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Hazley, Richard Interview Audio
Title
Hazley, Richard Interview Audio
Year Created
1991
Abstract
Audio recording of the interview of Richard Hazley on June 10, 1991.
Sub-title
Slippery Rock University in the Sixties Oral History Collection
Hazley, Richard Interview Transcript
Title
Hazley, Richard Interview Transcript
Year Created
1991
Abstract
Transcript of the interview of Richard Hazley on June 10, 1991.
Sub-title
Slippery Rock University in the Sixties Oral History Collection
Hicks, John Interview Audio
Title
Hicks, John Interview Audio
Year Created
2008
Abstract
Audio recording of the interview of John Hicks conducted on July 23, 2008.
Sub-title
ROCKvoices Oral History Project
Hicks, John Interview Transcript
Title
Hicks, John Interview Transcript
Year Created
2008
Abstract
Transcript of the interview of John Hicks conducted on July 23, 2008.
Sub-title
ROCKvoices Oral History Project
Hicks, John Interview Video Clip
Title
Hicks, John Interview Video Clip
Year Created
2008
Abstract
Video clip from the interview of John Hicks conducted on July 23, 2008.
Sub-title
ROCKvoices Oral History Project
Hill, Katie Interview Audio
Title
Hill, Katie Interview Audio
Year Created
2017
Abstract
Audio recording of the interview of the 2014 Homecoming Queen Katie Hill.
Sub-title
Queens of Slippery Rock Oral History Collection
Hill, Katie Interview Transcript
Title
Hill, Katie Interview Transcript
Year Created
2017
Abstract
Transcript of the interview of the 2014 Homecoming Queen Katie Hill.
Sub-title
Queens of Slippery Rock Oral History Collection
Hill, Tori Interview Audio
Title
Hill, Tori Interview Audio
Year Created
2017
Abstract
Audio recording of the interview of the 2016 Homecoming Queen Tori Hill.
Sub-title
Queens of Slippery Rock Oral History Collection
Hill, Tori Interview Transcript
Title
Hill, Tori Interview Transcript
Year Created
2017
Abstract
Transcript of the interview of the 2016 Homecoming Queen Tori Hill.
Sub-title
Queens of Slippery Rock Oral History Collection
Hillgrove, Bill Interview Audio
Title
Hillgrove, Bill Interview Audio
Year Created
1994
Abstract
Audio recording of the interview of Bill Hillgrove on October 20, 1994.
Sub-title
Baseball in Pennsylvania Oral History Collection
Hillgrove, Bill Interview Transcript
Title
Hillgrove, Bill Interview Transcript
Year Created
1994
Abstract
Transcript of the interview of Bill Hillgrove on October 20, 1994.
Sub-title
Baseball in Pennsylvania Oral History Collection
Identifying salient factors in the retention of special education teachers :
Title
Identifying salient factors in the retention of special education teachers :
Abstract
The purpose of this study was to determine the reasons why special education teachers continue to teach in their present special education positions for five years or longer. The factors that influence special education teachers to remain were identified and analyzed...
Show moreThe purpose of this study was to determine the reasons why special education teachers continue to teach in their present special education positions for five years or longer. The factors that influence special education teachers to remain were identified and analyzed. The study was a quantitative design including a survey and one open-ended question. Relational support factors and organizational factors were categorized into the survey questions from Billingley’s (2004) research. The participants included 90 special education teachers from Erie, Crawford and Warren counties. The survey and the open-ended question data were analyzed. The quantitative results indicated that there was a significant difference at a .05% probability level from the response data modes for relational support factors as compared to the organizational support factors. The three most common retention factors included enjoyment gained from job, ability to make a difference in the lives of students, and support of fellow special education teachers. Three themes emerged from the open-ended question: administrative support, helping students succeed and colleague support. The responses were more influential with the relational support factors than the organizational factors. This study should help administrators identify strategies to help retain special education teachers in their current special education teaching positions.
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Year Issued
2018
Author
Mary P. Nientimp
Sub-title
what makes them stay?
Imagining a post–intentional phenomenology of cisnormativity
Title
Imagining a post–intentional phenomenology of cisnormativity
Abstract
My original plan for this thesis project was to conduct a phenomenological study that focuses on how cisnormativity influences and emerges through a clinician’s development of micro-skills, especially those who are transgender, Two Spirit, and Intersex or otherwise n...
