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2023-3-28- Symphonic Wind Ensemble
2023-3-28- Symphonic Wind Ensemble
2023-5-2-Symphonic Wind Ensemble
2023-5-2-Symphonic Wind Ensemble
Ableism and colonialism in international music therapy service-learning settings
Ableism and colonialism in international music therapy service-learning settings
A critical discourse analysis
Vee Gilman
Music therapy settings are often marked by multiple power hierarchies, in which music therapists hold privileged identities in areas such as race, disability, language, and class in relation to clients who may carry multiple oppressed identities. In international ser...
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Music therapy settings are often marked by multiple power hierarchies, in which music therapists hold privileged identities in areas such as race, disability, language, and class in relation to clients who may carry multiple oppressed identities. In international service-learning settings, these dualities can be even more pronounced. As international service-learning projects market themselves to young music therapists and students, they emphasize these projects’ ability to accelerate music therapists’ advancement in the profession. However, analysis of visual and written discourse can reveal subtler and more insidious consequences of such projects, particularly in the ways they uphold colonial and ableist paradigms. In this paper, I will outline some foundational understandings regarding Indigenous studies, Disability studies, “voluntourism,” and the relevance of representation. I will then analyze publicly available photos and text from four international music therapy service-learning projects, using Actor-Network Theory to identify colonial and ableist themes. The analyses will demonstrate that these experiences align and prepare young music therapists for broader music therapy practice mainly by reinforcing music therapy’s deeply colonial and ableist foundations. Music therapy identity in these images is white, settler, nondisabled, and aligned with Western music and culture; client identity is Indigenous, colonized, Disabled, and represented without markers of local cultural resources. Beyond identity, these images reveal relational patterns that align with colonial and ableist tropes. As represented in these images and texts, music therapists purportedly give, help, act, distribute, teach, and transform, whereas clients receive, wait, accept, assimilate, and “overcome.” The representations are not merely neutral agents that reveal existing dynamics; they also perpetuate problematic notions of music therapy as an assimilative and charitable agent, enacted by active “helpers” upon passive “sufferers.” They both accentuate and perpetuate assumptions of Black and colonized people as needy or deficient, positioning Western music therapists conversely as helpful and sufficient. In analyzing and interpreting these representations, I will approach the following questions: How much does music therapist identity depend on the construction of a needy other? In representing ourselves as helpers, how do music therapists unwittingly create or emphasize deficits in clients?
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2021
Accuracy of the Autism Spectrum Screening Questionnaire
Accuracy of the Autism Spectrum Screening Questionnaire
GIRL in Identifying Females with Autism Spectrum Disorder
Castonguay, Sydney
Females with autism spectrum disorder (ASD) is an emerging research topic in the field of special education. Identification of ASD begins with the use of screening tools. This study utilized the Autism Spectrum Screening Questionnaire – Revised Extended Version (ASSQ...
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Females with autism spectrum disorder (ASD) is an emerging research topic in the field of special education. Identification of ASD begins with the use of screening tools. This study utilized the Autism Spectrum Screening Questionnaire – Revised Extended Version (ASSQ-REV) to (1) evaluate the accuracy of the Autism Spectrum Screening Questionnaire (ASSQ) in identifying males and females with ASD and (2) evaluate the accuracy of the Autism Spectrum Screening Questionnaire – GIRL (ASSQ-GIRL) questions in distinguishing between the female and male phenotypes of ASD. Two hypotheses were proposed: (1) males will more accurately be identified than females as having ASD using the ASSQ and (2) the ASSQ-GIRL will identify the female phenotype of ASD at a greater rate than the male phenotype of ASD. Heterogenous convenience sampling was utilized to recruit 49 participants. Responses were analyzed through quantitative analysis using the McNemar’s test. Results showed no statistically significant difference for both hypotheses thus disproving both proposed hypotheses. Further research should focus on the inclusion of characteristics of females with ASD into ASD screening tools. This research has the potential to lead to earlier ages of diagnosis for females with ASD thus resulting in increased access to needed interventions and supports.
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2024
Acme Vocals Publicity Photograph
Acme Vocals Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Acme Vocals Publicity Photo
1990
Aebersold, Robert Interview Audio
Aebersold, Robert Interview Audio
Slippery Rock University in the Sixties Oral History Collection
Audio recording of the interview of Robert Aebersold on May 28, 1991.
1991
Aebersold, Robert Interview Audio
Aebersold, Robert Interview Audio
ROCKvoices Oral History Project
Audio recording of the interview of Robert Aebersold conducted on October 21, 2008.
2008
Aebersold, Robert Interview Transcript
Aebersold, Robert Interview Transcript
Slippery Rock University in the Sixties Oral History Collection
Transcript of the interview of Robert Aebersold on May 28, 1991.
1991
Aebersold, Robert Interview Video Clip
Aebersold, Robert Interview Video Clip
ROCKvoices Oral History Project
Video clip from the the interview of Robert Aebersold conducted on October 21, 2008.
2008
Aerial Views
Aerial Views
AJ Jamal Publicity Photograph
AJ Jamal Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the A.J. Jamal Publicity Photograph
1995
Ambrosio, Nora Interview Audio
Ambrosio, Nora Interview Audio
ROCKvoices Oral History Project
Audio recording of the interview of Nora Ambrosio conducted on March 31, 2023.
2023
Ambrosio, Nora Interview Transcript
Ambrosio, Nora Interview Transcript
ROCKvoices Oral History Project
Transcript of the interview of Nora Ambrosio conducted on March 31, 2023.
