Presentation of Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
A comparison study on academic performance between ryerson (1)amo0oniee
This study compared the academic performance of Ryerson University ECS students who attended homecare versus childcare in their early years. The researchers hypothesized that students who attended childcare would have a higher GPA. A survey was conducted of 53 random ECS students across years 1-4. The results of a chi-square test showed no significant difference in GPA ranges between the homecare and childcare groups, not supporting the hypothesis. While early care may impact early school performance, the study found no long-term effects on university GPA based on type of early care received.
The document discusses research on motivating underachieving students. It finds that ego-involved tasks, where performance is tied to self-esteem, can undermine motivation compared to task-involved framing. Feedback also impacted motivation differently depending on involvement - ego-involved subjects with no feedback showed more persistence than those receiving praise. Based on these findings, the proposal aims to test giving underachieving students task-focused framing and feedback versus financial incentives to improve grades.
Exploring The Negative Thoughts of Students and the Effectiveness of Group Th...AgnesRizalTechnological
The document discusses a study that explored the negative thoughts of students and the effectiveness of group therapy in reducing those thoughts. It found that students' negative thoughts primarily centered around intrapersonal problems like low self-esteem, anxiety, and hopelessness. Family and academic problems were also common themes. After participating in group therapy, most students rated it as effective in reducing their negative thoughts, with 19% giving it the highest rating. The study concluded that group therapy can help address students' personal and school-related issues.
Association Between Relationship Quality and Childhood Trauma in Emerging Ad...John Mattscheck, M.A.
This study examined the relationship between childhood trauma and relationship quality in emerging adults. Researchers surveyed 1,904 college students about their trauma history and relationship beliefs, skills, and quality. Results showed that experiencing more childhood trauma was associated with lower quality relationships with parents and grandparents, but not with siblings or friends. There was no significant relationship found between trauma and students' relationship beliefs or interpersonal skills. The researchers hypothesized that resilience and support from non-family relationships may help explain why trauma did not negatively impact all areas of relationships.
Perbedaan Kemampuan Berpikir Kritis Matematis Siswa SMA Ditinjau dari Self Re...Dendy Maulana Gusmawan
The document analyzes the critical thinking abilities of high school students in light of their self-regulation abilities. It finds that students' critical thinking skills are generally low or moderate based on test scores. There are differences in critical thinking scores between students with high, moderate, and low levels of self-regulation. Specifically, students with higher self-regulation scores tended to have higher critical thinking scores. When analyzing the dimensions of self-regulation, differences were found between students scoring high versus low on most dimensions, such as motivation, time management, and self-testing. The study concludes self-regulation abilities are positively correlated with stronger critical thinking skills in mathematics among high school students.
I chose to _x_ support __ stretch __ stimulate __ direct __ plan
Describe your actions and language.
I reassured the child that everything was okay and that I was there with her. I gave her positive reinforcement as she was painting and exploring the different textures. When it was time to clean up I did so in a calm and gentle manner. I handed her off to one of the familiar teachers so she did not feel overwhelmed during the transition.
Reason for your response: I responded as above because ......
Explain links to knowledge of child’s abilities / interests / needs.
Child V.C has been slowly warming up to me based on the previous observations. She needed the extra reassurance and support during this
The document summarizes research on the influence of parents on exploratory college students' career choices. It discusses previous research that found parental involvement impacts students' enrollment decisions, especially for those from lower-income families. The author's study examined the relationship between exploratory students and their parents to determine the level of dependency on parental advice for career choices. Surveys were given to students but no significant differences were found between genders or experimental/control groups. However, the author found college major did correlate with parental influence levels.
Awareness of Low Socioeconomic Status & Socialization in ChildrenCassidy Meehan, BSW
This document discusses a research study exploring MSU Denver BSW students' knowledge about the effects of socioeconomic status (SES) on children. It begins with an introduction stating the problem of growing socioeconomic gaps and lack of public knowledge about SES effects. A literature review found SES impacts emotional awareness and parenting skills. The study aims to examine student attitudes and beliefs. A survey was administered to 26 students, finding most acknowledged low SES negatively impacts children's academics. Limitations included a small sample size. The conclusion determined flexibility and consideration of reliability and validity are needed to improve research execution and results analysis.
A comparison study on academic performance between ryerson (1)amo0oniee
This study compared the academic performance of Ryerson University ECS students who attended homecare versus childcare in their early years. The researchers hypothesized that students who attended childcare would have a higher GPA. A survey was conducted of 53 random ECS students across years 1-4. The results of a chi-square test showed no significant difference in GPA ranges between the homecare and childcare groups, not supporting the hypothesis. While early care may impact early school performance, the study found no long-term effects on university GPA based on type of early care received.
The document discusses research on motivating underachieving students. It finds that ego-involved tasks, where performance is tied to self-esteem, can undermine motivation compared to task-involved framing. Feedback also impacted motivation differently depending on involvement - ego-involved subjects with no feedback showed more persistence than those receiving praise. Based on these findings, the proposal aims to test giving underachieving students task-focused framing and feedback versus financial incentives to improve grades.
Exploring The Negative Thoughts of Students and the Effectiveness of Group Th...AgnesRizalTechnological
The document discusses a study that explored the negative thoughts of students and the effectiveness of group therapy in reducing those thoughts. It found that students' negative thoughts primarily centered around intrapersonal problems like low self-esteem, anxiety, and hopelessness. Family and academic problems were also common themes. After participating in group therapy, most students rated it as effective in reducing their negative thoughts, with 19% giving it the highest rating. The study concluded that group therapy can help address students' personal and school-related issues.
Association Between Relationship Quality and Childhood Trauma in Emerging Ad...John Mattscheck, M.A.
This study examined the relationship between childhood trauma and relationship quality in emerging adults. Researchers surveyed 1,904 college students about their trauma history and relationship beliefs, skills, and quality. Results showed that experiencing more childhood trauma was associated with lower quality relationships with parents and grandparents, but not with siblings or friends. There was no significant relationship found between trauma and students' relationship beliefs or interpersonal skills. The researchers hypothesized that resilience and support from non-family relationships may help explain why trauma did not negatively impact all areas of relationships.