Show moreMy original plan for this thesis project was to conduct a phenomenological study that focuses on how cisnormativity influences and emerges through a clinician’s development of micro-skills, especially those who are transgender, Two Spirit, and Intersex or otherwise non-conforming to the colonial gender paradigm (TTSI+) (Lugones, 2007). However, I struggled to find any phenomenological or clinical consideration of cisnormativity as a phenomenon, and it is rarely articulated as a system immersed in white supremacist bio-essentialism. So, this thesis is a philosophical inquiry that is grounded in Vagle’s post-intentional phenomenological (PIP) paradigm (2018). This inquiry details: 1) how the PIP paradigm may nurture more nuanced investigation of bio-essentialist systems of oppression, 2) how critical phenomenological and post-structural concepts in may be utilized to attend to cisnormativity as a phenomenon that is a part of the imperialist white supremacist capitalist cisheteropatriarchy (hooks, 1997; Yancy & hooks, 2015), 3) the productions and provocations of cisnormativity that emerged through my research process, 4) how these findings connect to current music therapy and related care work literature, and 5) what research project ideas have emerged for future study. Overall, I assert cisnormativity affects everyone, not just TTSI+ people. It is urgently important to slow down and open up to ways cisheteropatriarchy emerges through our habits, through text, and through theoretical frameworks, and to ways we may retroactively and proactively shift these dynamics. I hope my work enables all to nurture their reflexivity and resistance to bio-essentialist oppression through attending to relationships and holding consideration for the more-than-visual.
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Year Issued
2023
Author
Inmon, Braedyn D'mitri
Sub-title
A philosophical inquiry
IMG_5220
Title
IMG_5220
IMG_5237
Title
IMG_5237
The impact of a short-term music therapy program on emotional regulation development in preschool age children following the COVID-19 pandemic
Title
The impact of a short-term music therapy program on emotional regulation development in preschool age children following the COVID-19 pandemic
Year Issued
2024
Abstract
Early child development has been impacted by the COVID-19 pandemic, which effects later development through school and adulthood (Davies et al., 2021; Jiao et al. 2020; Paulauskaite et al., 2021; Spiteri, 2021; Takahashi and Honda, 2021; Timmons et al., 2021). Concer...
Show moreEarly child development has been impacted by the COVID-19 pandemic, which effects later development through school and adulthood (Davies et al., 2021; Jiao et al. 2020; Paulauskaite et al., 2021; Spiteri, 2021; Takahashi and Honda, 2021; Timmons et al., 2021). Concerns related to early childhood development of academic and social-emotional skills, including emotion regulation, have arisen due to isolation during the COVID-19 pandemic, which have been linked to increased school readiness, forming positive relationships, and preventing maladaptive behaviors in older childhood and adulthood. Music therapy has been shown to support emotion regulation skills in older childhood and adolescence (Foran, 2009; Ross, 2016; Williams, 2018; Zhenyu and Zhenhua, 2022). There is limited research on the use of music therapy in early childhood for emotion regulation. Since the developmental impact of the COVID-19 pandemic, it is imperative to understand ways music therapy can support emotion regulation development in early childhood. This study used a short-term music therapy program focused on shifting arousal levels in preschool-age children to understand the effect on emotion regulation skill development in early childhood with two groups experiencing music therapy over the course of eight weeks compared to eight weeks of typical learning. Participants were assessed at baseline, following music therapy, and following typical learning for emotion regulation skills. 83% of participants experienced a reduction in behavioral concerns with music therapy. Half of participants increased self-regulation with music therapy. On average all participants with music therapy intervention increased social-emotional and attention and self-control skills. This research shows potential for improving emotion-regulation skill in early childhood, but future research is needed with a larger sample size. Other areas of social-emotional skills could benefit from future research in preschool-age children, such as attachment.
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Author
Oldland, Kelsey
The impact of discontinue criteria on potential gifted students' scores on the Wechsler Intelligence Scale for Children - fifth edition
Title
The impact of discontinue criteria on potential gifted students' scores on the Wechsler Intelligence Scale for Children - fifth edition
Year Issued
2021
Abstract
Gifted identification varies across the United States between states, districts, and school psychologists. Although multiple measures of cognitive ability exist, one of the most popular tools is the Wechsler Intelligence Scale for Children- Fifth Edition, published i...
Show moreGifted identification varies across the United States between states, districts, and school psychologists. Although multiple measures of cognitive ability exist, one of the most popular tools is the Wechsler Intelligence Scale for Children- Fifth Edition, published in 2014. This standardized assessment measures cognitive abilities and is now in its fifth edition. The most notable difference is the use of five primary index scales, rather than four, that combine to yield a Full Scale IQ score. Another change is that the discontinue criteria are shorter for a few subtests within the measure. Although this leads to a shorter test administration time, many gifted advocates believe that this shortened discontinue criteria may underestimate gifted students' abilities by not allowing them to demonstrate knowledge beyond those three missed items (National Association for Gifted Children, 2018; Silverman and Gilman, 2020). The purpose of this study is to begin to explore how those shortened discontinue criteria on the Verbal Comprehension Index may or may not impact potentially gifted students’ scores and moreover, gifted eligibility. Understanding how these shortened discontinue criteria may or may not impact scores will help to guide districts and school psychologists into proper identification methods and criteria and a further understanding of the Verbal Comprehension Index on the WISC-V. This study will focus on the following questions: How do shortened discontinue criteria impact potential gifted students' scores on the Similarities subtest? How do shortened discontinue criteria impact potential gifted students' scores on the Vocabulary subtest? With limited verbal subtests, how does the WISC-V's shortened discontinue criteria impact potential gifted scores on the Verbal Comprehension Index? How do these discontinue criteria impact how school psychologists and schools determine eligibility?
