Promoting Expressive Writing among Students with Emotional and Behavioral: Disturbance via Dialogue Journals

2005 ◽  
Vol 31 (1) ◽  
pp. 33-50 ◽  
Author(s):  
Kelley S. Regan ◽  
Margo A. Mastropieri ◽  
Thomas E. Scruggs
Keyword(s):  
Student Satisfaction ◽  
Expressive Writing ◽  
Visual Analysis ◽  
Randomization Test ◽  
Future Research ◽  
Time On Task ◽  
Behavioral Disturbance ◽  
Dialogue Journals ◽  
Behavioral Issues ◽  
Baseline Design

Written dialogue journals are intended to improve writing and encourage positive social skills by promoting individualized written discussions between a teacher and students' emotional and behavioral needs. This study investigated expressive writing using dialogue journals with five elementary students with emotional and behavioral disturbance (EBD), using a multiple baseline design across baseline, intervention, maintenance, and generalization phases. Students were randomly assigned to treatment order to meet randomization test assumptions. Baseline data were collected from student responses to traditional writing prompts. Individualized dialogue journals, in which students and teachers communicated daily to observed social behavioral issues, were implemented for the duration of the intervention. Dependent measures included student attention to task, length and quality of student written entries, and a student satisfaction survey. Visual analysis indicated an increase in time on task for all participants, and an increase in length of writing and writing quality for four of the five participants. Randomization tests applied to these data yielded significant results for all writing measures. In addition, survey results suggested that participants regarded the dialogue journals with mild satisfaction overall. Implications for future research are discussed.

Effects of the Color Wheel System on Students With Disabilities in Inclusion Classrooms

2021 ◽  
pp. 014544552098813
Author(s):  
Kathleen B. Aspiranti
Keyword(s):  
Students With Disabilities ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Visual Analysis ◽  
Future Research ◽  
Baseline Design ◽  
Inclusion Classrooms ◽  
Color Wheel ◽  
Task Behavior ◽  
On Task Behavior

The Color Wheel System (CWS) is a class-wide, rule-based, behavior management strategy that incorporates multiple sets of classroom rules to provide specific behavioral expectations for different classroom activities. This study used the CWS within three inclusion classrooms to evaluate improvements of classroom behavior for students with disabilities. A multiple-baseline design across classrooms evaluated the effects of the CWS on on-task behavior for three students with identified disabilities in each classroom. Momentary time-sampling was used to record on-task behavior, which was operationally defined as eyes on teacher or work or following teacher instructions. Visual analysis of time-series graphs and nonoverlap of all pairs (NAP) measures suggested the CWS caused immediate, large, and sustained increases in on-task behavior for students with disabilities when data are aggregated by classroom. However, individual changes in on-task behavior were variable across students. Implications for using the CWS as part of a class-wide behavioral prevention program and directions for future research are discussed.

The Impact of Expressive Writing on Math Anxiety in Preservice School Teachers

2019 ◽  
Author(s):  
James Thomas Shrewsbury ◽  
Cass Dykeman ◽  
Linda Griffin
Keyword(s):  
Expressive Writing ◽  
Teacher Candidates ◽  
Math Anxiety ◽  
Single Case ◽  
Future Research ◽  
Cognitive Avoidance ◽  
Baseline Design ◽  
Word Usage ◽  
Negative Results ◽  
The Impact

Elementary school math teachers are among the most highly math-anxious professionals across fields. They unknowingly pass on to students their math phobia. Research on interventions to help this population are needed to interrupt this cycle. Such studies, however, do not exist. There is growing evidence that expressive writing helps students with math anxiety. It is hypothesized that expressive writing may benefit math-anxious teacher candidates to overcome their fear of math. This original study advanced the scholarship by exploring the impact of expressive writing in highly math-anxious teacher candidates. The multi-probe, multiple baseline design was used for this single case study with two arms. A total of six highly math-anxious teacher candidates took part in this online study. Dependent variables included math anxiety, causal word usage, and insight word usage. Data analysis methods included visual inspection of graphed data, mathematical calculations to determine baseline stability, use of Tau-U to examine between-phase differences, and use of Theil Sen to examine slope differences. Unexpected results were found. Arm A participants (n = 3) exhibited a reduction in their math anxiety levels while Arm B (n = 3) participants did not. For both arms, slope estimate results of causal and insight words were nonsignificant. Cognitive avoidance and disorganized narratives best explain the negative results. While the mixed results give modest support to existing research on expressive writing, it is noteworthy that three out of six participants appeared to benefit from the intervention. Limitations of the current study and recommendations for future research are provided.

