Open Access Publications

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Open access publications by faculty, postdocs, and graduate students in the School of Education.

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Building Capacity to Deliver Sex Education to Individuals with Autism
(Springer, 2016) Curtiss, Sarah L.; Ebata, Aaron
Professionals from a variety of fields are called upon to understand the needs of individuals with autism, advocate for services, and provide sexuality education, however, few have formal training. This study examined a process to build capacity for individuals with autism to receive human sexuality education through training professionals via a one day workshop and providing ongoing education online. To better understand both the context for professionals and the outcomes of the training we examined the reasons participants attended, their work climate surrounding issues of human sexuality education for individuals with autism, the extent to which the training changed instructional behavior and perceptions of readiness, and the differential effectiveness of follow-up education based on online delivery modality (Facebook update or email message). Participants were interested in attending a training on human sexuality education even if they had no intention to teach this topic. In general, the climate among attendees was positive for teaching human sexuality education both in terms of their own values and their perceptions of support by others. The workshop and follow-up online education were effective for increasing instructional behavior and feelings of readiness.
The Birds and the Bees: Teaching Comprehensive Human Sexuality Education to Individuals with Intellectual and Developmental Disabilities
(SAGE Publications, 2018) Curtiss, Sarah L.
This article describes a framework for providing human sexuality instruction to individuals with Intellectual and Developmental Disabilities (IDD). There are two main components in this framework: (1) goals for healthy sexual development throughout the lifespan and (2) dimensions of sexuality instruction. For each dimension of instruction, this article will outline specific strategies and resources that can be used by special educations. By following the recommendations in this framework, special educators will be more confident in teaching human sexuality to their students with IDD.
Integrating Family Ritual and Sociocultural Theories as a Framework for Understanding Mealtimes of Families with Children on the Autism Spectrum
(Wiley, 2018) Curtiss, Sarah L.
Based on a critical review of research on family meals and autism, this article explores ritual and sociocultural perspectives on shared family meals of families with children on the autism spectrum. Family ritual theory is a lens for analytically understanding phenomena observed in family life, how individuals are connected, and how symbolic meaning is created through patterned behavior. Sociocultural theory explains the presence of culture in thinking, the nature of learning, and the relation between development and instruction. An integration of these theories provides a framework for understanding what mealtime rituals mean and how they are created. Specifically, I address the limitations that impairments associated with autism may impose on a family’s ability to have shared family meals by situating sociocultural theory as a method for including children with autism in family rituals when they are not naturally occurring events.
The Nature of Family Meals: A New Vision of Families of Children with Autism
(Springer, 2019) Curtiss, Sarah L.; Ebata, Aaron T.
Families with children on the autism spectrum are often viewed in terms of their deficits rather than their strengths. Family meals are portrayed as sources of stress and struggle for parents and children. In this study, we take a resilience perspective to challenge underlying assumptions and get a more accurate picture of the nature of shared family meals. In-depth interviews were conducted and mealtimes were video recorded with 16 families for this thematic analysis. We identified four themes as being particularly salient to the mealtime experience: (1) schools and homework, (2) managing eating, (3) chores, and (4) intimate conversations. Our results elucidate the context of mealtimes as a site where parents struggle, yet negotiate, the challenges of everyday family life.
Understanding Provider Attitudes Regarding Father Involvement in Early Intervention
(SAGE, 2019) Curtiss, Sarah L.; McBride, Brent A.; Uchima, Kelly; Laxman, Dan J.; Santos, Rosa M.; Weglarz-Ward, Jenna; Kern, Justin
Public and research interest in fathers as active parents has increased dramatically with considerable attention given to father involvement in direct child-rearing activities; however, mothers continue to be the most likely participants in early intervention services. Using thematic analysis we explored providers’ perceptions (n = 511) of father involvement in early intervention regarding (a) the impact of increased father involvement; (b) how father involvement could be increased; and (c) the role of culture in father involvement. Providers believed more involvement was better and identified several ways in which fathers made and difference. Some providers believed it was not in their hands to increase involvement; however, other providers identified system-level and direct approaches. Providers preponderantly reported culture as a barrier to involvement but there were notable exceptions. We recommend providers receive professional development to support family-centered philosophies and practices that are inclusive of father involvement.
