parenting is directly tied to child development and well-being outcomes, so understanding influences on parent knowledge, attitudes and behaviors is critical. Social constructivist, ecological orientations to learning and human development (e.g. Bronfenbrenner, 1995; Rogoff, 2003; Vygotsky, 1978) assert that through experiences and interactions with people and environment individuals confer meaning and construct knowledge. Learning ecology frameworks (Barron, 2006) depict influences on learning across multiple contexts and social relationships, with the learner as self-initiating understanding and application of content based on these multiple and dynamic interactions. Although parents are known to use a variety of information sources to learn about parenting (e.g., Hart Research, 2009), little studied is how sources are used in a complementary way, or representative of a learning ecology. Using mixed methods analysis, this study identifies parent-learning resources inclusive of parent education participation, relationship dynamics that characterize the ecology, and provides evidence of cross-boundary learning. Implications for further study and for parent engagement in learning are offered.

Workplace Predictors of Parent Educators’ Technology Acceptance Attitudes

Author(s):Susan K. Walker and Seonghee Hong
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To meet the needs of all learners, educator competence is essential, and technology is both an area of methodological competence as well as an area of student support. This study examined predictors of technology acceptance attitudes among licensed parent educators in Minnesota. Using responses from an online survey (n=275) and employing structural equation modeling, the study validated the application of a modified Technology Acceptance Model (TAM) model on family educators (Walker & Kim, 2015) with a more specific sample and workplace conditions. The overall fit indices for the hypothesized model fits the data very well (χ² = 242.068, df = 98, p <.001, TLI = .94, CFI = .95, RMSEA = .07) The three mediations of the hypothesized model were statistically significant. Importantly the study reflected conditions specific to the parent education workplace - resources (technology supports) and encouragement by others as influences on attitude precursors, perceived effectiveness and perceived usefulness, respectively. Study results suggest that more attention is paid to the technology skills, preparation and support in the 21st Century workforce of parent educators.

Introducing Integration of STEM Beyond Borders

Author(s):Tasneem Anwar
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In the ever-changing global society, problems are multidisciplinary and hence seek solution from multiple disciplines. This alone provides more reasons to explore integration of science, technology, engineering and mathematics (STEM) in international contexts. To add further, emphasis on “universal STEM acquisition” (Marginson, Tytler, Freeman, and Roberts, 2013, pg.68) reflects the ubiquitous role of science, mathematics and technology internationally. This study offers a design-based research to design, implement, improve and suggest evidence-based heuristics for STEM specific, effective, and sustainable online teacher professional development in Pakistan. This study used Reeves & McKenney (2012)’s three- phase design framework that was convenient to a graduate student’s schedule that is limited by time and funds. An exploratory case study looked at the design based online teacher professional development and generated design principles for online teacher professional development and also proposed a model for STEM integration that is grounded in theory and specific context.

Differing Systems Perspectives on Educational Quality

Author(s):Thomas J. Smith
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“Educational quality” has a nice ring to it, but what does it mean? This paper will argue that two distinct categories of educational quality systems can be specified. One category addresses educational quality on the input side — HF/E design factors that influence how well the educational system performs in educating its students, and/or in terms of operational effectiveness. The second category addresses beneficial output quality outcomes beyond performance of the educational system itself, for student careers and trajectories across the lifespan, for societies, for local, regional, and national economies and governance, and/or for other modes of sociotechnical systems performance. With both of these categories, an array of different quality systems perspectives are summarized---some directly applicable to educational systems, some applicable to other systems domains yet arguably with relevance to educational systems. No two quality systems addressed in this summary specify identical ---or even closely similar ---sets of quality performance criteria, underscoring the point that different observers have different views of quality. This suggests that there is no general set of quality criteria applicable to all educational systems. The implication is that different systems should assume a degree of responsibility for deciding what quality criteria are most relevant for assessing their own quality performance.

Assessment Accommodations Use, Participation, and Performance by Students Receiving Special Education Services

Author(s):Yi-Chen Wu and Martha L. Thurlow
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Using federally submitted data from the 2013-14 school year, we present information on accommodation use, participation, and performance in reading and mathematics statewide assessments administered to grade 8 students. Students with disabilities may participate in the regular assessment or in assessments designated for students receiving special education services only, which in 2013-2014 included the alternate assessment based on alternate achievement standards, the alternate assessment based on modified achievement standards, and the alternate assessment based on grade-level achievement standards. Total participation rates of students with disabilities were typically 90% or higher across all states, with the average participation rate being 93.6%. The percentages of students with disabilities participating in other statewide assessments varied dramatically, resulting in different rates of participation in the regular assessment.

The data of accommodation use indicate that 13 out of 50 states showed at least a 5 percentage point difference between the percentage of students with disabilities using accommodations for mathematics and reading assessments on 8th grade data. There were 18 states with differences greater than 10 percentage points on reading assessments, 12 of them had lower percentages of students with disabilities using reading accommodations in grade 4 than in grade 8.