2023
Ambrosio, Nora Interview Video Clip
Ambrosio, Nora Interview Video Clip
ROCKvoices Oral History Project
Video clip from the interview of Nora Ambrosio conducted on March 31, 2023.
2023
Analyzing and comparing similarities and perceptions of current status and of years of experience regarding positive behavioral interventions and supports (PBIS) tier 1 implementation across multiple K-6 schools
Analyzing and comparing similarities and perceptions of current status and of years of experience regarding positive behavioral interventions and supports (PBIS) tier 1 implementation across multiple K-6 schools
William Schleicher
In this study, the educational discussion focused on Tier 1 implementation of the behavioral management system known as positive behavioral interventions and supports (PBIS) within three randomized K-6 elementary schools all at varying years of program implementation...
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In this study, the educational discussion focused on Tier 1 implementation of the behavioral management system known as positive behavioral interventions and supports (PBIS) within three randomized K-6 elementary schools all at varying years of program implementation (Lower Elementary, K-3 Elementary, and K-6 Elementary school). Further, the study fixated on whether there were commonalities or differences in the perception of the current status of PBIS Tier 1 implementation which came in the form of a mixed-method approach for the participating general and special education teachers within those schools. An effective, consistent, and positive behavioral management system in schools is a relatively new concept with so many educational institutions in the past taking punitive approaches toward discipline. To take a more proactive approach toward behavior, schools have been utilizing PBIS to reshape the thinking of students and teachers to develop better and safer environments for learners and educators alike. The data collected in this study was analyzed using the Kruskal-Wallis H test and detailed thematic analysis. The qualitative analysis results revealed the presence of five major themes regarding feedback from staff on the factors and perceptions contributing to successful Tier 1 implementation of PBIS. Such themes consisted of: (a) Buy-in from stakeholders; (b) Needing the use of consistent language, communication, and policies across the school; (c) Informing and reminding students about the expectations on a daily basis; (d) Integrating the teaching of Values inside and outside of the classroom; and (e) Needing to implement constant and clear communication to all stakeholders. Results showed that while school-wide discipline systems were more prevalent, visible, or successful in the lower elementary school, the implementation of non-classroom management systems and classroom management systems of the respective schools was almost similar with the implementation of being mostly in place. Recommendations for future research include more understanding of the main needs of a school (resources, training, time, evaluation, etc.) of a school, a heightened awareness of disciplinary action needs to be emphasized by means of restorative behavioral management practices for all staff, and a need for advanced tiers should be established for all students. Implications for positive change include increased teacher/school awareness, support, and guidance with PBIS, enhanced restorative behavioral management skills, and a positive shift in mindset regarding interacting with negative behaviors within school settings.
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2022
Archives
Archives
Digital collections from the Slippery Rock University Archives.
Armstrong, Hazel Interview Audio
Armstrong, Hazel Interview Audio
Slippery Rock University Centennial Oral History Collection
Audio recording of the interview of Hazel Armstrong on August 3, 1988.
1988
Art Building
Art Building
The Hut
Augmented and virtual realities in special education contexts
Augmented and virtual realities in special education contexts
a meta-analysis
Toriel Herman
The augmented and virtual reality applications literature base spans more than 30 years with one of the first studies conducted by Meredith Bricken in 1991. With the advances in technology, researchers are increasingly examining the use of augmented reality (AR) and ...
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The augmented and virtual reality applications literature base spans more than 30 years with one of the first studies conducted by Meredith Bricken in 1991. With the advances in technology, researchers are increasingly examining the use of augmented reality (AR) and virtual reality (VR) within educational contexts, more specifically special education contexts. VR is one of the fastest growing technologies (Nuguri, Calyam, Oruche, Gulhane, Valluripally, Stichter, & He, 2021) and AR is growing rapidly showing advances in interaction, navigation, and tracking within education, entertainment, business, medicine, and other settings (Ablyaev, Abliakimova, & Seidametova, 2020). Despite AR and VR demonstrating documented success with enriching learning opportunities and task performances (Billingsley, Smith, Smith, & Meritt, 2019; Bricken, 1991; Nuguri et al., 2021), there is limited research on applying these programs directly within a school setting for students with disabilities. To understand the effectiveness of AR and VR, a meta-analysis of six studies was conducted using hierarchical linear modeling focusing on functional, transitional, and social skills. Participants included 18 students ages 6-15-years-old all with a special education diagnosis (i.e., Intellectual Disability or Autism). Results suggest that these interventions are effective in developing functional, transitional, and social skills with students with disabilities. Most notably, participants aged 14-15 years old showed the greatest effect estimates. There were no differences for sex. Limitations and potential future directions in supporting students with disabilities are discussed.
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2021
Bailey Library
Bailey Library
Baker, Eliott Interview Audio
Baker, Eliott Interview Audio
ROCKvoices Oral History Project
Audio recording of the interview of Eliott Baker conducted on November 20, 2008.
2008
Baker, Eliott Interview Transcript
Baker, Eliott Interview Transcript
ROCKvoices Oral History Project
Transcript of the interview of Eliott Baker conducted on November 20, 2008.
2008
Baker, Eliott Interview Video Clip
Baker, Eliott Interview Video Clip
ROCKvoices Oral History Project
Video clip from the interview of Eliott Baker conducted on November 20, 2008.
2008
Barbara Bailey Hutchison Publicity Photograph
Barbara Bailey Hutchison Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Barbara Bailey Hutchison publicity photograph
1992