Understanding the Risk of Sexual Abuse for Adults with Intellectual and Developmental Disabilities from an Ecological Framework
(Wiley, 2020) Curtiss, Sarah L.; Kammes, Rebecca
Current research on sexual violence perpetrated against individuals with Intellectual and Developmental Disabilities (IDD) focuses on rates of victimization and individual risk factors. This research suggests that individuals with IDD are at a greater risk for sexual violence compared with the general public. At this time, there is no comprehensive theoretical framework to explain sexual abuse risk factors for individuals with IDD. This article describes such a framework by examining how an ecological perspective can be used to understand why individuals with IDD are at increased risk as well as provide a roadmap for how to prevent sexual abuse. An ecological framework, first introduced by Bronfenbrenner in 1979, examines individuals at multiple contextual levels. Current research on sexual violence and adults with IDD is reviewed through an ecological lens. We argue that an ecological approach is necessary for examining the nature of sexual violence and IDD, understanding why individuals with IDD are at a greater risk for sexual violence, and providing insight into how to prevent sexual violence.
Autistic Young Adults, Parents, and Practitioners Expectations of the Transition to Adulthood
(SAGE Publications, 2020) Curtiss, Sarah L.; Lee, Gloria K.; Chun, Jina; Lee, Heekyung; Kuo, Hung Jen; Ami-Narh, Danielle
Parental expectations are important for autistic youth during the transition to adulthood, but less is known about the expectations of other stakeholder groups. The current study examines similarities and differences in expectations among autistic youth, parents, and professionals. Data were collected through six focus groups with 24 participants (7 parents, 11 professionals, and 6 young adults on the autism spectrum). Thematic analysis was used to identify five themes: Normative Hopes, Living with Uncertainty , Mismatch of Reality and Expectations , Impairments Shape Expectations, and Services Dictate Expectations. Autistic youth expressed the most optimism for the transition to adulthood. All stakeholder groups touched on the tension between matching expectations with abilities; however, only professionals indicated a direct relation between expectations and abilities. Both parents and professionals highlighted the role of service availability in shaping expectations.
Effects of resistance training interventions on muscular strength in adults with intellectual disability: a systematic review and meta-analysis
(Disability and Rehabilitation, 2021-04-17) Obrusnikova, Iva; Firkin, Cora J.; Cavalier, Albert R.; Suminski, Richard R.
Purpose: Muscular strength is critical for adults with an intellectual disability (ID) to promote their mobility, cardiovascular capacity, and performance of daily living/recreational/vocational activities. This article reports the results of the first systematic review and meta-analysis of peer-reviewed clinical trials that evaluated the effects of resistance training (RT) interventions on muscular strength in adults with ID. Methods: The protocol was registered with PROSPERO (CRD42020184905). The review focuses on clinical trials that recorded quantitative measures of maximum muscular strength. Eleven electronic databases were searched from their earliest available record up to May 2020. After screening 1996 search records, 11 clinical trials were reviewed. Results: The RT interventions, while heterogeneous, had an overall significant (p ≤ 0.05) effect on muscular strength in adults with ID, ages 25–58 years. The findings were more significant and less heterogeneous for non-combined RT interventions than for interventions that combined RT exercises with aerobic or balance exercises. The TESTEX overall score was 8.3 ± 3.6. Conclusions: RT interventions (particularly when not combined with other exercises) are effective in promoting muscular strength in adults with ID. The limited number of studies and the low study quality scores indicate a potential risk of bias, which limits the interpretation of the findings and warrants further investigation. IMPLICATIONS FOR REHABILITATION: Muscular strength is critical for adults with an intellectual disability (ID) to promote their mobility, cardiovascular capacity, and performance of daily living/recreational/vocational activities. RT interventions are an effective means of improving muscular strength in adults with ID, especially when not combined with other forms of exercise. Testing and assessment protocols used in RT programs should be individualized for adults with ID to accommodate their characteristics and should be implemented under conditions similar to those experienced during the training regimen. It is important to implement familiarization sessions before carrying out muscular strength testing or initiating an RT program to ensure safety, accuracy, and effectiveness of the program for adults with ID.