Perbedaan Kemampuan Berpikir Kritis Matematis Siswa SMA Ditinjau dari Self Re...Dendy Maulana Gusmawan
The document analyzes the critical thinking abilities of high school students in light of their self-regulation abilities. It finds that students' critical thinking skills are generally low or moderate based on test scores. There are differences in critical thinking scores between students with high, moderate, and low levels of self-regulation. Specifically, students with higher self-regulation scores tended to have higher critical thinking scores. When analyzing the dimensions of self-regulation, differences were found between students scoring high versus low on most dimensions, such as motivation, time management, and self-testing. The study concludes self-regulation abilities are positively correlated with stronger critical thinking skills in mathematics among high school students.
I chose to _x_ support __ stretch __ stimulate __ direct __ plan
Describe your actions and language.
I reassured the child that everything was okay and that I was there with her. I gave her positive reinforcement as she was painting and exploring the different textures. When it was time to clean up I did so in a calm and gentle manner. I handed her off to one of the familiar teachers so she did not feel overwhelmed during the transition.
Reason for your response: I responded as above because ......
Explain links to knowledge of child’s abilities / interests / needs.
Child V.C has been slowly warming up to me based on the previous observations. She needed the extra reassurance and support during this
The document summarizes research on the influence of parents on exploratory college students' career choices. It discusses previous research that found parental involvement impacts students' enrollment decisions, especially for those from lower-income families. The author's study examined the relationship between exploratory students and their parents to determine the level of dependency on parental advice for career choices. Surveys were given to students but no significant differences were found between genders or experimental/control groups. However, the author found college major did correlate with parental influence levels.
Awareness of Low Socioeconomic Status & Socialization in ChildrenCassidy Meehan, BSW
This document discusses a research study exploring MSU Denver BSW students' knowledge about the effects of socioeconomic status (SES) on children. It begins with an introduction stating the problem of growing socioeconomic gaps and lack of public knowledge about SES effects. A literature review found SES impacts emotional awareness and parenting skills. The study aims to examine student attitudes and beliefs. A survey was administered to 26 students, finding most acknowledged low SES negatively impacts children's academics. Limitations included a small sample size. The conclusion determined flexibility and consideration of reliability and validity are needed to improve research execution and results analysis.
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
The document discusses how parents should approach discussing grades with their children. It suggests focusing on effort over innate intelligence when praising children and providing unconditional love and support. Research shows praising intelligence over effort can lead children to take fewer risks and view challenges as threats to proving their ability.
Multiple linear regression analysis was used to analyze survey data from 48 college students (41.7% male, 58.3% female) regarding self-concept and emotion regulation. The analysis found that self-regulation of emotion was a significant predictor of self-concept, but age was not. Specifically, individuals with poorer emotion regulation skills tended to have lower self-concept. The study suggests emotion regulation impacts undergraduate students' development of self-concept during their time in college.
This document summarizes a research study that examined the impact of interviewers' supportive and non-supportive comments, as well as children's cooperative and reluctant behaviors, during interviews about sexual abuse disclosure. The study analyzed 90 recorded interviews conducted with the NICHD protocol versus without. Results showed that using the NICHD protocol did not influence interviewers' or children's behaviors. Additionally, hierarchical regression found that children's reluctance and interviewers' non-support were associated with fewer disclosed details, while interviewer support promoted more detailed disclosure. Thus, protocols and training should encourage identifying and addressing signs of children's reluctance early in interviews.
Anne, a student, exhibits symptoms of learned helplessness in her algebra class. She puts little effort into her schoolwork and avoids engaging or seeking help. Her teacher, Mrs. Reynolds, is concerned about Anne's lack of confidence and motivation. While Mrs. Reynolds has tried talking to Anne, her behavior has not changed. The summary analyzes Anne's situation through the lenses of self-efficacy theory, attribution theory, and goal orientation theory to understand the causes and potential solutions to help improve Anne's academic performance.
Sandra Alletto has over 20 years of experience in medical social work, providing case management, discharge planning, assessments, counseling, and care coordination in settings such as hospitals, home health, hospice, and dialysis centers. She has a Master's in Social Work from USC with a concentration in military health and clinical trauma. Her experience includes providing brief therapies, counseling, and care transitions from facility to home. She is skilled in areas such as trauma treatment, grief counseling, and care for elderly patients.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
The document summarizes a study examining the relationships between critical thinking, self-efficacy, self-regulated learning, and academic performance in university students. It discusses prior research showing these factors positively influence learning and performance. The study aimed to examine relationships between critical thinking, self-efficacy, self-regulated learning and course grades/GPA in nutrition and education students. Surveys were used to collect data and analyses found significant associations between self-efficacy and grades for nutrition majors and between critical thinking and grades.
- The study examines how familial characteristics and parental gender socialization influence the expectations and aspirations of African American youth.
- It finds that females report that their parents worry more about them facing discrimination and have higher expectations for discrimination than males. Males report a higher frequency of discussing discrimination with parents than females.
- There is a positive correlation between how often youth discuss discrimination with parents and parents' expectations that their child will face discrimination. Females also report higher academic expectations and self-concepts than males.
This presentation describes the importance of detecting and responding to users emotion while they work with online environments. Emotion is vital to learning and using technology to recognize users’ emotion has led to powerful performance results. First, we describe how to detect emotion, using sensors (camera, wrist band, pressure mouse, seat sensors). Computational tutors dynamically collected data streams of students’ physiological activity and self-reports of emotions. Second, we describe responses or interventions that we used once emotion was detected, i.e., we evaluated the impact of animated embodied agents on user motivation and achievement. Results showed that women and students with disabilities, while using agents reported increased math value, self-concept and mastery orientation and reduced frustration. Third, we describe the integration of computer vision techniques to improve detection of emotion.
Assessment of Self Concept among Intermediate Students of A. P. Model Schoolsiosrjce
The main purpose of this study was to assess the Self Concept among Intermediate students of A.P.
Model Schools. In this study, Normative Survey Method was adopted. The participants of the study were 200
Intermediate II year students of ten A.P. Model Schools , Chittoor District, Andhra Pradesh, India in 2014-2015
session. The researchers used Self Concept checklist developed by N. Venkataramana (1976). Its validity and
reliability has been well established. Data was analyzed using Descriptive Statistics and Differential Analysis
(t-test). The findings revealed that the subgroups of Intermediate students did not show any significant
difference in the five dimensions of Self Concept. Among the five dimensions, the first three are negative
dimensions and last two are positive dimensions. A negative relationship was found between the first three
dimensions and subgroups where as a positive relationship was found between the last two dimensions and
subgroups. Based on the findings, suggestions were made that same study may be extended to A.P. Model
Schools of 13 Districts of Andhra Pradesh, other Junior colleges, Degree colleges, PG colleges, Engineering
and Medical colleges etc. Different other variables like management, locality, birth order, caste, educational
status of father, educational status of mother, size of family etc. can be included.