Effects of IEP Training on Student Outcomes

Author(s):Yi-Chen Wu, Martha L. Thurlow, Jim Shriner, and Susan Carty
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The purpose of this study was to explore the impact of the IEP (Individualized Education Program)-Quality Tutorial, which was designed to improve the quality of IEPs, on student outcomes including a state’s Reading and Math tests. Teachers were randomly assigned by district to either a control or intervention group. State Reading and Math scaled scores and proficiency levels were collected in 2013 and 2014. Only students with scores from both years were included in the analyses, which were conducted for each content area. Student numbers were: 164 intervention and 124 control in reading and 159 intervention and 124 control in Math. Repeated measures MONOVAs were performed on scaled scores and Chi-square analyses were performed on student percentages at each proficiency level. Results showed that the intervention group had higher gains in both Reading (Intervention Means: 183.2 to 202.1 vs Control Means: 180.7 to 189.3) and Math (Intervention Means 203.6 to 219.1 vs Control Means 198.5 to 208.6). In Reading, a greater percentage of intervention students than control students in the lowest proficiency level moved up to the next higher proficiency level.

Autism and Developmental Disabilities

Characterizing Sleep in Rett Syndrome Using Actigraphy

Author(s):Alyssa Merbler, Breanne Byiers, and Frank Symons
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Rett syndrome (RTT) is a neurodevelopmental disorder primarily caused by mutations in the MECP2 gene. Previous studies have inconsistent findings when characterizing sleep/wake patterns of those with RTT. A recent study using parent report found a lack of age-related changes in daytime and nighttime sleep. The present study expanded upon previous work by measuring sleep with an actigraph device in a sample of nine girls with RTT (mean age = 9.9 years). Sleep was assessed using actigraphy for 7 days and nights in the participants’ homes. Mean total nighttime sleep was 9.4 hours (SD= 0.61) per night, with a mean efficiency of 85.5% (SD= 7.05), and an average of 84.2 minutes (SD= 42.1) spent awake during the night. Total daytime sleep averaged 50.8 minutes (SD= 37.2) per day. There were no significant age-related changes with sleep characteristics. Parents reported 0.93 hours (SD= 0.60) more total nighttime sleep than measured by actigraphy. Results replicated previous studies, as there were no age-related changes in total nighttime sleep or efficiency. Age-related changes in sleep characteristics such as these are commonly seen in typically developing children. Future directions include increasing the sample size and adding a comparison sample.

Differences in Service Outcomes Across Disability Groups

Author(s):Lynda Lahti Anderson and Sheryl Larson
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The National Core Indicators (NCI) family survey is mailed to families of adults and children receiving long-term supports and services under the auspices of their state's developmental disabilities agencies while living in the family home. During the FY 2013-2014 survey year, 23 states collected information from 8,806 families of individuals with Intellectual and Developmental Disabilities. The survey asks the respondents about their experiences with support services and about service-related outcomes for their family member with disabilities, including information and planning, access to and delivery of services, choice and control, satisfaction with services, and family outcomes. This poster will present the differences in service experiences and outcomes across disability group (Intellectual Disabilities, Autism, and Other Developmental Disabilities for the FY 2013-2014 NCI survey year. Findings include significant differences in family member perceptions about services across disability groups, with families of adults and children with autism reporting statistically significant differences in their experiences with services.

Changing the Landscape of Living Options for People with IDD: Medicaid-Funded Supports in Family Homes and Individualized Settings

Author(s):Lynda Anderson, Libby Hallas-Muchow, and Sherri Larson
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Since 1975 when PL 94-142 was passed providing free appropriate public education to all students regardless of disability, the types of residential settings in which people with IDD receive long-term supports and services (LTSS) shifted dramatically from institutional settings to a wide array of community settings. The majority of adults and children with IDD in the United States have always lived in the home of family members. In the last decade, however, the number of people with IDD receiving Medicaid funded LTSS while living in the home of a family member exceeded the number receiving funding to live in congregate settings for the first time. The Medicaid program offers many different funding authorities through which states can finance LTSS for people with IDD. This session describes state variation in the types of Medicaid funding authorities used, in the ages of people with IDD receiving Medicaid funded LTSS, in the sizes and types of settings in which LTSS are offered, and in expenditures per person and utilization rates.