Disseminating Resources Online for Teaching Sex Education to People with Developmental Disabilities
(Sexuality and Disability, 2021-06-12) Curtiss, Sarah L.; Stoffers, Melissa
Sex education is important for individuals with developmental disabilities; however, it is difficult for educators to find resources to support them when teaching sex education. A website, asdsexed.org, was developed to disseminate sex education resources. Using analytic data from the website we explored how dissemination occurs online. We identified (1) how visitors were referred to the website; (2) what search terms were used to look for sex education resources; (3) what content was most frequently viewed; and (4) how visitors engaged with the content. Search engines were the top referrer. Variations on the phrase “body parts” were the most frequently recorded terms. Free lesson plans were the most viewed content. Privacy social stories were the most engaged with content. Online dissemination was a complex undertaking but did allow for potential sex educators to be connected with research-based resources.
Curriculum and Coaching: Maximizing our Investments in Teaching
(The Reading Teacher, 2021-09-14) Walpole, Sharon
This article advocates for investments in curriculum and in coaching to support the work of teachers. It recommends coherent systems of professional learning to include active work with curriculum before it is used and support from coaches during use. To facilitate this work, the author provides a theory of change to move from curriculum and coaching to achievement, and a rubric for schools to use to document a set of enabling conditions and school-level norms that would facilitate the work of coaches.
Educational Change in Saudi Arabia: Insights from One USA/KSA Teacher Professional Development Collaborative
(International Education Studies, 2021-09-26) Bentahar, Adil; Copeland, Kathleen D.; Stevens, Scott G.; Vukelich, Carol J.
Teacher professional development (PD) programs ideally evaluate how professional learning experiences empower teachers to be effective change agents in their disciplines and communities. The Khbrat [“experiences” in Arabic] program is a year-long, global teacher PD initiative launched by the Saudi Ministry of Education. The goal is to change the mindset of Saudi teachers through immersive experiences in the U.S. K-12 schools and university academic culture so that they can participate as effective “change agents” in the transformation of Saudi schools. Our mixed-methods study examined the impact of the Khbrat program on Saudi teachers’ leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights into teacher PD program evaluation.
Mechanisms of injury for concussions in collegiate soccer: an NCAA/DoD CARE consortium study
(Science and Medicine in Football, 2021-10-13) Kaminski, Thomas W.; Chrisman, Sara P. D.; Glutting, Joseph; Wahlquist, Victoria; Eagle, Shawn; Putukian, Margot; Tierney, Ryan; Broglio, Steven P.; McAllister, Thomas W.; McCrea, Michael A.; Pasquina, Paul F.; Kontos, Anthony P.; CARE Site Investigators
Over 9,000 concussions occur annually in intercollegiate soccer in the United States with little known about the incidence of mechanisms (e.g., collisions) and possible factors (e.g., sex) associated with each mechanism. Objective: The purpose of this study was to describe the mechanism of injury (MOI) and examine factors associated with greater risk for specific MOIs involving concussions in collegiate soccer players. Methods: Participants included 3,288 collegiate soccer players from 28 institutions across four competitive seasons, 2014–17. MOIs were documented for 262 soccer-related concussions during the study and placed into one of four categories: collisions, unintentional contact, aerial challenges, and others. Results: 70% of the concussions occurred in DI soccer players. Collisions and unintentional contact were the MOIs that resulted in 66.5% of all concussions. DI and DIII soccer players sustained more concussions by unintentional contact versus collisions and aerial challenges when compared to their DII counterparts. Defenders were more likely than midfielders to sustain concussions by aerial challenges than collisions. As expected, the field players experienced more concussions as a result of collisions, unintentional contact, and aerial challenges when compared to goalkeepers. Conclusions: Future research should explore preventive strategies for decreasing collisions, especially during aerial challenges while heading the soccer ball, and unintentional contacts from errant balls in soccer in order to decrease concussion risk.
Portrait of early science education in majority dual language learner classrooms: Where do we start?