BABAKHANYAN ARTHUR.Task Performance and Social Anxiety.Arthur Babakhanyan
The document describes a study that examined the relationship between social anxiety and task performance on math and reading comprehension tests among 64 college students. The study found that gender had a significant main effect on math performance, with males scoring higher than females, but social anxiety did not have a significant main effect on performance. Several demographic variables like gender, parents' education level, and ethnicity were found to correlate with math performance scores.
Psyc 255 case study paper instructionsreviewed for fall d 2020 YASHU40
This document provides instructions for a case study assignment in a psychology course. Students must answer 4 questions about case studies in 2-4 pages using APA format. They must include a title page, references page, and headings for each question. The questions address defining a case study, advantages and disadvantages, reasons for using the approach, and sources of information. Proper APA formatting, citations, and at least 2 references are required. The assignment is due in Module 5.
The learner analysis focused on 8 students from a self-contained autism classroom in a Title I elementary school. The students included 7 males between kindergarten and first grade, as well as 1 female kindergartener. The analysis found that the students' learning styles were primarily visual, auditory, cognitive, and kinetic. Entry skills for story elements varied between students, with kindergartners showing no prior knowledge. Motivational strategies discussed employing interactive lessons, repetition, and hands-on projects. The analysis also addressed characteristics like special needs, culture, and intelligence preferences to inform instructional design.
The curriculum vitae outlines Emily M. Clark's education, research experience, clinical experience, customer service experience, volunteer experience, skills, and honors which include a bachelor's degree in psychology from UC Berkeley, research experience in sleep and mood clinics studying adolescent sleep and mental illness, clinical experience conducting assessments for sleep studies, and customer service experience in restaurants.
This document discusses quantitative and qualitative methods in educational research. It provides examples of quantitative approaches like standardized tests, surveys, and experimental methods. Qualitative approaches include action research, interviews, and documentary evidence. Both approaches are useful but have limitations, so a mixed methods approach is best. Important variables to consider include socioeconomic status, social disadvantage, ethnicity, gender, and school policies. Reliability and validity are also discussed.
MWERA Parent Perceptions of Trauma-informed Assessment Conference PaperCamilleMora
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
This document presents the background and methodology for a study examining the relationship between rejection sensitivity, self-efficacy, and academic achievement among students. The study aims to assess how rejection sensitivity and self-efficacy impact academic performance, and to compare these factors between males and females and adults and adolescents. The methodology describes a correlational research design involving 160 students who will complete questionnaires measuring rejection sensitivity, self-efficacy, and academic achievement. The relationships between these variables will be analyzed to test the study's hypotheses.
A Study to Determine the Emotional and Behavioural Development among Children...ijtsrd
Quantitative approach, descriptive exploratory design was chosen for this study. The study was conducted in selected schools of chennai, 30 school children were selected using non probability purposive sampling technique. A rating scale and check list was used to assess the behavioral and emotional development of children of working mothers. The study findings reveals that, 3 10 had good emotional development 26 86.6 had moderate emotional development 1 3.3 had poor emotional development and 5 16.6 had good behavioural development 14 46.6 had moderate behavioural development 11 36.6 had poor behavioural development and there is a positive correlation between Emotional and behavioural development among children of employed mothers at 0.01 level of significance and there is a significant association between the emotional and behavioural development with children Age, Sex, Education of mother, Family income, Religion, Mothers occupation, Child hobbies and Educational system at 5 level of significance respectively. Mrs P. Umalakshmi "A Study to Determine the Emotional and Behavioural Development among Children of Employed Mother at Selected Setting, Chennai" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63420.pdf Paper Url: https://www.ijtsrd.com/medicine/other/63420/a-study-to-determine-the-emotional-and-behavioural-development-among-children-of-employed-mother-at-selected-setting-chennai/mrs-p-umalakshmi
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
The document discusses how parents should approach discussing grades with their children. It suggests focusing on effort over innate intelligence when praising children and providing unconditional love and support. Research shows praising intelligence over effort can lead children to take fewer risks and view challenges as threats to proving their ability.
Multiple linear regression analysis was used to analyze survey data from 48 college students (41.7% male, 58.3% female) regarding self-concept and emotion regulation. The analysis found that self-regulation of emotion was a significant predictor of self-concept, but age was not. Specifically, individuals with poorer emotion regulation skills tended to have lower self-concept. The study suggests emotion regulation impacts undergraduate students' development of self-concept during their time in college.
This document summarizes a research study that examined the impact of interviewers' supportive and non-supportive comments, as well as children's cooperative and reluctant behaviors, during interviews about sexual abuse disclosure. The study analyzed 90 recorded interviews conducted with the NICHD protocol versus without. Results showed that using the NICHD protocol did not influence interviewers' or children's behaviors. Additionally, hierarchical regression found that children's reluctance and interviewers' non-support were associated with fewer disclosed details, while interviewer support promoted more detailed disclosure. Thus, protocols and training should encourage identifying and addressing signs of children's reluctance early in interviews.
Anne, a student, exhibits symptoms of learned helplessness in her algebra class. She puts little effort into her schoolwork and avoids engaging or seeking help. Her teacher, Mrs. Reynolds, is concerned about Anne's lack of confidence and motivation. While Mrs. Reynolds has tried talking to Anne, her behavior has not changed. The summary analyzes Anne's situation through the lenses of self-efficacy theory, attribution theory, and goal orientation theory to understand the causes and potential solutions to help improve Anne's academic performance.
Sandra Alletto has over 20 years of experience in medical social work, providing case management, discharge planning, assessments, counseling, and care coordination in settings such as hospitals, home health, hospice, and dialysis centers. She has a Master's in Social Work from USC with a concentration in military health and clinical trauma. Her experience includes providing brief therapies, counseling, and care transitions from facility to home. She is skilled in areas such as trauma treatment, grief counseling, and care for elderly patients.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
The document summarizes a study examining the relationships between critical thinking, self-efficacy, self-regulated learning, and academic performance in university students. It discusses prior research showing these factors positively influence learning and performance. The study aimed to examine relationships between critical thinking, self-efficacy, self-regulated learning and course grades/GPA in nutrition and education students. Surveys were used to collect data and analyses found significant associations between self-efficacy and grades for nutrition majors and between critical thinking and grades.
