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Department of Educational Psychology and Learning Systems

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 School counselors' perceptions of career counseling: Preferences, priorities and predictors
School counselors' perceptions of career counseling: Preferences, priorities and predictors
Limited information on the actual and preferred career counseling and career testing activities of school counselors exists. An analysis of a statewide school counselors’ survey revealed career counseling and testing preferences, priori-ties and predictors. Results revealed counselors preferred trait/factor ap-proaches to career counseling, including Holland’s RIASEC theory, Person-Environment-Correspondence theory and Cognitive Information Processing theory, respectively. With respect to career counseling and career testing priorities, means comparisons indicated that elementary, middle, and high school counselors’ actual time performing career counseling duties is minimal; however, they desire to spend significantly more time on career counseling and testing. Multiple regressions revealed important predictor variables for actual and ideal time spent on career counseling and career testing. Limitations and recommendations for further research are discussed., school counselor, career counseling, career testing, priorities, predictors, Osborn, D. S., & Baggerly, J. B. (2004). School counselors' perceptions of career counseling: Preferences, priorities and predictors. Journal of Career Development, 31, 45-59.
Accommodation Request Strategies among Employees with Disabilities
Accommodation Request Strategies among Employees with Disabilities
The purpose of this study is to examine the prevalence of different workplace accommodation request strategies, the effectiveness of different request approaches, and situational and individual factors associated with different request strategies for individuals with disabilities. Common action plans of accommodation requests may vary depending on decisions about mentioning the ADA (or not) and whether a formal (or informal) request is submitted, though past literature has focused primarily on formal accommodation requests made under the auspices of the ADA. Participants (n=408) were recruited from rehabilitation agencies and organizations serving people with disabilities in the United States. The results indicated that informal requests without mentioning the ADA were found most often, followed by formal requests while not mentioning the ADA, formal requests while mentioning the ADA, and informal requests while mentioning the ADA. The odds of acquiring the requested accommodation were significantly higher, relative to other strategies, for requests made informally without mentioning the ADA. A variety of individual attributes capable of discerning when participants chose one strategy over another were observed; these included self-efficacy and outcome expectancy, negative affect, and an array of situational and personal attributes. Implications for research and practice were discussed., Keywords: Accommodations request strategies, Employees with disabilities, Publication Note: This is an accepted manuscript in the Rehabilitation Counseling Bulletin, the version of record can be found at https://doi.org/10.1177/0034355219834630.
Accommodation request strategies among employees with disabilities
Accommodation request strategies among employees with disabilities
The purpose of this study is to examine the prevalence of different workplace accommodation request strategies, the effectiveness of different request approaches, and situational and individual factors associated with different request strategies for individuals with disabilities. Common action plans of accommodation requests may vary depending on decisions about mentioning the Americans With Disabilities Act (ADA) (or not) and whether a formal (or informal) request is submitted, though past literature has focused primarily on formal accommodation requests made under the auspices of the ADA. Participants (n = 408) were recruited from rehabilitation agencies and organizations serving people with disabilities in the United States. The results indicated that informal requests without mentioning the ADA were found most often, followed by formal requests while not mentioning the ADA, formal requests while mentioning the ADA, and informal requests while mentioning the ADA. The odds of acquiring the requested accommodation were significantly higher, relative to other strategies, for requests made informally without mentioning the ADA. A variety of individual attributes capable of discerning when participants chose one strategy over another were observed; these included self-efficacy and outcome expectancy, negative affect, and an array of situational and personal attributes. Implications for research and practice were discussed., accommodations request strategies, employees with disabilities
Accommodations experience
Accommodations experience
BACKGROUND:Despite positive impacts of accommodations on college success, students with disabilities continue to experience challenges in requesting and utilizing accommodations. OBJECTIVE:This study examined challenges and facilitators of requesting and implementing accommodations among students with disabilities. METHODS:Two hundred eighty-nine students were recruited from six public universities at a Mid-Atlantic U.S. state. Challenging and facilitative themes were identified using a conventional content analysis. RESULTS:Facilitators for accommodation request include instructor caring and initiatives, and support of Disability Support Services (DSS). Facilitators for implementing accommodations entail instructor understanding and helpfulness, disability services resources, and student initiatives. Challenges for disability disclosure and accommodation request comprise maintaining uniformity to avoid classmate/instructor stigma, judgment, and unfair advantages; personal insecurity and anxiety; instructor/classmate lack of understanding about invisible disabilities; and students’ lack of knowledge of available accommodations. Challenges for implementing accommodations include instructor lack of understanding and judgment of student; improper facilitation of accommodation by instructor; and DSS counselor did not advocate for students. CONCLUSION:Students with disabilities still experience a great number of challenges to request and utilize accommodations despite the supports from transitional staff/faculty and students’ own initiatives. Helping strategies involving various stakeholders should be applied to assist students with disabilities., students with disabilities, disclosure, execution of accommodations, facilitators, challenges