Coaching Parents via Telehealth to Conduct Functional Analysis and Functional Communication Training for Challenging Behavior

Author(s):Stephanie S. Benson, Adele Dimian, Kelsey Quest, and Jennifer J. McComas
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The use of telehealth technology to conduct functional analysis (FA) and functional communication training (FCT) for individuals with developmental disabilities and challenging behavior is emerging. Wacker et al. (2013) has demonstrated the utility of telehealth technology as a delivery system to use FA-FCT procedures to reduce challenging behavior. The current study was designed to further demonstrate the utility of FA-FCT procedures provided via telehealth. Three elementary aged male students with developmental disabilities participated. A multielement FA was conducted for each participant. The results of the multielement FA were used to identify a functionally equivalent FCT response for each participant. FCT was evaluated using single case reversal designs. Results indicated that FCT was effective for all 3 participants in reducing challenging behavior and increasing the appropriate communicative response. All parents were able to successfully implement the FA-FCT protocol via telehealth-supported live coaching. These results provide additional support for the use of telehealth technology to deliver FA-FCT procedures to individuals with challenging behavior.

Parents with Disabilities in the Child Protection System

Author(s):Traci LaLiberte, Kristine Piescher, Nicole Mickelson, and Mihwa Lee
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Individuals with disabilities face numerous barriers to creating and maintaining families. These barriers are often rooted in social stereotypes and prejudicial assumptions about limited parenting abilities of individuals with disabilities and are further compounded by social systems that are not equipped to work effectively with parents with disabilities. Information about parents with disabilities in the Child Protection System (CPS) is evolving, but remains largely unknown. Using integrated, administrative data from the Minn-LInK project, this study examined 1) whether parents with disabilities were overrepresented at different points of contact within CPS, and 2) whether the representation differed by disability diagnosis. Findings revealed that parents with disabilities were significantly overrepresented in CPS but the representation varied by point of contact within the system and disability diagnosis. Understanding whether decision-making in CPS is different for parents with disabilities is crucial for developing interventions to better prepare CPS and its workforce for successfully working with parents with disabilities.

Evidence-Based Practices for Young Children with Autism Spectrum Disorder: Another Look at Research Examining “for Whom” and “Under What Conditions”

Author(s):Veronica Fleury, LeAnne Johnson, Andrea Boh, Brenna Noland, and Kelsey Young
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Our knowledge regarding effective practices for individuals with Autism Spectrum Disorder (ASD) has grown tremendously. The National Professional Development Center (NPDC) on ASD review (Wong, et al, 2014) provides important information about specific instructional practices that are backed by strong evidentiary support. Though broad evidence to support selection of effective interventions is helpful start point, there is a need for researchers to provide more explicit information about their studies to allow us to evaluate the extent to which these interventions can be used across the broad array of settings in which young children receive services. The primary objective of this study was to further evaluate early childhood studies included in the NPDC review with particular attention to (1) the characteristics of children who are most likely to benefit from certain practices, and (2) the conditions associated with implementation of those practices that are relevant when considering implementation in natural environments. We extend the NPDC review by evaluating the degree to which the existing research addresses ‘for whom’ and ‘under what conditions’ when describing evidence based practices. This detailed review highlights significant gaps in information that require further specification by researchers.

Children's Mental Health and Welfare

A Longitudinal Study of Father Parenting and Preschool Executive Function

Author(s):Alyssa S. Meuwissen and Stephanie M. Carlson
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It is well-established that quality of mother parenting is related to preschool child executive function (EF), but little is known about the effects of fathers. Quality of father and mother parenting may be similarly important, and additionally there may be some unique aspects of father parenting that are support EF development. The current study examined father autonomy supportive parenting (on an observed puzzle interaction task) and child executive function (on a battery of lab tasks) at two time points, when the children were 3 and 5 years old. Preliminary results show bidirectional effects: father parenting at time 1 predicted change in child EF, and child EF at time 1 predicted change in father parenting. Also, quality of father parenting was measured in a rough and tumble play context at Time 2. Preliminary results show that fathers who dysregulated their child during play had children with lower concurrent EF. Overall, this study supports the hypotheses that fathers are an important influence on preschool executive function development, and that it is important to examine father parenting in a variety of contexts.

Reflective Consultation: A Conceptual Framework for Research and Implementation

Author(s):Ann E. Bailey, Mary E. Harrison, Christopher L. Watson, and Karen Storm
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The Minnesota Department of Health (MDH) and the Center for Early Education and Development at the University of Minnesota evaluated the infrastructure and implementation of reflective consultation within Minnesota’s Maternal Infant Early Childhood Home Visiting (MIECHV) Expansion Project. Reflective consultation is viewed as a critical approach that supports the day-to-day work of home visitors and increases their skills in working with at-risk families and their infants. The purpose of the evaluation was to determine the effectiveness of the current reflective consultation infrastructure as a means for supporting and sustaining reflective consultation in local home visiting programs. The overall results demonstrated support for reflective consultation and reduced levels of burnout in home visitors. A reflective consultation conceptual framework was developed based on results of this evaluation. This framework identifies how home visitors conceptualize and respond to their daily work. Three specific approaches to the intervention are defined: the Directive Approach, the Problem-Focused Approach, and the Reflective Approach.