- The study examines how familial characteristics and parental gender socialization influence the expectations and aspirations of African American youth.
- It finds that females report that their parents worry more about them facing discrimination and have higher expectations for discrimination than males. Males report a higher frequency of discussing discrimination with parents than females.
- There is a positive correlation between how often youth discuss discrimination with parents and parents' expectations that their child will face discrimination. Females also report higher academic expectations and self-concepts than males.
This presentation describes the importance of detecting and responding to users emotion while they work with online environments. Emotion is vital to learning and using technology to recognize users’ emotion has led to powerful performance results. First, we describe how to detect emotion, using sensors (camera, wrist band, pressure mouse, seat sensors). Computational tutors dynamically collected data streams of students’ physiological activity and self-reports of emotions. Second, we describe responses or interventions that we used once emotion was detected, i.e., we evaluated the impact of animated embodied agents on user motivation and achievement. Results showed that women and students with disabilities, while using agents reported increased math value, self-concept and mastery orientation and reduced frustration. Third, we describe the integration of computer vision techniques to improve detection of emotion.
Assessment of Self Concept among Intermediate Students of A. P. Model Schoolsiosrjce
The main purpose of this study was to assess the Self Concept among Intermediate students of A.P.
Model Schools. In this study, Normative Survey Method was adopted. The participants of the study were 200
Intermediate II year students of ten A.P. Model Schools , Chittoor District, Andhra Pradesh, India in 2014-2015
session. The researchers used Self Concept checklist developed by N. Venkataramana (1976). Its validity and
reliability has been well established. Data was analyzed using Descriptive Statistics and Differential Analysis
(t-test). The findings revealed that the subgroups of Intermediate students did not show any significant
difference in the five dimensions of Self Concept. Among the five dimensions, the first three are negative
dimensions and last two are positive dimensions. A negative relationship was found between the first three
dimensions and subgroups where as a positive relationship was found between the last two dimensions and
subgroups. Based on the findings, suggestions were made that same study may be extended to A.P. Model
Schools of 13 Districts of Andhra Pradesh, other Junior colleges, Degree colleges, PG colleges, Engineering
and Medical colleges etc. Different other variables like management, locality, birth order, caste, educational
status of father, educational status of mother, size of family etc. can be included.
BABAKHANYAN ARTHUR.Task Performance and Social Anxiety.Arthur Babakhanyan
The document describes a study that examined the relationship between social anxiety and task performance on math and reading comprehension tests among 64 college students. The study found that gender had a significant main effect on math performance, with males scoring higher than females, but social anxiety did not have a significant main effect on performance. Several demographic variables like gender, parents' education level, and ethnicity were found to correlate with math performance scores.
Psyc 255 case study paper instructionsreviewed for fall d 2020 YASHU40
This document provides instructions for a case study assignment in a psychology course. Students must answer 4 questions about case studies in 2-4 pages using APA format. They must include a title page, references page, and headings for each question. The questions address defining a case study, advantages and disadvantages, reasons for using the approach, and sources of information. Proper APA formatting, citations, and at least 2 references are required. The assignment is due in Module 5.
The learner analysis focused on 8 students from a self-contained autism classroom in a Title I elementary school. The students included 7 males between kindergarten and first grade, as well as 1 female kindergartener. The analysis found that the students' learning styles were primarily visual, auditory, cognitive, and kinetic. Entry skills for story elements varied between students, with kindergartners showing no prior knowledge. Motivational strategies discussed employing interactive lessons, repetition, and hands-on projects. The analysis also addressed characteristics like special needs, culture, and intelligence preferences to inform instructional design.
The curriculum vitae outlines Emily M. Clark's education, research experience, clinical experience, customer service experience, volunteer experience, skills, and honors which include a bachelor's degree in psychology from UC Berkeley, research experience in sleep and mood clinics studying adolescent sleep and mental illness, clinical experience conducting assessments for sleep studies, and customer service experience in restaurants.
This document discusses quantitative and qualitative methods in educational research. It provides examples of quantitative approaches like standardized tests, surveys, and experimental methods. Qualitative approaches include action research, interviews, and documentary evidence. Both approaches are useful but have limitations, so a mixed methods approach is best. Important variables to consider include socioeconomic status, social disadvantage, ethnicity, gender, and school policies. Reliability and validity are also discussed.
MWERA Parent Perceptions of Trauma-informed Assessment Conference PaperCamilleMora
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
This document presents the background and methodology for a study examining the relationship between rejection sensitivity, self-efficacy, and academic achievement among students. The study aims to assess how rejection sensitivity and self-efficacy impact academic performance, and to compare these factors between males and females and adults and adolescents. The methodology describes a correlational research design involving 160 students who will complete questionnaires measuring rejection sensitivity, self-efficacy, and academic achievement. The relationships between these variables will be analyzed to test the study's hypotheses.
A Study to Determine the Emotional and Behavioural Development among Children...ijtsrd
Quantitative approach, descriptive exploratory design was chosen for this study. The study was conducted in selected schools of chennai, 30 school children were selected using non probability purposive sampling technique. A rating scale and check list was used to assess the behavioral and emotional development of children of working mothers. The study findings reveals that, 3 10 had good emotional development 26 86.6 had moderate emotional development 1 3.3 had poor emotional development and 5 16.6 had good behavioural development 14 46.6 had moderate behavioural development 11 36.6 had poor behavioural development and there is a positive correlation between Emotional and behavioural development among children of employed mothers at 0.01 level of significance and there is a significant association between the emotional and behavioural development with children Age, Sex, Education of mother, Family income, Religion, Mothers occupation, Child hobbies and Educational system at 5 level of significance respectively. Mrs P. Umalakshmi "A Study to Determine the Emotional and Behavioural Development among Children of Employed Mother at Selected Setting, Chennai" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63420.pdf Paper Url: https://www.ijtsrd.com/medicine/other/63420/a-study-to-determine-the-emotional-and-behavioural-development-among-children-of-employed-mother-at-selected-setting-chennai/mrs-p-umalakshmi
This document summarizes the results of an online survey investigating the use of assessment materials in schools for pupils with Social, Emotional and Behavioural Difficulties. The survey received responses from 11 schools. It found that while schools widely use assessment, it is not often for specific behavioral issues. Schools commonly assess academic abilities but seem to lack knowledge and confidence in administering behavioral assessments. The author concludes that rigorous behavioral assessment could help schools defend academic progress for these students. They plan to conduct further research on behavioral assessments and disseminate information to help schools.