Acculturation and career development of international and domestic college students
Acculturation and career development of international and domestic college students
The authors examined the relationships between career and cultural characteristics among 53 international and 54 domestic students at a large university in the southeastern United States. One-way multivariate analysis of variance results showed an overall significant difference between groups for mainstream acculturation, but not for vocational identity, dysfunctional career thoughts, goal instability, or heritage acculturation. Regression results indicated that 71% of the variance in vocational identity of domestic college students was explained by dysfunctional career thoughts and acculturation, whereas dysfunctional career thoughts were the only significant predictor of vocational identity for international college students. Thus, a key implication from this study is for career practitioners to address and challenge the dysfunctional thinking of all students to improve their vocational identity. Future researchers should also explore how other potential moderator variables (e.g., age, gender, race/ethnicity, parental education) may influence vocational identity, as well as include more qualitative approaches to better understand an individual’s worldview, including career and cultural characteristics., Keywords: career development, cognitive information processing theory, vocational identity, international college students, goal instability, Preferred Citation: Hou, P-C., Osborn, D. S., & Sampson, J. P., Jr. (2018). Acculturation and career development of international and domestic college students. Career Development Quarterly, 66, 344-357. DOI: 10.1002/cdq.12155
Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability
Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability
Problem solving is an important yet neglected mathematical skill for students with autism spectrum disorder and intellectual disability (ASD/ID). In addition, the terminology and vocabulary used in mathematical tasks may be unfamiliar to students with ASD/ID. The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with ASD/ID. Mathematics vocabulary terms were taught using constant time delay. Participants were then taught how to use an iPad that displayed a task analysis with embedded prompts to complete each step of solving the word problems. This study also examined participant’s ability to generalize skills when supports were faded. Results of the multiple probe across participants design showed a functional relation between modified SBI and mathematical problem solving as well as constant time delay and acquisition of mathematics vocabulary terms. Implications for practice and future research are discussed., Publication Note: This is the accepted author manuscript and the version of record can be found at https://doi.org/10.1080/09362835.2017.1394304, Preferred Citation: Root, J.R., & Browder, D. M. (2017). Algebraic problem solving for middle school students with autism and intellectual disability. Exceptionality. doi:10.1080/09362835.2017.1394304 [Teacher Ed]
Analysis of Disability, Academic Performance, and Seeking Support in One University Setting
Analysis of Disability, Academic Performance, and Seeking Support in One University Setting
This study focused on the academic performance and use of disability support services of students with different types of disabilities who attend a post-secondary education institution. Findings show different patterns of academic success over four semesters as well as different patterns of disability support service usage. Students who requested support from Disability Support Services were more likely to demonstrate better academic performance, but relatively few students sought such support. The authors discussed the implications for professionals in working with this population., Keywords: College students with disabilities, Academic performance, Disability support services, Publication Note: This is an accepted manuscript in the journal Career Development and Transition for Exceptional Individuals , the version of record can be found at https://doi.org/10.1177/2165143413475658 ., Preferred Citation: Dong, S., & Lucas, M. S. (2016). An Analysis of Disability, Academic Performance, and Seeking Support in One University Setting. Career Development and Transition for Exceptional Individuals, 39(1), 47–56. https://doi.org/10.1177/2165143413475658
Assessing Infusion of Social Justice in Rehabilitation Counselor
Assessing Infusion of Social Justice in Rehabilitation Counselor
Purpose: To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula. Method. The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular. The participants were 59 rehabilitation counselor educators recruited during the 8th Annual Rehabilitation Educators Conference hosted by the National Council on Rehabilitation Education (NCRE). Results. The study found that a majority of participants perceived it important to integrate social justice into rehabilitation counseling curricula. The level and extent of integration varied by academic rank and years of teaching. Conclusion. To ensure future rehabilitation counselors gain social justice competency, it is of great significance that rehabilitation counseling educators infuse the concepts of social justice into the curricula through knowledge and fieldwork domains., Publication Note: Publisher Version Available http://www.ingentaconnect.com/content/springer/rrpe/2015/00000029/00000004/art00007, Preferred Citation: Dong, S., Ethridge, G., Rodgers-Bonaccorsy, R., & Oire, S. N. (2015). Assessing Infusion of Social Justice in Rehabilitation Counselor Education Curriculum. Rehabilitation Research, Policy, and Education, 29(4), 406-420.