Maltreated children in out-of-home care: The relation between attachment quality and internalizing symptoms

Author(s):A.A. Chesmore, L.M. Weiler, L.J. Trump, A.L. Landers, and H.N. Taussig
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Maltreated children placed in foster care are at risk for internalizing symptoms. Positive parent-child relationships often serve as protective factors; however, maltreated children in foster care commonly experience insecure attachments with biological parents. If maltreated children are able to develop quality attachments with foster parents, this relationship may moderate the negative impact of poor attachments with biological parents on children’s internalizing symptoms. This study includes 492 maltreated children placed in foster care (aged 9-11; 51.0% male) from the Fostering Healthy Futures study. Hierarchical regression was used to examine the relation between child attachment quality with both the biological parent and foster parent and children’s internalizing symptoms at baseline, while also accounting for multiple foster care variables. Children’s attachment quality with the foster parent was examined as a potential moderator of the relationship between children’s attachment quality with the biological parent and children’s internalizing symptoms. Findings indicated that above and beyond foster care variables, greater attachment quality with biological parents and foster parents was associated with fewer anxiety, depression, and internalizing symptoms. No significant moderation effects were found. Findings suggest that maltreated children’s relationships with both their biological parents and foster parents appear to individually relate to children’s internalizing symptomology.

Predicting Delinquent Behavior: Making a Map: Finding My Way Back Juvenile Justice Project

Author(s):David Johnson, Jean Echternacht, Eileen Klemm, Jana Hallas, Xueqin Qian, and Emily Clary
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Juvenile incarceration disproportionately affects youth with disabilities in the United States. This study examined the relation between the frequency of changes in school enrollment, the number of antisocial behaviors recorded by school staff at an early age, and the earliest grade in which a student was detained in a juvenile justice center. This study draws on administrative data from 58 students with disabilities (ages 15-18 years old), who were participants in a four-year project- “Making a Map: Finding My Way Back”- funded by the U.S. Department of Education’s Office of Special Education Programs. The project was designed to support juvenile offenders with disabilities transitioning from community correction facilities into school and their communities through comprehensive inter-agency planning and collaboration between juvenile corrections, schools, the courts, and social service agencies. Check & Connect, a student engagement model that aligns youth with a mentor, was the primary intervention. Active family involvement was also a key component of the project. Results showed that students who changed enrollment more frequently were detained in a juvenile justice facility at an earlier grade level. Also, the number of school-related antisocial incidents recorded at the student’s earliest grade was a significant predictor of the grade in which the student was detained in a juvenile justice facility.

What are the experiences of children in foster care who were removed from their homes because of a parent's disability?

Author(s):Elizabeth Lightfoot and Sharyn DeZelar
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This study explores the experiences of children in foster care who were removed from their homes in relation to their parent’s disability. Using administrative data from the 2012 year of Adoption and Foster Care Reporting System (AFCARS), the federal reporting system that collects case-level data on all children in foster care through state and tribal title IV-E agencies, this study examines how parental disability is used as a reason to remove children, and its effects on children. The study finds that nearly one-fifth of foster care children were removed, at least in part, in relation to a parent’s disability. Foster children who had parental disability as a removal reason spent much more time in foster care than other children, were less likely to have a permanency-related goal, such as reunification with their parent or adoption, and were less likely to be reunified with their parents upon leaving foster care. The poster will present policy implications of using parental disability as a removal reason and practice implications for those working with children in foster care whose parent has a disability.

Experiences of Suicide in Transgender Youth: Stories of Survival

Author(s):Q. Hunt, J. McGuire, and J. Catalpa
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This study’s purpose was to qualitatively examine transgender youth’s experiences with the queer community. Interviews were collected from 90 trans* identified youth (ages 15-26) in 10 cities across 3 countries (U.S., Canada, & Ireland). The U.S. sample was quite diverse with 46% reporting an ethnic minority identity. 30% of the participants identified as female to male transgender (FTM), 34% identified as male to female transgender (MTF), and 32% identified as third gender. Through semi-structured interviews each participant was asked to describe their experiences with the trans* community. Among the questions and responses were many topics relating to suicidal ideation or suicide attempts. These selections of the interviews are the material analyzed for this study. Within these selections of experiences with suicide are meaningful stories of desires to live and the participants fight for survival.

Child Outcomes Following Mental Health Treatment

Author(s):Kristine Piescher, Nicole Mickelson, and Traci LaLiberte
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Washburn Center for Children partnered with researchers at the Center for Advanced Studies in Child Welfare to better understand the clinical outcomes of children who received mental health treatment from Washburn Center for Children in regard to symptomology, behavior, and functioning. Mental health symptoms were measured using caregiver report via the Strengths and Difficulties Questionnaire, a tool commonly used by mental health practitioners. The evaluation addressed the following questions:
1) Do children served by Washburn Center show progress through reduced symptoms over time (as measured by the SDQ) total score and subscale domains? Do changes in symptomology differ by treatment completion status or program type?
2) Do children who complete treatment at Washburn Center show improved functioning as compared to their similarly-situated peers with respect to education, child safety, and juvenile justice outcomes? Children demonstrated significant, clinically meaningful decreases in symptoms and improvements in behavior over the course of treatment regardless of other factors. However, mental health symptoms increased after the initial assessment, followed by a significant decrease in symptomology over the course of treatment. The functioning of children who completed treatment was similar to that of their peers who did not receive treatment at Washburn Center.