(Journal of Childhood, Education & Society, 2021-10-16) Rumper, Brooke; Frechette, Elizabeth; Sharifnia, Elica; Greenfield, Daryl B.; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy
Despite the growing interest in early science education, there is much left to be explored, particularly in majority Dual Language Learning (DLL) classrooms. The current study examined 1) early science opportunities across classroom contexts in majority Spanish-English DLL Head Start classrooms, 2) the languages (i.e., English and Spanish) that teachers used to engage DLL children in science, 3) and how teachers’ discussion of scientific and engineering practices and disciplinary core ideas related to children’s academic outcomes. In a sample of 411 children (ages 3-5) from 34 Head Start classrooms, the current study found that teachers discussed and encouraged more practices during science lessons than circle time, dramatic play, and story time. There were no differences in teachers’ discussion of core ideas across contexts. Teachers used the same amount of English and Spanish to discuss practices and core ideas. Teaching physical science was associated with children’s science outcomes. Making observations and discussing life science were associated with children’s math outcomes. Teaching math, making observations, and developing and using models were related to children’s executive functioning. Findings from this study demonstrate that science opportunities occur across preschool classroom settings. Additionally, it provides evidence that teachers may be supporting DLL children’s home language while discussing science. Finally, results indicate that teaching science supports children’s academic performance in several outcomes. These findings have implications for DLL education policy as science may be a domain where teachers can support children’s home language and their learning across multiple domains.
A mixed-methods study of novice teachers’ technology integration: Do they leverage their TPACK knowledge once entering the profession?
(Journal of Research on Technology in Education, 2021-11-03) Karchmer-Klein, Rachel; Konishi, Haruka
Research indicates educators benefit from developing Technological Pedagogical Content Knowledge (TPACK), a combination of constructs that inform the design of pedagogically-sound technology-integrated instruction. Applying a mixed-methods explanatory sequential study design, we examined if and how novice K-12 teachers, who developed TPACK during the same teacher education program, transferred that knowledge to their full-time teaching upon graduation. A total of 50 participants completed a survey that explored their perspectives of technology integration. Interviews were conducted with 20 participants to further examine the survey results. Three significant findings were identified: (1) participants perceived technology integration as important to their teaching, (2) a disconnect existed between teachers’ perceived importance of technology-integrated activities and actual integration, and (3) persistent barriers continued to challenge teachers’ integration of technology.
Investigating the promise of automated writing evaluation for supporting formative writing assessment at scale
(Assessment in Education: Principles, Policy and Practice, 2022-01-23) Wilson, Joshua; Myers, Matthew C.; Potter, Andrew
We investigated the promise of a novel approach to formative writing assessment at scale that involved an automated writing evaluation (AWE) system called MI Write. Specifically, we investigated elementary teachers’ perceptions and implementation of MI Write and changes in students’ writing performance in three genres from Fall to Spring associated with this implementation. Teachers in Grades 3–5 (n = 14) reported that MI Write was usable and acceptable, useful, and desirable; however, teachers tended to implement MI Write in a limited manner. Multilevel repeated measures analyses indicated that students in Grades 3–5 (n = 570) tended not to increase their performance from Fall to Spring except for third graders in all genres and fourth graders’ narrative writing. Findings illustrate the importance of educators utilising scalable formative assessments to evaluate and adjust core instruction.
Who governs? Blank spots and blind spots in state boards of education in the United States
(Education Policy Analysis Archives, 2022-02-08) VanGronigen, Bryan A.; Young, Michelle D.; Rodriguez, Kevin
State boards of education (SBOEs) are one of many governmental entities that reside within the larger educational policymaking sphere. With recent U.S. federal legislation devolving more authority over education to states, state-level governmental entities like SBOEs are in the spotlight perhaps now more than ever. Yet not much has been published about SBOE structures and functions, much less about their members and how they might influence educational policies and education broadly. Using critical policy analysis methods, this descriptive study focused on two areas: (a) the criteria and processes that states use to select SBOE members, and (b) the characteristics of today’s SBOE members (e.g., demographics) and the extent to which SBOEs are representative portraits of the states they serve. Findings report similarities and differences among members within and between the 47 U.S. states with SBOEs. We close by critically assessing our findings, especially whether SBOE member selection criteria and processes and SBOE members themselves are well-positioned to best represent their constituents.
Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions
(Mathematical Thinking and Learning, 2022-02-16) Hohensee, Charles; Willoughby, Laura; Gartland, Sara
Backward transfer is defined as the influence that new learning has on individuals’ prior ways of reasoning. In this article, we report on an exploratory study that examined the influences that quadratic functions instruction in real classrooms had on students’ prior ways of reasoning about linear functions. Two algebra classes and their teachers at two comprehensive high schools served as the participants. Both schools drew from low-socioeconomic urban populations. The study involved paper-and-pencil assessments about linear functions that were administered before and after a four- to five-week instructional unit on quadratic functions. The teachers were instructed to teach the quadratic functions unit using their regular approach. Qualitative analysis revealed three kinds of backward transfer influences and each influence was related to a shift in how the students reasoned about functions in terms of an action or process view of functions. Additionally, features of the instruction in each class provided plausible explanations for the similarities and differences in backward transfer effects across the two classrooms. These results offer insights into backward transfer, the relationship between prior knowledge and new learning, aspects of reasoning about linear functions, and instructional approaches to teaching functions.
Effects of Pre-Collegiate Sport Specialization on Cognitive, Postural, and Psychological Functions: Findings from the NCAA-DoD CARE Consortium
(International Journal of Environmental Research and Public Health, 2022-02-18) Chou, Tsung-Yeh; Caccese, Jaclyn B.; Huang, Yu-Lun; Glutting, Joseph J.; Buckley, Thomas A.; Broglio, Steven P.; McAllister, Thomas W.; McCrea, Michael A.; Pasquina, Paul F.; Kaminski, Thomas W.
Background: Early sport specialization has been associated with an increased risk of musculoskeletal injuries and unfavorable psychological outcomes; however, it is unknown whether sport specialization is associated with worse cognitive, postural, and psychological functions in first-year collegiate student-athletes. Methods: First-year collegiate multisport (MA) and single-sport (SA) student-athletes were identified using a pre-collegiate sport experience questionnaire. The cognitive, postural, and psychological functions were assessed by the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT), Standardized Assessment of Concussion (SAC), Balance Error Scoring System (BESS), and Brief Symptom Inventory 18 (BSI-18). Results: MA student-athletes performed higher in cognitive outcomes (e.g., higher ImPACT visual memory composite scores [ß = 0.056, p < 0.001]), but had higher psychological distress (e.g., higher BSI-18 global severity index [ß = 0.057, p < 0.001]) and no difference in postural stability (p > 0.05) than SA student-athletes. Conclusions: This study indicated first-year collegiate athletes with a history of sport specialization demonstrate lower cognitive performance but decreased psychological distress and no differences in static postural stability as compared to their MA counterparts. Future studies should consider involving different health measures to better understand the influence of sport specialization on overall physical and mental health.
Identifying the helpfulness of school climate: Skipping school, cheating on tests, and elements of school climate
(Psychology in the Schools, 2022-04-06) Kupchik, Aaron; Highberger, James; Bear, George
Prior research demonstrates the importance of school climate in shaping student behavior but tells us less about which aspects of school climate matter. In this paper we consider how distinct elements of school climate relate to skipping school and cheating on tests. Using survey and administrative data from several statewide Delaware sources, we perform a series of random-intercept logistic regression models. We find that students in schools perceived to have a climate with high levels of structure and support are less likely to report cheating on tests. Yet we do not find a robust relationship between most climate measures and skipping school. School climate relates strongly to in-school deviant behavior but much less to school-related deviant behavior occurring outside of schools. By specifying what measures of climate do and do not relate to problematic student behaviors, our results sharpen our understandings of how school climate shapes student behaviors.
Integrating goal-setting and automated feedback to improve writing outcomes: a pilot study
(Innovation in Language Learning and Teaching, 2022-05-17) Wilson, Joshua; Potter, Andrew; Cruz Cordero, Tania; Myers, Matthew C.
Purpose: This study presents results from a pilot intervention that integrated self-regulation through reflection and goal setting with automated writing evaluation (AWE) technology to improve students’ writing outcomes. Methods: We employed a single-group pretest-posttest design. All students in Grades 5–8 (N = 56) from one urban, all female, public-charter middle school completed pretest and posttest measures of writing beliefs and writing performance. In between pretest and posttest, students completed monthly goal-setting activities via a Qualtrics survey and monthly persuasive writing practice via prompts completed within an AWE system. Findings: Students improved their self-regulation as indicated by improved goal calibration and confidence to achieve their goals over time. They also improved their self-efficacy for writing self-regulation and writing performance between pre and posttest. Students also perceived the intervention to be usable, useful, and desirable. Originality: This is a unique study because we integrated AWE and goal-setting instruction, which has not previously been done. Positive findings indicate the promise of this innovative, feasible, and scalable technology-based writing intervention.

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