Group Video Self-Modeling to Improve the Classroom Transition Speeds for Elementary Students

2018 ◽  
Vol 21 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Matthew T. McNiff ◽  
John W. Maag ◽  
Reece L. Peterson
Keyword(s):  
Visual Analysis ◽  
Effect Sizes ◽  
Multiple Baseline ◽  
Differential Impact ◽  
Behavioral Issues ◽  
Baseline Design ◽  
Calculated Effect ◽  
The Impact ◽  
Fast Group ◽  
Video Self Modeling

Video self-modeling (VSM) has been an effective intervention for individuals with a variety of disabilities and behavioral issues. However, no studies have addressed the impact of VSM on behaviors that are displayed by groups of students. The purpose of the present study was to determine the efficacy of VSM to improve the speed with which students in an elementary classroom lined up and transitioned from one activity to another and whether group VSM had a differential impact on students who exhibited varying speeds of transitioning (i.e., fast, medium, or slow groups) during baseline. A multiple baseline design across behaviors was employed across groups. Visual analysis and calculated effect sizes indicated that group video self-modeling (GVSM) produced immediate gains in the speed with which the average performance of the three groups of students lined up and transitioned. Furthermore, students in both the medium and slow groups increased their speed to a level commensurate with that achieved by the fast group.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

Physical and Psychological Benefits of Written Emotional Expression

2015 ◽  
Vol 20 (4) ◽  
pp. 242-251 ◽  
Author(s):  
Éva Kállay
Keyword(s):  
Mental Health ◽  
Expressive Writing ◽  
Mental Health Problems ◽  
Cost Effective ◽  
Health Problems ◽  
Future Research ◽  
Psychological Benefits ◽  
Cost Effective Treatment ◽  
Meta Analyses

Abstract. The last several decades have witnessed a substantial increase in the number of individuals suffering from both diagnosable and subsyndromal mental health problems. Consequently, the development of cost-effective treatment methods, accessible to large populations suffering from different forms of mental health problems, became imperative. A very promising intervention is the method of expressive writing (EW), which may be used in both clinically diagnosable cases and subthreshold symptomatology. This method, in which people express their feelings and thoughts related to stressful situations in writing, has been found to improve participants’ long-term psychological, physiological, behavioral, and social functioning. Based on a thorough analysis and synthesis of the published literature (also including most recent meta-analyses), the present paper presents the expressive writing method, its short- and long-term, intra-and interpersonal effects, different situations and conditions in which it has been proven to be effective, the most important mechanisms implied in the process of recovery, advantages, disadvantages, and possible pitfalls of the method, as well as variants of the original technique and future research directions.

scholarly journals Effects of an Interview Article Writing Intervention Using Class-wide SNS on Writing Abilities and Self-Esteem of Students With Intellectual Disabilities and Peers’ Attitudes

2018 ◽  
Vol 34 (1) ◽  
pp. 27-40
Author(s):  
Zihyun Lim ◽  
Suk-Hyang Lee
Keyword(s):  
Middle School Students ◽  
Intellectual Disabilities ◽  
Writing Skills ◽  
Self Esteem ◽  
Future Research ◽  
Writing Intervention ◽  
School Students ◽  
Baseline Design ◽  
Students With Intellectual Disabilities ◽  
Multiple Probe

This study was to investigate the effects of a process-based approach to writing interview articles using class-wide social network site (SNS) on the writing abilities and self-esteem of middle school students with intellectual disabilities. It also aimed at investigating these effects on attitudes of the students’ peers who were interviewed. A multiple probe baseline design across participants was employed to assess the writing abilities of three students with intellectual disabilities. A one-group pre- and posttest design was used to examine the changes in the attitudes of peers toward the students with intellectual disabilities. The intervention improved the writing abilities of the three participants along with increases of their self-esteem. The participants’ peers in the inclusive classrooms also showed positive changes in their attitudes toward the students with intellectual disabilities. This study has significance in that teaching interview article writing using class-wide SNS was effective not only in promoting the writing skills of students with intellectual disabilities but in improving their peers’ attitudes toward them. Implications and directions for future research are discussed.

scholarly journals Treatment of adult post-traumatic stress disorder using a future-oriented writing therapy approach

2009 ◽  
Vol 2 (4) ◽  
pp. 243-255 ◽  
Author(s):  
Reginald D. V. Nixon ◽  
Leonard W. Kling
Keyword(s):  
Post Traumatic Stress Disorder ◽  
Traumatic Stress ◽  
Expressive Writing ◽  
Stress Disorder ◽  
Post Treatment ◽  
Future Research ◽  
Post Traumatic Stress ◽  
Post Traumatic ◽  
Ptsd Severity

AbstractThe aim of this pilot study was to test whether a future-oriented expressive writing intervention is able to reduce post-traumatic stress disorder (PTSD) severity and associated symptoms such as depression and unhelpful trauma-related beliefs. In an uncontrolled pre-/ post-design participants attended 8 weeks of manualized therapy. Assessment was undertaken pre- and post-treatment, and participants also completed a 3-month follow-up assessment. Of the 17 participants who began therapy, 13 were treatment completers. Results indicated a significant decrease in PTSD severity, depression and unhelpful trauma-related cognitions from pre- to post-treatment and at 3-month follow-up. Clinically meaningful change was more modest; however, three participants reported PTSD remission at 3-month follow-up. It is concluded that expressive writing with a focus on achieving future goals and personal change may have some utility in reducing post-traumatic stress but future research will need to investigate this with greater methodological rigour before firm conclusions can be made.

Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students With Autism

2017 ◽  
Vol 40 (3) ◽  
pp. 225-245 ◽  
Author(s):  
Elif Tekin-Iftar ◽  
Belva C. Collins ◽  
Fred Spooner ◽  
Seray Olcay-Gul
Keyword(s):  
General Education ◽  
Future Research ◽  
Simultaneous Prompting ◽  
Baseline Design ◽  
Teacher Student ◽  
Core Content ◽  
Study Results ◽  
Students With Autism ◽  
Academic Content ◽  
Over Time

The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students’ outcomes. Three teacher–student dyads participated in the study. Results showed that (a) teachers acquired the ability to use the simultaneous prompting procedure with 100% accuracy, maintained the acquired teaching behaviors over time, and generalized them in teaching new academic content to their students; and (b) students acquired the targeted academic content, maintained it over time, and generalized it across different persons and settings. In addition, the students acquired instructive feedback stimuli added to instruction and maintained these over time as well. Last, both the opinions of the teachers and students about the social validity of the study were positive. Future research is needed to support these findings.

The Correlation between Servqual Dimensions and Student Satisfaction

2021 ◽  
Vol 7 (2) ◽  
pp. 7
Author(s):  
Nur Zihan Abd Rashid ◽  
Tuan Nur Athirah Nabilah Tuan Ismail ◽  
Bibianah Thomas
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Learning Experience ◽  
Sampling Technique ◽  
Education Institution ◽  
Primary Objective ◽  
Future Research ◽  
Higher Education Institution ◽  
New Findings

Service quality is a very crucial element in ensuring the competitiveness of various institutions. By having a good service quality, the reputation of the organization will enhance and thus become their added competitive advantage. In higher education institution, service quality is important to ensure the students whom are their primary stakeholders are able to have a good learning experience in which will then influence their satisfaction. The primary objective of this paper is to analyze the correlation between five elements in SERVQUAL dimensions (tangibility, reliability, responsiveness, assurance, empathy) and the student satisfaction. The questionnaires were distributed among the students in various faculties in UiTM Sabah by using convenience sampling technique and 250 questionnaires were managed to be collected for analysis. Overall, the result shows that the students are satisfied with service quality in UiTM Sabah. Specifically, all five SERVQUAL dimensions correlate with student satisfaction. Reliability, responsiveness and empathy dimensions have strong correlation with student satisfaction. Meanwhile, both tangibility and assurance have moderate correlation with student satisfaction. This study is hoped to contribute towards the new knowledge in the field of service quality especially in higher education institutions Future research is also proposed at the final section of this study to discover new findings from different perspectives of service quality. Keywords: servqual; students’ satisfaction; service quality; higher education institution; service delivery.

A bibliometric analysis of Halal and Islamic tourism

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Syed Ahamed Suban ◽  
Kumar Madhan ◽  
Shameem Shagirbasha
Keyword(s):  
Bibliometric Analysis ◽  
Visual Analysis ◽  
Analytical Techniques ◽  
Future Research ◽  
Content Type ◽  
Concise Review ◽  
Knowledge Area ◽  
Scopus Database ◽  
Broad Subject ◽  
Number Of Authors

PurposeHalal and Islamic tourism is gaining attention in the tourism literature in recent years. This study uses bibliometric analytical techniques to explore all the publications indexed in the Scopus database in the broad subject of Halal and Islamic tourism from 2004 to 2021.Design/methodology/approachThe authors found 238 publications that fit the function, subject and set criteria. The papers were analysed in terms of publication by knowledge area, number of studies published every year, contribution by countries, number of authors and most influential journals. VOS viewer was used to perform a visual analysis on co-occurrence of keywords and document citations.FindingsAccording to the findings, the Scopus database includes 151 (34.40%) documents on business, management and accounting, and 89 (20.27%) documents on social science. It was reported that 29 documents were published in 2018, followed by 54 documents in 2019 and 56 documents in 2021. Malaysia has contributed 86 documents on Islamic tourism, whereas Indonesia has contributed 64 documents. The paper also discusses other interesting findings.Research limitations/implicationsThe bibliometric analysis carried out was confined to Scopus data. Other national and international databases were not taken into account for this research.Originality/valueBetween 2004 and 2021, this study examined relevant studies on Halal and Islamic tourism. The study presents a concise review of the literature accessible to researchers working in this area and provides recommendations for future research.

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