The Crossover Youth Practice Model: Youth outcomes one year post-implementation

Author(s):Laurel Bidwell, Won Seok Choi, Minhae Cho, and Wendy Haight
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This study examined youth outcomes of the Crossover Youth Practice Model (CYPM) in an urban county in Minnesota. Crossover youths, or dually involved youths, are maltreated youths who have engaged in delinquency. We used a quasi-experimental, post-test only design with independent pretest and posttest samples. We linked state-level data from the Minnesota Court Information System with the Minnesota Child Protection Administrative Data and the Minnesota Automated Report Student System. Youths receiving CYPM services were less likely to recidivate (re-offend) than youths receiving services as usual even when controlling for location, time and other covariates. CYPM youths were not less likely to be adjudicated (found guilty) or placed in congregate care settings, nor did they spend less time in out of home care. Study limitations and implications are discussed.

Enhancing parent trait mindfulness by using online exercises: a longitudinal study among military families

Author(s):Na Zhang, Osnat Zamir, Abigail Gewirtz, and Jessi Rudi
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Mindful parenting has been drawing increasing attention in mental care. Existing interventions were primarily adapted from mindfulness-based training using traditional face-to-face groups. No evidence was found regarding Internet-based mindfulness training within the context of parenting intervention. The goal of the current study is to examine the role of online mindfulness exercises (OME) as an adjunctive part of a parenting training program for military families. Participants consisted of 370 parents from 207 military families and were provided intervention service. Data were collected at baseline and 6-month follow-up. Online usage pattern and its predicting role in enhancing trait mindfulness were investigated. Results showed that nearly half of the parents used OME. Specifically, those who attended to face-to-face groups were using OME throughout the intervention period, while those who never attended in person used only during the first three weeks. Individuals who used OME showed significantly higher trait mindfulness at follow-up compared with baseline. Further, OME usage statistically significantly accounted for the variance in trait mindfulness at follow-up, after accounting for variance due to deployment status, education, and trait mindfulness at baseline, but only among women. The results informed gender difference in enhancing trait mindfulness by using OME among military families.

Family-Based Interventions for Suicidal Adolescents

Author(s):Q. Hunt
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In the United States, 16% of teenagers report seriously considering suicide, 13% report making a plan, and 8% report making an attempt (Center for Disease Control & Prevention, 2015). There is a well-established base of literature that shows family factors function as risk factors for adolescent suicide (see Brent & Mann, 2003; King & Merchant, 2008; Wagner, Silverman, & Martin, 2003, for reviews). While individual interventions for suicidal adolescents are numerous—with mixed results (Spirito & Esposito-Smythers, 2006; Tarrier, Taylor, & Gooding, 2008)—there is very little known about family- or systems-based intervention (Pineda & Dadds, 2013). This system’s perspective is essential to understanding and preventing adolescent suicide (McLean & Miller, 2001; Patros & Shamoo, 1988; Richman, 1986; Whitaker, 1989). There are twelve empirically supported family-based treatments for suicidal adolescents, this poster outlines the treatments, their theoretical basis, intervention approaches, and their effectiveness at reducing adolescent suicidality.

Connecting Children’s Mental Health Resources with Child Protection Professionals: An Exploratory Investigation and Findings

Author(s):Sophia Frank and Chris Bray
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Objective: This study was designed to solicit direct input from child welfare supervisors, workers and foster parents representing diverse state, regional, and tribal concerns to understand the content related to children’s mental health they would like to receive, the resources they currently use for mental health information, and the formats they prefer for receiving information. Method: Eleven focus groups were conducted with a total of 93 child welfare professionals and foster parents. Content analysis was used to identify key patterns and themes that arose during the focus groups. Results: Analysis of participant responses revealed a need for additional resources and training opportunities focused
on issues including medical information and medications, culture and diversity, trauma and Adverse Child Experiences, problem behaviors, whole family and intergenerational issues, specific diagnoses, and DSM 5. Responses suggested that these resources should be offered in a variety of modalities rather than any one specific format. However, participants identified a number of features that they seek in resource materials such as practicality and information tailored to the work of child protection. Conclusions: Results from this study will be used to inform and plan for the development mental health resources for child welfare professionals.