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Author
Iera, Dana
Impact of the partial functional assessment and skill-based treatment in public school classrooms
Title
Impact of the partial functional assessment and skill-based treatment in public school classrooms
Year Issued
2024
Abstract
Students with autism who engage in severe problem behavior are more likely to be placed in restrictive environments, including separate schools. Research has been conducted to show that severe problem behavior can be decreased while increasing contextually appropriat...
Show moreStudents with autism who engage in severe problem behavior are more likely to be placed in restrictive environments, including separate schools. Research has been conducted to show that severe problem behavior can be decreased while increasing contextually appropriate behavior through the use of a performance-based practical functional assessment and skill-based treatment in a clinical setting or when pulled out from the classroom to receive intervention 1:1. However, the published research is not conducive to public school settings with a lack of space and a lack of staff. This study seeks to close this research gap by investigating the impact of the practical functional assessment and skill-based treatment when used in a public school classroom. Practical functional assessments and skill-based treatment were conducted in public school classrooms with seven students to determine their impact on the students’ rate of problem behavior, mastery of contextually appropriate behaviors, percentage of participation across the school day, and ratings on the Behavioral Health Index. The study found that participation, mastery of contextually appropriate behaviors, and ratings on the Behavioral Health Index increased for all students. The rate of severe problem behavior decreased for five of the seven students and increased for two of the seven students. This study is a starting point for research on practical functional assessment and skill-based treatment in public school classrooms. Future researchers can continue this work to lend itself to a larger population.
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Author
Walsh, Melissa
The Importance of Employability Skills for Students with Disabilities
Title
The Importance of Employability Skills for Students with Disabilities
Abstract
A misalignment exists between instruction provided in schools for students with disabilities preparing for employment and the employers’ expectations for entry-level employees. Task-related social behaviors are one set of necessary skills individuals with and without...
Show moreA misalignment exists between instruction provided in schools for students with disabilities preparing for employment and the employers’ expectations for entry-level employees. Task-related social behaviors are one set of necessary skills individuals with and without disabilities need to maintain employment. This study compared descriptions of task-related social behaviors provided by employers’ and educators’ through an online survey. Additionally, employers’ and educators’ importance ratings for the same task-related social behaviors were analyzed. Results show employers and educators agree on descriptions and importance ratings for some of the task-related social behaviors included in this study and have differing opinions for others. An employee that can exhibit appropriate task-related social behaviors will strengthen coworker relationships, demonstrate personal growth, and add to business success. Results of this study may provide a starting point for restructuring secondary transition programming for students with disabilities to include more direct instruction of necessary social skills during work-based learning experiences.
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Year Issued
2023
Author
Eppley, Karen
Sub-title
A Comparison of Employer and Educator Perspectives
Improving parent collaboration at IEP meetings
Title
Improving parent collaboration at IEP meetings
Abstract
An Individual Education Program (IEP) is a critical document that drives decisions about educational support and services for students with a disability. It is imperative that parents have a role in the development of their child’s IEP through a collaborative process...
Show moreAn Individual Education Program (IEP) is a critical document that drives decisions about educational support and services for students with a disability. It is imperative that parents have a role in the development of their child’s IEP through a collaborative process. This study examines the correlations between various subgroups and the level of satisfaction of a collaborative IEP meeting. In this qualitative study, a digital survey is used to gain feedback from 29 parents of students from preschool through twelfth grade receiving special education services. Findings reveal that parents expressed overall satisfaction with the level of collaboration at IEP meetings with relatively positive satisfactory ratings consistent through each survey question. Survey data was then correlated with four subgroups; grade level, disability category, number of IEP meetings attended, and race/ethnicity. Themes emerged from synthesizing the data specific to four subgroups that included variations in the data. As part of the study, participants provided suggestions for improving collaboration at IEP meetings. Parents expressed a desire for improved communication, opportunity to provide feedback, and improved agenda for IEP meetings. In contrast, some challenges were noted by some parents that limit parental engagement. The importance of this data can potentially impact the effectiveness of IEP meetings and improve student outcomes. A consideration for future research could explore the impact of the recommended interventions, change of district policies, and generalization across other school districts.
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Year Issued
2024
Author
Michaelson, Jill
Sub-title
The correlation to various subgroups