The Influence of Access to General Education Curriculum on Alternate Assessment Performance of Students With Significant Cognitive Disabilities

2006 ◽  
Vol 28 (2) ◽  
pp. 181-194 ◽  
Author(s):  
Andrew T. Roach ◽  
Stephen N. Elliott
Keyword(s):  
General Education ◽  
Student Performance ◽  
Structural Equation ◽  
Rating Scales ◽  
Cognitive Disabilities ◽  
Alternate Assessment ◽  
Equation Modeling ◽  
Latent Factor ◽  
Support Materials ◽  
Significant Cognitive Disabilities

The primary purpose of this investigation was to understand the influence of access to the general curriculum on the performance of students with significant cognitive disabilities, as measured by the Wisconsin Alternate Assessment (WAA) for Students with Disabilities. Special education teachers (N = 113) submitted case materials for students with significant disabilities who were assessed using the WAA. Cases included WAA rating scales, students’ individualized education programs (IEPs), and a curricular access questionnaire. Structural equation modeling was used to examine the influence of curricular access on students’ WAA performance. Students’ scores on the WAA Reading, Language Arts, and Mathematics scales were included in the model as the indicators for the latent factor—student performance. Student grade level, teacher reports of students’ curricular access, percentage of academic focused IEP goals, and time spent in general education settings were included as predictors of students’ performance. Results indicated the model accounted for 41% of the variance in the latent factor of student performance. Implications of these results are discussed for the validity of WAA scores and the design of professional development and teacher support materials.

How Community and Individual Risk Factors Mutually Impact Youth’s Perceived Safety: A Syndemic Analysis Using Structural Equation Modeling

2021 ◽  
pp. 088626052110283
Author(s):  
Yingwei Yang ◽  
Karen D. Liller ◽  
Martha Coulter ◽  
Abraham Salinas-Miranda ◽  
Dinorah Martinez Tyson ◽  
...  
Keyword(s):  
Risk Factors ◽  
Structural Equation Modeling ◽  
Structural Equation ◽  
Community Safety ◽  
Equation Modeling ◽  
Individual Risk ◽  
Latent Factor ◽  
Community Factors ◽  
Individual Risk Factors ◽  
Syndemic Theory

The purpose of this study was to evaluate the mutual impact of community and individual factors on youth’s perceptions of community safety, using structural equation modeling (SEM) conceptualized by syndemic theory. This study used survey data collected from a county wide sample of middle and high school students (N=25,147) in West Central Florida in 2015. The outcome variable was youth’s perceptions of community safety. Predictors were latent individual and community factors constructed from 14 observed variables including gun accessibility, substance use, depressive symptoms, and multiple neighborhood disadvantage questions. Three structural equation models were conceptualized based on syndemic theory and analyzed in Mplus 8 using weighted least squares (WLS) estimation. Each model’s goodness of fit was assessed. Approximately seven percent of youth reported feeling unsafe in their community. After model modifications, the final model showed a good fit of the data and adhered to the theoretical assumption. In the final SEM model, an individual latent factor was implied by individual predictors measuring gun accessibility without adult’s permission (β=0.70), sadness and hopelessness (β=0.52), alcohol use (β=0.79), marijuana use (β=0.94), and illegal drug use (β=0.77). Meanwhile, a community latent factor was indicated by multiple community problems including public drinking (β=0.88), drug addiction (β=0.96), drug selling (β=0.97), lack of money (β=0.83), gang activities (β=0.90), litter and trash (β=0.79), graffiti (β=0.91), deserted houses (β=0.86), and shootings (β=0.93). A second-order syndemic factor that represented the individual and community factors showed a very strong negative association with youth’s safe perception (β=-0.98). This study indicates that individual risk factors and disadvantaged community conditions interacted with each other and mutually affected youth’s perceptions of community safety. To reduce these co-occurring effects and improve safe perceptions among youth, researchers and practitioners should develop and implement comprehensive strategies targeting both individual and community factors.

Developing Musical Creativity Through Activity Theory in an Online Learning Environment

2018 ◽  
Vol 8 (2) ◽  
pp. 57-74 ◽  
Author(s):  
Chih-Feng Chien ◽  
Brent G. Walters ◽  
Ching-Yieh Lee ◽  
Ching-Jung Liao
Keyword(s):  
Music Education ◽  
General Education ◽  
Activity Theory ◽  
Structural Equation ◽  
Sem Analysis ◽  
Equation Modeling ◽  
Digital Learning ◽  
Online Activity ◽  
Musical Creativity ◽  
Musical Activities

An online general education platform, e-Holistic (e-HO), was developed to support digital learning. Following Burnard's (2007) adoption of Activity Theory (AT) in designing music education to galvanize learners' creativity, the authors' study extended her theoretical framework through a hypothetical model they designed. From AT, this article investigates a number of elements—musical activities (tools), e-HO (community), emotional arousal (object), and musical creativity (outcome). Through the operation of the AT system, 733 students immersed in musical activities in e-HO were able to compose music even without any musical background. The purpose of this article is to report how an e-HO online activity helps arouse students' emotions and inspire their musical creativity. The structural equation modeling (SEM) analysis indicates that all research hypotheses were supported, and the musical activities on e-HO predicted 71.6% of students' self-assessed musical creativity. Finally, the implications of the authors' findings are reported for the future development of online musical education.