Family-Based Interventions for Suicidal Adolescents

Author(s):Q. Hunt
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Externalizing problem persists as a resource-consuming and detrimental issue for educators in Chinese schools. Local researchers examined some behavioral interventions but their practicality and social acceptability remains dubious. The current study identified a need for a practical, effective and cost-efficient school-based collaborative mental health service delivery model for schools in China, then proposed and examined a modified Assessment-to-Intervention (ATI) procedure for school personnel collaborating with outside school psychology researchers as consultants.
Material & methods
Three randomly selected homeroom teachers at an urban elementary school received brief training then collaborated with authors throughout a process of screening, matching interventions, implementation (with weekly fidelity self-check), data collection (with individualized Direct behavioral rating forms) and review. Three Concurrent Multiple Baseline across Participants Designs were performed with six students identified with externalizing problems from three classrooms. Modified School Home Note and Behavioral Contract were matched and implemented. Social acceptability and practicality of ATI was evaluated via interviews with participants.
Visual analysis supported the efficacy of ATI, which was corroborated with estimates of single case effect size using Percentage Exceeding Median (PEM) and the Non-Overlap of All Pairs (NAP). Participants interviewed collectively appreciated the practicality and acceptability of ATI. Conclusion
ATI Procedure represents a promising approach to address mental health issues in Chinese schools, and warrants an array of future practical research and development of school psychology training program.

Living Better, Living Longer

The Association of Gratitude with Increased Drinking among High-Frequency High-Intensity Drinkers

Author(s):Amy R. Krentzman
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Gratitude is a central component of addiction recovery for many, yet it has received scant attention in addictions research. Hypothesizing that gratitude would attend and predict recovery, preliminary questions addressed whether pre-post treatment decreases in drinking co-occurred with increases in gratitude and whether gratitude levels after treatment predicted future drinking. Post hoc analyses assessed whether concurrent drinking moderated the relationship between gratitude and future drinking. This descriptive, naturalistic study employed gratitude and drinking variables from sequential assessment waves to model theorized causal relationships. Fifty-eight individuals with alcohol dependence were newly enrolled in abstinence-based treatment at baseline. Drinking decreased from baseline to 6 months but gratitude did not change during this period. Gratitude at 6 months did not predict drinking at 12 months. However, 6-month drinking moderated the relationship between 6-month gratitude and 12-month drinking so that those who at 6 months had high gratitude and high drinking frequency and intensity were drinking with greater frequency and intensity at 12-months. Conclusions: Gratitude seems to be associated with greater future drinking among high-frequency, high-intensity drinkers. Gratitude exercises might be contraindicated for clients who are still drinking and ambivalent about change.

A Mixed Methods Assessment of Family Influence on Weight-Related Behaviors among African-Americans

Author(s):Eileen Lee and Daheia Barr-Anderson
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Compared to any other race in the United States today, African-Americans are disproportionately overweight. Because overweight children are more likely to be obese and consequently suffer adverse health outcomes as adults, this study focuses on obesity prevention measures among African-Americans. One effective strategy to combat the epidemic may be the use of behavioral interventions incorporating the core African-American cultural value of family. In this exploratory, pilot study, family-based, behavioral interventions will be utilized to (1) explore family influences on weight-related behaviors and (2) examine the relationship between family dynamics (i.e. family cohesion, parenting style, social support) with physical activity and healthy eating behaviors of select members from each family. The results of this proposed study will be used as pilot data for a re-submission of a NIH R01 application that proposes a family-based intervention to increase physical activity in African-American youth.

"Fitness. Fun. Family." An Online Approach to Engaging the Family in Healthy Behaviors

Author(s):Eydie Kramer
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Fitness. Fun. Family.
It is the goal of this applied project to provide parents with an online learning educational tool, comprised in a website entitled “Fitness. Fun. Family.” The website contains engaging activities on healthy behavioral choices for children, and is intended to energize and bring enjoyment to the whole family while changing attitudes and behaviors towards healthy living.
In the spring of 2015, I created this website and made the information live via WordPress. The “Fitness. Fun. Family.” website contains relevant information on current childhood overweight and obesity trends in the United States, and options for parents to enhance their children’s healthy behaviors based upon research in the field of Exercise Psychology. The theoretical frameworks upon which the website is founded include Self-Efficacy Theory, and Expectancy-Value Theory.
The website contains twelve separate segments, which children and parents may engage in together. Several topics which are covered include: Goal-setting for health, identifying unhealthy habits and creating healthful habits, fostering positive attitudes, enhancing a child’s self-efficacy in their ability to make healthy behavioral choices, nutritional education, physical activity education, and tips and ideas which involve the entire family in healthy lifestyles.
Website link:

Breast Cancer Screening Disparity among Korean Immigrant Women in Midwest

Author(s):Hee Yun Lee, Mi Hwa Lee, Yoo Jeong Jang, and Do Kyung Lee
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Using three breast cancer screening methods; mammogram, clinical breast examination (CBE) and breast self examination (BSE), this study investigated breast cancer screening rates and its associated factors. A cross-sectional data were obtained from 168 Korean immigrant women in Minnesota. Andersen’s Behavioral Model (1995) guided this study and logistic regression was used to examine factors associated with screening receipts and performance. Study participants reported low screening rates. Approximately 36.3% of the participants received mammography, 32.2 % received CBE, and 68.4% had done BSE within the last three years. Knowledge of each screening method strongly predicted screening receipts and BSE performance. In addition to the knowledge, being old, low perceived barriers, and low educational attainment were positively associated with getting a mammogram. Distrust of physicians and higher education level were negatively correlated with CBE receipt, while cancer history of family members was positively related to CBE receipt. Health insurance was negatively associated with BSE practice. There is an urgent need for education on breast cancer prevention among Korean immigrant women. To promote breast cancer screening in this population, health education should be combined with strategies to increase healthcare access such as providing mobile screening services or assistance of scheduling for screening.

Mobile Phone Multimedia Messaging Intervention for Breast Cancer Screening

Author(s):Hee Yun Lee, Chap Le, Rahel Ghebre, Douglas Yee, Mi Hwa Lee, and Do Kyung Lee
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Korean American immigrant women have one of the highest breast cancer mortality rates and lowest breast cancer screening rates. The current study tested the effectiveness of a 7-day mobile phone application-based mammogram intervention to promote breast cancer screening. A randomized controlled trial was performed with 120 Korean American immigrant women aged 40 and older who had not had mammograms within the last 2 years. The intervention group (60) received culturally tailored text, visual, and video messages for 7 days with 8 to 21 messages per day via a mobile app with health navigation services. The control group (60) received a brochure and was offered health navigation services after the 6-month follow-up test. The app group experienced a greater increase in knowledge than the control group (p < 0.05). No statistical between-group differences were identified in intention to receive screening. A significant between-group difference was found in self-reported receipt of mammogram at the 6-month follow-up test; while 75.0% (45/60) of the intervention group received mammograms, only 30.0% (18/60) of the brochure group did (p < 0.001). This study demonstrated that mobile application-based intervention with health navigator services is a promising tool to increase screening knowledge and receipt of mammograms.

Factors Underlying Financial Well-Being: A Young Adult Perspective

Author(s):Jennifer Rea, Joyce Serido, and Jory Catalpa
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Although financial resources (e.g., income, savings) are typically associated with greater financial well-being, objective economic factors alone do not fully account for one’s perception of financial well-being (Johnson & Krueger, 2006). Because financial instability among young adults is growing and many rely on parents for continuing emotional and financial support (Fingerman et al., 2009; Settersten, 2012), the present study sought to obtain a broader understanding of financial well-being as perceived and experienced by young adults.
The primary research question guiding this study is, “What are the factors that contribute to young adults’ perception of financial well-being?” We conducted a qualitative content analysis of interview data to reveal variation in the experiences of the participants (Graneheim & Lundman, 2004).

Impact of Exergaming on Children’s Fundamental Motor Skills and Fitness

Author(s):Jung Eun Lee, David Stodden, and Zan Gao
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Background/Purpose: In an effort to alleviate pediatric obesity, exergaming has been integrated into school-based PA programs to promote children’s physical activity (PA). As research suggests that fundamental motor skills (FMS) and health-related fitness (HRF) are independently associated with children’s PA (Larouche et al., 2014), it is important to understand whether a school-based exergaming program could help children develop FMS and HRF compared to physical education (PE). Thus, this quasi-experimental study was designed to determine the effectiveness of exergaming on children’s FMS and HRF as compared to PE.
Method: A total of 261 second and third grade children (127 boys, 134 girls; Meanage = 7.83) from two public schools took part in the study. Children were assigned to one of two groups with the school as the experimental unit: (1) exergaming intervention group (alternating 125-minute PE and 125-minute exergaming bi-weekly); and (2) comparison group (125-minute weekly PE). FMS tests comprised of product-oriented skills (maximum speed for kicking and throwing, maximum long jump distance/height and hop distance). For HRF, Progressive Aerobic Cardiovascular Endurance Run (PACER) was measured as the index for cardiorespiratory fitness, and grip strength, push-ups and curl-ups were assessed as indices for musculoskeletal fitness. Baseline tests were measured in fall 2012 and post-tests were assessed in spring 2013.
Analysis/Results: All tests were standardized and converted to T-scores. To analyze the effect of exergaming program on FMS and HRF, MANOVA with repeated measures was performed. There were significant interaction effects for cardiorespiratory fitness, F (1, 219) = 3.92, p < .05, η2=.02, and musculoskeletal fitness, F (1, 219) = 15.66, p <.01, η2 = .07, but not FMS. Specifically, comparison children (55.02) displayed significantly higher cardiorespiratory fitness score than intervention children (45.59) at the baseline, but their fitness (53.95) decreased at post-test while intervention children’s score increased (46.56). Further, comparison children’s muscle strength decreased (50.51/49.70) while intervention children’s increased (48.89/51.08) over time. Additionally, there was a main effect of Time for FMS, F (1,219) =6.62, p =.01, η2 =.03. Both intervention and comparison children’s FMS increased over time with intervention children demonstrating greater improvement (1.65) than comparison children (.42).
Conclusions: Although activities outside school could not be controlled for, our findings suggest that the addition of an exergaming program may have led to positive effects on children’s FMS and HRF, as compared to decreased FMS and HRF in the control group. These data indicate exergaming can be an effective school-based program to supplement PE.