Assessing infusion of social justice in rehabilitation counselor education curriculum
Assessing infusion of social justice in rehabilitation counselor education curriculum
Purpose: To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula. Method: The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular. The participants were 59 rehabilitation counselor educators recruited during the eighth Annual Rehabilitation Educators Conference hosted by the National Council on Rehabilitation Education. Results: The study found that most participants perceived it important to integrate social justice into rehabilitation counseling curricula. The level and extent of integration varied by academic rank and years of teaching. Conclusion: To ensure future rehabilitation counselors gain social justice competency, it is of great significance that rehabilitation counseling educators infuse the concepts of social justice into the curricula through knowledge and fieldwork domains.
Assessing workplace accommodation requests among older workers
Assessing workplace accommodation requests among older workers
As one ages, the chance of acquiring functional limitations increases dramatically. Thus, a remarkably high proportion of older workers will likely qualify for workplace accommodations. The current study aimed to gain an understanding of subgroups of older workers who were less likely to request and receive accommodations, associations of psychosocial factors (i.e., workplace supports, employees’ knowledge of the Americans With Disabilities Act [ADA] and accommodations, and whether an individual has a work goal) with requesting and receiving accommodations, and differences on these psychosocial factors within various demographic subgroups of older workers. Two hundred thirty-one individuals 50 years and older recruited from multiple national organizations and rehabilitation agencies participated in this study through an online survey. The study found that the psychosocial factors were positively associated with requesting and receiving accommodations. In addition, participants who were less likely to request and receive accommodations reported lower scores in the psychosocial factors. Practical implications for rehabilitation counselors and further research are discussed.
Assessing workplace accommodation requests among older workers
Assessing workplace accommodation requests among older workers
As one ages, the chance of acquiring functional limitations increases dramatically. Thus, a remarkably high proportion of older workers will likely qualify for workplace accommodations. The current study aimed to gain an understanding of subgroups of older workers who were less likely to request and receive accommodations, associations of psychosocial factors (i.e., workplace supports, employees’ knowledge of the Americans With Disabilities Act [ADA] and accommodations, and whether an individual has a work goal) with requesting and receiving accommodations, and differences on these psychosocial factors within various demographic subgroups of older workers. Two hundred thirty-one individuals 50 years and older recruited from multiple national organizations and rehabilitation agencies participated in this study through an online survey. The study found that the psychosocial factors were positively associated with requesting and receiving accommodations. In addition, participants who were less likely to request and receive accommodations reported lower scores in the psychosocial factors. Practical implications for rehabilitation counselors and further research are discussed., accommodation, aging, request, barriers, The version of record can be found at https://doi.org/10.1177/0034355216687286
Automatic Assessment Of Cognitive And Emotional States In Virtual Reality-based Flexibility Training For Four Adolescents With Autism
Automatic Assessment Of Cognitive And Emotional States In Virtual Reality-based Flexibility Training For Four Adolescents With Autism
Tracking students' learning states to provide tailored learner support is a critical element of an adaptive learning system. This study explores how an automatic assessment is capable of tracking learners' cognitive and emotional states during virtual reality (VR)-based representational-flexibility training. This VR-based training program aims to promote the flexibility of adolescents with autism spectrum disorder (ASD) in interpreting, selecting and creating multimodal representations during STEM-related design problem solving. For the automatic assessment, we used both natural language processing (NLP) and machine-learning techniques to develop a multi-label classification model. We then trained the model with the data from a total of audio- and video-recorded 66 training sessions of four adolescents with ASD. To validate the model, we implemented both k-fold cross-validations and the manual evaluations by expert reviewers. The study finding suggests the feasibility of implementing the NLP and machine-learning driven automatic assessment to track and assess the cognitive and emotional states of individuals with ASD during VR-based flexibility training. The study finding also denotes the importance and viability of providing adaptive supports to maintain learners' cognitive and affective engagement in a highly interactive digital learning environment., children, spectrum disorder, design, intervention, students, experiences, recognition, classification, memory, The publisher's version of record is availible at https://doi.org/10.1111/bjet.13005
Automatic Assessment of Cognitive and Emotional States in Virtual Reality-based Flexibility Training for Four Adolescents with Autism