This article examines the associations between classroom quality, the percentage of children with special needs in a classroom, and child outcomes in Head Start programs. The study used four instruments to measure classroom quality, social behavior, pre-literacy skills, and family experiences. Hierarchical linear modeling found that most variance in child outcomes was within classrooms. Children from higher quality homes scored higher, while children with special needs scored lower. Children in higher quality classrooms and with a higher percentage of special needs peers had better academic outcomes.
Here are the key elements of a research proposal on this topic:
Participants: The sample should include preadolescent children (ages 8-12) from both urban and suburban elementary schools. It should include an equal number of children who participate in organized sports and those who do not. A sample size of at least 100 children in each group (organized sports vs not) would allow for adequate statistical power.
Measures: The dependent variable is standardized test scores. These should be obtained from official school records for each child's most recent standardized test (e.g. IOWA, SAT, ACT).
Procedure: Parents would complete a brief survey indicating whether their child participates in organized sports outside of school physical education classes.
This study examined the relationship between 148 fifth-grade students' essentialist beliefs about intelligence and their academic achievement. Essentialist beliefs were measured using a 5-item scale assessing whether intelligence is innate, brain-based, stable, or influenced by environment. Students also reported beliefs about intelligence being fixed or malleable. Results showed that beliefs in intelligence being stable were correlated with lower reading fluency and math calculation scores, explaining 10-16% of variance. Beliefs were interrelated but not a unified construct. The study provides initial evidence that children's essentialist beliefs are related to their academic performance.
This document summarizes the development and implementation of Project Fleur-de-lis, a comprehensive mental health program for students in New Orleans following Hurricane Katrina. It describes the multi-tiered intervention model including school-based services, classroom interventions, and community referrals. Data is presented on over 1,000 students who received services between 2006-2009, showing high rates of trauma exposure and symptoms like difficulty concentrating. The program has expanded to serve more schools and students while providing free trauma-focused therapy.
1
Methodology Assignment
Participant/Procedures
The intended participants will include both parents and students. The parents of undergraduate students from a mid-sized university will be included in the study. The parents will consist of both fathers and mothers of students. Parents with students in elementary, junior, and high school levels will be excluded from the study. Undergraduate students who are enrolled in communication studies from a mid-sized university will also be considered as participants for the study. The students will consist of freshmen, sophomores, juniors, and seniors.
The personal demographic questions that the survey will ask the parents include education status, ethnicity, and the level of study of their children as well as their performance record in school. These questions matter because they will enable the research to deduce useful information about the individual parents and their involvement in the education of their children. For instance, the question on their level of education will assess their understanding of the purpose of the study as well as the role of parents in supporting the education initiatives of students. The question on ethnicity will enable the research to determine whether parental involvement or support to children depends on ethnicity. The students will be asked demographic questions such as their age, gender, and level of study. The specific demographic questions for the students will assist in validating the measurement scale. For instance, the level of study will determine the extent of parental support that is needed further validating the measurement scales. The question on gender will expose the difference in perception among male and female students regarding parental support and student satisfaction.
Random sampling will be utilized to collect data. It involves sampling where every object has an equal chance of appearing in the study. This method will be utilized because it produces an unbiased representation of the population which will help in drawing useful conclusions about the study. It will also be utilized due to its simplicity as compared to other sampling techniques. This sampling method will significantly influence the outcomes of the results since it will ensure a higher degree of accuracy and validity.The study will adopt a cross-sectional survey design which will ensure that the researcher examines different samples of a population at a given point in time. It will allow the comparison of results/answers from different samples at one point in time. I will also utilize this survey design because it is generally short and inexpensive. They will also enable me to discover new correlations for the study that can be studied later.
I intend to send the surveys to 300 parents and undergraduate students from a mid-sized university. To increase their response rates, I will provide incentives and I will also keep the survey relevant. Studies show that sometimes when co ...
This document provides a final research proposal on enrichment opportunities for gifted junior high school students in Chicagoland schools. The research problem identified is the lack of enrichment programs for gifted students compared to support available for underperforming students. The research goals are to evaluate existing gifted programs and make recommendations to better challenge and engage gifted students. A literature review found more research on underachieving versus gifted students. The proposed methodology is qualitative, using interviews of 30 gifted students, 50 teachers/administrators from public and private schools to understand student and educator perspectives on challenges, social issues, and how interests are supported.
This document discusses creating trauma-informed schools to support students affected by traumatic experiences. It finds that exposure to trauma is widespread among youth and negatively impacts academic performance. Schools are well-positioned to intervene as most youth access mental health services there. The document recommends training educators about trauma, identifying affected students, supporting recovery through safety and skills-building, increasing mental health services, and using evidence-based interventions like CBITS and TARGET that are group-based and flexible. The goal is for trauma-informed practices to foster resiliency, hope, and optimal learning.
Here are the key similarities and differences between the two articles on authentic assessment:
Similarities:
- Both discuss authentic assessment as being performance-based and evaluating students in natural environments like home or classroom rather than standardized tests.
- They view authentic assessment as providing a holistic picture of students' strengths and weaknesses by observing real-life application of skills.
Differences:
- Bergen (1993) focuses on authentic assessment for young children through caregiver observation at home, while Dennis et al. (2013) examines its use for school-aged children in the classroom.
- Bergen emphasizes caregivers collaborating with teachers, while Dennis et al. place more responsibility on teachers to design and implement authentic assessments.
-
The document discusses psychoeducational assessments. It explains that a psychoeducational assessment is an evaluation conducted by a psychologist to determine if a child has developmental or learning challenges. The assessment explores a child's strengths and weaknesses compared to peers. It allows parents to gauge their child's development. The assessment uses various psychometric tools customized to the child's needs. Parents receive preliminary results on the day of the assessment and a full report two weeks later to discuss the results.
nursing student's motivation toward their studies at MSHCjamaloding milican
The document summarizes a study that aims to determine the level of motivation among 4th year nursing students at Mindanao Sanitarium and Hospital College in Iligan City, Philippines. The study will examine the relationship between students' motivation and their personal profiles, including age, gender, marital status and family income. A questionnaire will be used to collect data on students' motivation levels and personal information. Statistical analysis including percentages, means and chi-square tests will then be used to analyze the data and relationships between variables. The goal is to better understand nursing student motivation to help improve education and prepare students for their profession.