Battle School

Author(s):Nicolaas VanMeerten, Jonathan Shoberg, and Keisha Varma
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The Battle School study investigates how complex problem solving performance is affected by the mode of communication (no communication, game commands, text chat, and voice chat) used between players in a multiplayer video game environment where they must work together to evaluate and respond to complex problems. The study will be conducted in the League of Legends video game environment, which is a free multiplayer video game. Mastery of the game requires players to dynamically evaluate complex problems and react in accordance with a team of players to compete against another team of players.
The proposed research will provide insight into the effect of communication on complex problem solving in teams, which can be applied to increase the effectiveness of teams in STEM disciplines directly. The majority of work in STEM today requires collaboration across disciplines and time zones. Thus, it is imperative that these collaborative teams are able to effectively communicate to solve the complex problems prevalent in their respective disciplines. Findings from this work could also be used to inform the design of educational games and technology-enhanced learning environments.

Getting the most out of consultation: does active participation produce competent clinicians?

Author(s):Sheena Potretzke, Tanya Line, and Piper Meyer-Kalos
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Due to the increased focus on the use of evidence-based practices and workforce development in the addiction field, there is a need to examine the role of active participation in consultation, training, and supervision. This presentation will introduce the basics of Enhanced Illness Management and Recovery (E-IMR), a model combining two evidence-based practices for treatment of co-occurring disorders, and provide an overview of research supporting these practices. Additionally, we will explain the components of the clinical consultations that took place over twelve months following initial training in this model. Methods of evaluation and data collection will be reviewed. Analysis will focus on determining the role of active participation in consultation and clinician ability to utilize clinical skills and maintain fidelity to the model. This analysis is part of a larger study implementing this model within six agencies specializing in the treatment of co-occurring disorders aimed at developing competent clinicians. We seek to investigate the relationship between participation in these consultations and scores on standardized competency and fidelity scales. These results will be of interest to professionals who receive and provide consultation, training, and supervision. Further implications could enhance overall quality of care by informing policy and improving professional practice.

Oat Avenanthramides (AVA) Are Bioavailable in Humans after Acute Consumption of Oat Cookies

Author(s):Tianou Zhang, Jing Shao, Yike Gao, Chi Chen, Dan Yao, Mitchell Wise, Chounghun Kang, Dongwook Yeo, and Li Li Ji.
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Background: Avenanthramides (AVA) are a group of diphenolic acids found only in oats that have anti-inflammatory and antioxidant effects. Although previous studies report the bioavailability of AVAs in humans, whether AVAs are bioavailable in humans after acute consumption of oat cookies made with natural oat flour is unknown. Objective: To examine the metabolic fate of orally ingested oat AVAs by measuring plasma AVA concentrations and pharmacokinetic properties. Methods: Male and female non-obese participants (n=16) consumed three cookies made with oat flour containing high (229.6 mg/kg, H-AVA) or low (32.7 mg/kg, L-AVA) amounts of AVA compounds. Blood samples were collected at 0, 0.5, 1, 2, 3, 5, and 10 h after cookies consumption. Plasma total AVA concentrations were quantified and pharmacokinetic parameters were calculated. Results: After participants consumed the oat cookies, AVA-A, -B, and -C were present at peak concentrations in plasma between 2 and 3 h for the H-AVA group and between 1 and 2 h for the L-AVA group. Maximal plasma concentrations for AVA-A, -B, and -C were higher in the H-AVA than in the L-AVA group. AVA-B had a longer half-life and slower elimination rate than AVA-A and AVA-C. Conclusions: AVAs found naturally in oats are bioavailable in humans. AVA-B has the slowest elimination rate and highest half-life compared to AVA-A and AVA-C, while AVA-C has the lowest absorption of all three AVAs.

On-Ice Performance Characteristics According to Position in Elite, College-Level, Male Hockey Players

Author(s):Zachary T. Rourk, Ben Peterson, John Fitzgerald, Cal Dietz, Dan Warnke, and Eric M. Snyder
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Previous research has identified differences between ice hockey defenseman and forwards using a combination of on-ice skating ability measures and off-ice general fitness measures. The current study is the first to assess on-ice skating ability using accelerometers for the calculation of player load; a metric used to describe instantaneous, multi-directional accelerations.

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