Automatic Assessment of Cognitive and Emotional States in Virtual Reality-based Flexibility Training for Four Adolescents with Autism
Tracking students’ learning states to provide tailored learner support is a critical element of an adaptive learning system. This study explores how an automatic assessment is capable of tracking learners’ cognitive and emotional states during virtual reality (VR)-based representational-flexibility training. This VR-based training program aims to promote the flexibility of adolescents with autism spectrum disorder (ASD) in interpreting, selecting, and creating multimodal representations during STEM-related design problem-solving. For the automatic assessment, we used both natural language processing (NLP) and machine-learning techniques to develop a multi-label classification model. We then trained the model with the data from a total of audio- and video-recorded 66 training sessions of four adolescents with ASD. To validate the model, we implemented both k-fold cross-validations and the manual evaluations by expert reviewers. The study finding suggests the feasibility of implementing the NLP and machine-learning driven automatic assessment to track and assess the cognitive and emotional states of individuals with ASD during VR-based flexibility training. The study finding also denotes the importance and viability of providing adaptive supports to maintain learners’ cognitive and affective engagement in a highly interactive digital learning environment., Automatic assessment, autism spectrum disorder, virtual reality, natural language process, machine learning., The is the accepted manuscript and the version of record can be found at http://dx.doi.org/10.1111/bjet.13005, National Science Foundation [grant number 1837917]
Barriers To Computerized Career Interventions In Community Outreach Centers
Barriers To Computerized Career Interventions In Community Outreach Centers
This study used a survey design to investigate if computer experience and computer attitudes influence whether economically marginalized individuals desire access to computerized career services in community outreach centers. The majority (84%) of the sample reported a desire for access to computerized career services at community outreach centers. A multiple regression analysis indicated computer attitudes as most predictive of intention to use computerized career services (beta = .29, p < .01). Results support extending access to computerized career services in community outreach centers to meet the needs of economically marginalized individuals., model, technology, career, economically marginalized, guidance-system, job search, outreach centers, technology acceptance, The publisher's version of record is availible at https://doi.org/10.1002/joec.12139
Barriers and facilitators of requesting accommodation among individuals with psychiatric disabilities
Barriers and facilitators of requesting accommodation among individuals with psychiatric disabilities
BACKGROUND:Employees with psychiatric disabilities experience a great amount of workplace challenges such as lacking workplace supports and job accommodations. There is a lack of research surrounding job accommodations for persons with psychiatric disabilities within the United States. Thus, research is warranted to understand how to meet the needs of this population via accommodations. OBJECTIVE:This study examined barriers and facilitators to requesting accommodations among employees with psychiatric disabilities through a qualitative approach. METHODS:This study recruited 120 participants from multiple agencies serving individuals with psychiatric disabilities in the United States. Themes regarding barriers and facilitators were identified using the conventional content analysis approach. RESULTS:The most commonly identified themes were employees’ fear and anxiety negatively impacting accommodation seeking behaviors, employer discrimination and non-inclusive workplace culture, and employers lack knowledge of disabilities and ADA. Participants also identified positive experiences in requesting accommodations. CONCLUSION:Rehabilitation professionals and employers may utilize current findings, facilitate a positive and inclusive workplace environment and assist employees with disabilities to take full advantage of workplace resources and job accommodation to exert their potentials., Psychiatric disabilities, accommodation, disclosure, challenges, workplace
Best practices in developing reasonable accommodations in the workplace
Best practices in developing reasonable accommodations in the workplace
Since the enactment of the Americans with Disabilities Act, the provision of reasonable accommodations to jobseekers and employees with disabilities has been viewed as an essential component of hiring and retention. However, the literature on reasonable accommodations indicates reluctance on the part of jobseekers and employees with disabilities to request them, and resistance by employers to provide them. This paper reviews the literature on the provision of accommodations from the perspectives of the individual employee, the workplace, and the organization. From these three vantage points, and based on the empirical research, we suggest ten specific strategies and recommendations that the rehabilitation professional can use to address the barriers to the accommodation process in order to increase the probability that employees with disabilities request and receive reasonable accommodations that enhance work performance and contribute to job retention.