The document discusses using assessments to drive instruction. It describes using pre-assessments to understand students' prior knowledge and designing assessments that involve students and parents. Formative assessments like questioning and observations during play are used to guide instruction and ensure it meets students' individual needs. The goal is for assessments to continually inform instruction and for students to become self-directed learners.
The document discusses principles of assessment for early childhood education. It recommends that assessments should promote learning, use multiple sources of information, involve children and families, be fair for all children, and be appropriate for the child's age, language, and tailored to the purpose of identifying development, progress, or needed assistance. Assessments should benefit children and improve learning rather than just accountability.
The document discusses the case study method of qualitative research. It defines a case study as an in-depth analysis of an individual, group, or event. The case study method involves two stages: diagnosis, where information is collected to analyze the causes of a problem, and treatment, where the clinician tries to modify behavior and the environment. Key steps in a case study include identifying the problem, collecting and analyzing data from multiple sources, identifying causes, and suggesting and implementing remedial measures. While time-consuming, case studies provide comprehensive understanding of individual behavior in context.
This research proposal aims to study the relationship between house anxiety and academic performance among junior high school students. A quantitative research design will be used to survey 103 junior high students about factors of house anxiety and impacts on their grades. Statistical analysis will examine the correlation between anxiety over family issues like income, relationships, and academic results. The researchers hypothesize a link between anxiety levels and performance. Findings could help students, teachers, parents and administrators support struggling youth.
Similar to MWERA PPTIA Power Point Presentation (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Film vocab for eal 3 students: Australia the movie
MWERA PPTIA Power Point Presentation
1. PARENT PERCEPTIONS OF TRAUMA-
INFORMED ASSESSMENTS Camille Mora
https://drive.google.com/drive/folders/1fArKBz6NixNwsGfjNOlhjSE6GonjRFuZ?usp=sharing
2. BACKGROUND
Education
Cal. State University Fullerton – Ed.D. Ed. Leadership 2018
Western Washington University – MIT: Secondary Ed. 2011
Columbia College – BA: History 2008
Work Experience
Founder and CPST at Seat Safe – Community Educator 2015-Present
Social Studies Teacher – Coupeville Middle/High School 2010-2012
US Navy – Anti-Submarine Warfare Acoustic Instructor 2003-2008
Publications
Mora, C. M. (2015, Fall). Gender and Achievement in Social Studies: Increasing
Female Interest and Achievement. CCSS Occasional Papers, 4(1), 1-15.
Memberships
MWERA
Safe Kids Inland Empire
FRUA – Families for Russian and Ukrainian Adoption
3. TOPIC BACKGROUND
Why research this topic?
Children who have experienced complex
developmental trauma need trauma-informed
intervention to heal and self-regulate (Call et al.,
2014).
What is the background or history of this topic?
Complex developmental trauma is a disability that
effects a student’s ability to learn in the classroom
(Forbes, 2012).
This topic is not well researched in the field of education.
Extensive research exists in other disciplines
4. TOPIC BACKGROUND
A gap exists in the scholarly literature (Baker, 2012; Call, et al, 2014):
Current research is:
Concentrated in other disciplines
Does not link findings to school implementation
Leaves out the need for identification by schools
Does not address appropriate interventions
“The administration and teachers do not understand, and are unwilling to understand how early childhood trauma affects children.
It has been a fight from the moment we stepped foot into a school building and it continues to this day.”
5. PURPOSE OF THE RESEARCH
The purpose of this quantitative study is to find out if
comprehensive evaluations of Internationally Adopted
(IA) students, conducted through a trauma-informed
lens, lead to more accurate interventions and
placements for these students, compared to students
who only received standard evaluations conducted by
their local school district.
6. RESEARCH QUESTIONS
The following research questions will guide this quantitative research study
concerning parent perceptions of the effects of trauma-informed
evaluations for IA students on their ability to obtain accurate identification,
reliable IEPs, and useful interventions.
1. Do trauma-informed assessments offer students with a history of CDT
more accurate assessment results when compared to traditional
assessments completed by local school districts, as perceived by parents?
2. Do trauma-informed assessments affect a parent’s belief that their child
has more appropriate classroom interventions as a result of having
completed a trauma-informed assessment?
7. RESEARCH DESIGN
RQ Scales Independent variables Analysis
1. School use scale
Neuropsychological
assessment use scale
Confidence in trauma-
informed assessment scale
Assessment Type:
1. Neuro.
2. School
3. Both
Neuropsyc. Conducted?
1. Yes
2. No
One-Way
ANOVA
Independent t
tests
Chi-square
Frequency counts
2. Appropriate intervention
and opportunities scale
School confidence scale
Assessment type:
1. Neuro.
2. School
3. Both
Neuropsyc. Conducted?
1. Yes
2. No
One-Way
ANOVA
Independent t
tests
Mean ratings
8. RESEARCH METHODS
Setting:
Parents of school-age Russian Adoptees
Across the USA
44,150 school-age children nationwide
Education level
Household incomes
10. RESEARCH METHODS
Instrumentation
Modified CBCL 6-18 survey
Child behavioral checklist
Likert-scale
Added questions on type of evaluation and
parent satisfaction
118 items were scaled down
Standardized measure of behavior on 3
competency scales
Normed on 1,753 children
Total problem coefficient .90
11. RESEARCH METHODS
Data Collection:
Qualtrics
Host and conduct the survey
Online survey with link and QR code
Solicitations
RAM group, FRUA list-serve
“Educate the school system on FASD and post
institutionalized students. They have unique issues
and the schools want to lump them in with Autism
programs or ADHD services.
12. RESEARCH METHODS
Data Analysis and Interpretation:
2 RESEARCH QUESTIONS
5 SCALES
TWO INDEPENDENT VARIABLES:
1.NEUROPSYC. ASSESSMENT CONDUCTED? (Y,N)
2.TYPE OF ASSESSMENT (NEURO., SCHOOL/DISTRICT, BOTH)
T TESTS
ONE-WAY ANOVA
CHI SQUARE
FREQUENCY COUNTS
MEAN RATINGS
“The public school denied my son had any needs and said all of
their tests were "normal." He had to be put into private school for
help. He is thriving there. Private testing DX him w/ ADHD, Autism
Level 1 PTSD, anxiety, depression and a language processing
disorder.”