Biobehavioral determinants of glycemic control in type 2 diabetes
Biobehavioral determinants of glycemic control in type 2 diabetes
To conduct a model-driven meta-analysis of correlational research on psychological and motivational predictors of diabetes outcomes, with adherence factors as mediators. A comprehensive literature search of published and unpublished studies located a sample of 775 individual correlational or predictive studies reported across 739 research reports. Results varied according to the outcome variable included in the regression models. Depression had a larger negative effect on adherence to physical activity than on dietary adherence. Coping and self-efficacy were strongly related to dietary adherence, which was strongly related to improved glycemic control. Medication adherence was related to glycosylated hemoglobin, whereas medications and self-monitoring were related to fasting blood glucose. Adding appointment keeping to the models did not significantly alter the results. Self-efficacy was the most consistent predictor of all adherence behaviors and dietary adherence was the most significant predictor of HbA1c. Physical activity was the most predictive factor of BMI and glucose self-monitoring the most predictive of FBG. Metabolic control is a primary goal in T2DM, so the best pathway to attaining that goal appears to be an emphasis on self-efficacy and dietary adherence., Keywords: Depression, Explanatory models, HbA1c, Meta-analysis, Self-efficacy, Type 2 diabetes, Grant Number: R01 NR011450, Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5028237.
Bullying participant roles and gender as predictors of bystander intervention
Bullying participant roles and gender as predictors of bystander intervention
Although the importance of peer bystanders in bullying has been recognized, there are few studies that examine the phenomenon in relation to Latané and Darley's (1970) classic Bystander Intervention Model, which states that there are five stages of bystander intervention: (i) notice the event; (ii) interpret the event as an emergency that requires assistance; (iii) accept responsibility for intervening; (iv) know how to intervene or provide help; and (v) implement intervention decisions. This study examined preliminary evidence of reliability and validity of the Bystander Intervention Model in Bullying (Nickerson, Aloe, Livingston, & Feeley, 2014), and the extent to which bullying role behavior (bullying, assisting, victimization, defending, and outsider behavior) and gender predicted each step of the model with a sample of 299 middle school students. Results of a Confirmatory Factor Analysis supported a five-factor structure of the measure corresponding to the steps of the model. There was evidence of convergent validity and Cronbach alpha for each subscale exceeded .75. In addition, students who reported defending their peers were more likely to also engage in all five steps of the bystander intervention model, while victims were more likely to notice events, and outsiders were less likely to intervene. Gender differences and gender interactions were also found., bullying, bystander, peer, The version of record can be found at https://doi.org/10.1002/ab.21688
Bystander Intervention Model
Bystander Intervention Model
Bullying, both traditional and cyber, has been associated with several negative outcomes for students, but when bystanders (such as peers or adults) intervene, bullying will often decrease or stop. Teachers are especially important adult bystanders because they are more likely than parents to witness or hear about bullying, especially bullying that occurs in the school setting, but previous research has shown that teachers often do not intervene. Applying the Bystander Intervention Model (notice the event, interpret as an emergency, accept responsibility, know what to do, and act) to bullying in schools may help us understand why teachers may or may not intervene. Via self-report, this study examined associations among affective empathy, perceived bullying seriousness, and each step of the Bystander Intervention Model in Bullying for both traditional bullying and cyber bullying among 150 elementary-high school teachers. Results indicate a positive association between affective empathy and engagement in each step of the Bystander Intervention Model for traditional bullying. Additionally, affective empathy was positively and significantly related to two of the steps (notice the event and take responsibility) for cyber bullying. There was also a positive association between perceived bullying seriousness for two steps of the model (notice the event and interpret as an emergency) for traditional bullying. Implications for teacher involvement in bullying prevention and intervention are discussed., Bullying, Traditional bullying, Cyber bullying, Teachers, School, Affective empathy, Perceived seriousness, The version of record can be found at https://doi.org/10.1007/s42380-019-00033-7

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