13. RESEARCH METHODS
Validity and Trustworthiness
1. Cronbach’s Alpha to check for reliability at the outset of
data analysis.
2. 27 items were summed into 5 scales (school use scale,
neuropsychological assessment use scale, confidence in
trauma-informed assessment scale, appropriate
intervention scale and school confidence scale).
3. Descriptive statistics were calculated to test the normal
distribution and skewness along with correlations to
examine the relationships between scales.
15. QUANTITATIVE FINDING #1
Parents of students who had received a neuropsychological
assessment had more agreement on the neuropsychological
assessment use scale than parents of students who did not
complete a neuropsychological assessment.
“Without question, our private neuro psych eval. was FAR more beneficial than any testing done by the school
district. The school districts are not trauma-informed and do not understand the needs of my child. My son does
not qualify for an IEP but does struggle. The lack of trauma informed staff is a great detriment to his school.”
17. QUANTITATIVE FINDING #2
Parents of students who had both assessments had the most
agreement with the neuropsychological assessment use scale,
followed by those who had a school/district assessment and
then those who had a neuropsychological assessment.
Parents of students who had both assessments had the most
agreement with the confidence in T.I. scale followed by those
who had a neuropsychological assessment and then those who
had a school/district assessment.
19. FINDING #2 - NEURO ASSESSMENT AND CONF. IN TI SCALES
20. QUANTITATIVE FINDING #3
0
10
20
30
40
50
60
70
Strongly
agree
Somewhat
agree
Neutral Somewhat
disagree
Strongly
disagree
Was Assessment Trauma-informed?
Neuro. School
Parents of children who had neuropsychological
assessments had more agreement that the
assessment was trauma-informed compared to
parents of students who had a school/district
assessment.
21. QUANTITATIVE FINDING #4
Parents of children who had a neuropsychological assessment
had more agreement on the appropriate interventions and
opportunities scale. Parents of students who did not receive a
neuropsychological assessment actually showed disagreement
on the appropriate interventions and opportunities scale.
“It took several years of fighting with the school administration to
get basic remediation.”
23. QUANTITATIVE FINDING #5
Parents of children who completed both assessments had the
highest agreement on the appropriate interventions and
opportunities scale, followed by those who completed
neuropsychological assessment, while students who only
completed school/district assessments had strong disagreements
on the appropriate interventions and opportunities scale.
“[We experienced] several learning "glitches" that were never identified by the schools or professionals,
such as auditory processing disorder and ADHD, which I identified on my own, only due to the knowledge I
gained in FB adoption groups, and then had my kid assessed privately. These conditions are now being
addressed, thru services and IEP in school, once I had a diagnosis and brought it to the school's attention. I
also find it frustrating that they do not use a trauma-informed lens in school assessments.”
25. QUANTITATIVE FINDINGS
IA students, by not
receiving appropriate
services are being
further marginalized.
“Getting the school district to do a full evaluation at an early age as a proactive step to preparing him for school.
Fortunately, the district psychologist was on our side and convinced the Speech pathologist to intervene early,
instead of using a wait and see approach.”
26. CONCLUSIONS: PARENT PERCEPTIONS SHOWED…
Research Question One
Neuropsychological
assessments did offer more
accurate assessment results.
Neuropsychological
assessments were more
accurate and offered more
accurate recommendations.
Neuropsychological
assessments were considered
more trauma-informed by
parents.
Research Question Two
Having a
Neuropsychological
assessment did offer more
appropriate classroom
interventions.
Neuropsychological
assessment provided
increased educational
opportunities, and increased
the school’s understanding of
the child.
27. LITERATURE THAT AGREES WITH FINDINGS
1. No access to curriculum.
2. Both assessments help students.
3. Parents do not think their student’s needs are being met.
4. Schools need to be equipped.
5. IA students need complex assessments.
6. IDEA does not include CDT as a primary qualifying disability.
7. Many interventions are not available to IA students.
“We had to get an IEE completed by a neuropsychologist to get an accurate picture of my
child. She was dx with ASD and then the school offered us everything available. We had
to fight them until that point, though. She was falling further behind and not receiving
appropriate services. Get an education advocate for your IEP meetings.”
28. IMPLICATIONS
Neuropsychological assessments were:
More trauma-informed
Accurate
Gave better recommendations
Schools are not providing a T.I. environment.
Schools should do better providing assessments and services for students with a history
of CDT.
“We had an IEP for three years during 3rd through 5th grade for language therapy and social skills. The school
stated she had met all of her goals and asked us to sign off. We did, but in retrospect, that was the worst thing we
could have done. I wish we had never signed off and fought harder for trauma informed services. We were never
able to get another MFE or IEP. Our child has also experienced a 9-month residential treatment between freshman
and sophomore year and a change in school districts 4 times between kindergarten and senior year.”
29. IMPLICATIONS FOR POLICY
1. Inform changes to standard assessments.
2. Include trauma-informed practices when assessing students with a known or suspected history
of CDT.
3. Examine what neuropsychologists are doing and use that information to inform practices
among school psychologists.
4. Add CDT as a qualifying factor under IDEA.
“My son is in good school now but we had to sue, go thru hearing, and he spent months in psych
hospital and two years in RTC (residential treatment). It’s been a very difficult journey, some of
which could have been avoided if he’d received proper school intervention from the start.”
30. IMPLICATIONS FOR THEORY
1. Include separate disability theory and CDT in educational literature.
2. Use CDT in educational literature, in order to investigate trauma for IDEA
qualifying purposes.
“Employing and educational advocate is expensive but worth every penny.
Getting a good neuropsychological exam done was also worth every penny.”
31. IMPLICATIONS FOR FUTURE RESEARCH
1. More research on early trauma and education.
2. Continue to research Trauma-informed practices.
3. Given our current school climate, how can we help students with a history of CDT feel safe at
school?
4. Research and create a comprehensive assessment battery that school districts can use to
inform accurate recommendations and interventions for IA students.
“I think the biggest difficulty in the public school system was that the "whole child" was ignored. All
behavior, success and failure in the classroom for my child was not looked at through the lens of a child
with past trauma. It wasn't until a private neurospych. when he was in 2nd grade where a fuller picture of
his needs were drawn. Creating a plan for a child with past trauma is going to look different than one
who has not.
32. RECOMMENDATIONS: FUTURE RESEARCH
1. Do trauma informed classrooms increase student achievement for kids with
CDT compared to being in a classroom with no trauma-informed practices?
2. What types of interventions best serve children with a history of CDT?
3. More research done in education journals so teachers and other educators
can be informed.
“I think it is critically important to do a complete neuropsychological evaluation. I think so many
issues are missed with just the educational evaluation. I also fought hard against an ADD
diagnosis as a result of reading information from TCU’s child development office/Karen Purvis
on focus/hyper activity causes in IA children.
33. RECOMMENDATIONS: POLICY
1. Create a more comprehensive standard assessment policy that requires schools to conduct
trauma-informed assessments that include the assessments conducted by neuropsychologists,
for all students with confirmed or suspected histories of CDT.
2. Trauma-informed instruction to pre-service teacher training and the National Board
certification process.
“Few aspects of instructional practice equal the importance of timely and accurate assessment
and evaluation of student proficiency and progress”
(Baker, 2012, p. 236).
34. RECOMMENDATIONS: PRACTITIONER
1. Creating trauma-informed classrooms and schools that follow the TBRI method for all students.
2. Schools must utilize a multidisciplinary team to complete a trauma-informed, cognitive or
neuropsychological assessment for students with a history of CDT, so that resulting interventions
could be targeted to the areas of need for that child.
3. Education practitioners also need to trust the parents and their experience with these kids and
give them equal clout on IEP/assessment teams.
“To me, it seems emotional trauma and sensory issues are just not addressed well in a traditional setting for our kids.
Large classrooms, bright lights, too loud makes for a rough day and our son couldn't handle walking in lines, etc. He
acted odd to others (touching walls, licking things, etc) and was eventually isolated and depressed at age 9.”
35. RECOMMENDATIONS
Future research
Educational journals
T.I. classrooms and schools
Interventions that best serve children
Policy
Comprehensive standard assessments
T.I. instruction to pre-service teachers and
national board candidates
Practitioners
Create T.I. classrooms and schools
Multidisciplinary teams – targeted
interventions
Trust parental experienceMore information on handout
36. WRAP UP
So to answer the research questions:
1. Do trauma-informed evaluations offer students with a history of
CDT more accurate assessment results when compared to
traditional assessments completed by local school districts, as
perceived by parents?
Yes, neuropsychological assessments do seem to offer more accurate
results and recommendations compared to traditional assessments
completed by schools/districts, as perceived by parents. Parents also
believed that neuropsychological assessments were more trauma-
informed when measured against assessments completed by
schools/districts.
37. WRAP UP
2. Do trauma-informed assessments affect a parent’s belief that their child
has more appropriate classroom interventions as a result of having
completed a trauma-informed assessment?
Yes, parents overwhelmingly felt that a trauma-informed neuropsychological
assessment provided their child with more appropriate classroom
interventions and educational opportunities when compared to assessments
conducted by schools/districts.
“If you really want to do something about the achievement gap, childhood trauma is the
best place to start”
(Watanabe, 2015).
38. REFERENCES
References
Baker, F. S. (2012, April 20). Making the quiet population of internationallyadopted children
heard through well-informedteacher preparation. Early Child Development and Care,
182(2), 223-246.
Call, C., Purvis, K., Parris, S. R., & Cross, D. (2014, September). Creating trauma-informed
classrooms. (N. Callahan, & C. Johnson, Eds.) Adoption Advocate(75), 1-10.
Call, C., Purvis, K., Parris, S. R., & Cross, D. (2014, September). Creating Trauma-Informed
Classrooms. (N. Callahan, & C. Johnson, Eds.) Adoption Advocate(75), 1-10.
Dalen, M. (2001). School performance among internationally adopted children in Norway.
Adoption Quarterly, 5(2), 39-58.
Forbes, H. T. (2012). Help for Billy: A Beyond Consequences Approach to Helping Challenging
Children in the Classroom. Boulder , Colorado: Wild Ginger Press.
Howard, J. A., Smith, S. L., & Ryan, S. D. (2004). A comparative study of child welfare adoptions
with other types of adopted children and birth children. Adoption Quarterly, 7, 1-30.
Howe , K. R. (1997). Gender. In K. R. Howe, Understanding equal educational opportunity: Social
justice, democracy, and schooling. New York: Teachers College Press.
Lancaster, C., & Nelson, K. W. (2009). Where attachment meets acculturation: three cases of
international adoption. The Family Journal: Counseling and Therapy for Couples and
Families, 17(4), 302-311.
McGuinness, T. M., McGuinness, J. P., & Dyer, J. G. (2000). Risk and protective factors in
children adopted from the former Soviet Union. Journal of Pediatric Health Care, 14(3),
109-116.
McLeod, S. A. (2009). Attachment Theory. Retrieved July 9, 2016, from Simply Psycology:
www.simplypsycology.org/attachment.html
Newton, R. P. (2011, October/November). Complex developmental trauma. San Diego
Psychologist, 26(5), 14-16.
Pronchenko-Jain, Y., & Fernando, D. M. (2013). Helping Families With Russian Adoptees:
Understanding Unique Needs and Challenges. The Family Journal: Counseling and
Therapy for Couples and Families, 21(4), 402-407.
Rutter, M., O'Connor, T., Beckett, C., Castle, J., Croft, C., Dunn, J., & Kreppner, J. (2000).
Recovery and deficit following early deprivation. (Selman, Ed.) Inter-country adoption:
Developments, trends and perspectives, 107-125.
Smithgall, C., Cusick, G., & Griffin, G. (2013, July). Responding to Students Affected by Trauma:
Collaboration Accross Public Systems. Family Court Review, 51(3), 401-408.
Torczyner, J. (2001). The application of human rights advocacy theory to organizational
innovation in Israel: the Community Advocaty/Genesis Israel experience. Int J Social
Welfare(10), 85-96.
van Ijzendoorn, M. H., Juffer, F., & Klein Poelhuis, C. (2005). Adoption and cognitive
development: A meta-analytic comparison of adopted and non-adopted children's IQ
and school performances. Psychological Bulletin, 131, 301-316.