Fostering Inclusion of Students With Significant Cognitive Disabilities by Using Learning Map Models and Map-Based Assessments

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 110-120 ◽  
Author(s):  
Neal M. Kingston ◽  
Meagan Karvonen ◽  
James R. Thompson ◽  
Michael L. Wehmeyer ◽  
Karrie A. Shogren
Keyword(s):  
Grade Level ◽  
Cognitive Disabilities ◽  
Inclusive Classrooms ◽  
Alternate Assessment ◽  
Classroom Teachers ◽  
Dynamic Learning ◽  
Significant Cognitive Disabilities ◽  
Diverse Classrooms ◽  
General Classroom ◽  
Widespread Agreement

Abstract Although there is widespread agreement among both special education experts and general classroom teachers that students with significant cognitive disabilities should participate in inclusive classrooms, most teachers report that they do not know how to do this effectively. One of the challenge teachers face is figuring out how to focus on grade-level expectations, but in a way that is appropriate for all students in such diverse classrooms. The use of learning map models, as exemplified by the Dynamic Learning Maps Alternate Assessment, holds promise as a tool to help teachers in inclusive classrooms.

Cross-cultural study of caregiver burden for Alzheimer's disease in Japan and Taiwan: result from Dementia Research in Kumamoto and Tainan (DeReKaT)

2016 ◽  
Vol 28 (7) ◽  
pp. 1125-1132 ◽  
Author(s):  
Masateru Matsushita ◽  
Ming-Chyi Pai ◽  
Cai-Ying Jhou ◽  
Asuka Koyama ◽  
Manabu Ikeda
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Factor Analysis ◽  
Measurement Invariance ◽  
Caregiver Burden ◽  
Structural Equation ◽  
Equation Modeling ◽  
Latent Factor ◽  
Multiple Group ◽  
Dementia Research

ABSTRACTBackground:Caregiver burden (CB) of Alzheimer's disease (AD) in Taiwan is becoming an urgent social issue as well as that in Japan. The comparison of CB may explain how caregiver feels burden in each country.Methods:The participants were 343 outpatients with AD and their caregivers of Japan (n= 230) and Taiwan (n= 113). We assessed the CB using the Japanese and Chinese version of Zarit Caregiver Burden Interview (ZBI). The initial analysis was an exploratory factor analysis for each group to confirm the factor structure of ZBI. Then, the multiple-group structural equation modeling (MG-SEM) was used to assess the measurement invariance of ZBI such as configural, metric, and scalar invariances. Lastly, we compared the latent factor means of the ZBI between Japan and Taiwan.Results:In both groups, the confirmatory factor analysis extracted 3 factors which were labeled “Impact on caregiver's life”, “Embarrassed/anger”, and “Dependency”. The MG-SEM indicated an acceptable model fit, and established the partial scalar measurement invariance (comparative fit index (CFI) = 0.901, root mean square error of approximation (RMSEA) = 0.066). When we compared the latent factor means, the score of “Impact on caregiver's life” in Taiwanese caregivers was significantly higher than that in Japanese (p= 0.001). However, “Dependency” in Taiwanese caregivers was lower than that in Japanese (p< 0.001).Conclusions:Partial measurement invariance allowed comparing the latent factor mean across two countries. The results of comparisons suggested that there may be differences in the way of feeling CB between Japan and Taiwan.

scholarly journals Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

2017 ◽  
Vol 16 (4) ◽  
pp. ar56 ◽  
Author(s):  
Cissy J. Ballen ◽  
Carl Wieman ◽  
Shima Salehi ◽  
Jeremy B. Searle ◽  
Kelly R. Zamudio
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Self Efficacy ◽  
Structural Equation ◽  
Equation Modeling ◽  
Underrepresented Minority ◽  
Social Belonging ◽  
And Mathematics ◽  
Undergraduate Science ◽  
Performance Gains

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce.

Genetic and Environmental Influences on Adiponectin, Leptin, and BMI Among Adolescents in Taiwan: A Multivariate Twin/Sibling Analysis

2008 ◽  
Vol 11 (5) ◽  
pp. 495-504 ◽  
Author(s):  
Pi-Hua Liu ◽  
Yi-Der Jiang ◽  
Wei J. Chen ◽  
Ching-Chung Chang ◽  
Tso-Ching Lee ◽  
...  
Keyword(s):  
Structural Equation ◽  
Monozygotic Twins ◽  
Equation Modeling ◽  
Shared Environment ◽  
Latent Factor ◽  
Sibling Pairs ◽  
Relative Contribution ◽  
Genes And Environment ◽  
Intraclass Correlations ◽  
Mz Twins

AbstractCirculating levels of leptin and adiponectin are closely associated with obesity. However, it is not known whether there are common shared genes or environment exerting influences on the levels of leptin, adiponectin, and BMI. We aimed to assess the relative contribution of genes and environment to adiponectin, leptin, and BMI individually as well as simultaneously to the three measures. Our subjects included a total of 228 twin/sibling pairs aged 12 to 18 (130 monozygotic twins, 68 dizygotic twins and 30 sibling pairs) were recruited from the middle schools. Multivariate analyses were applied to twin/sibling data using structural equation modeling. The results showed that intraclass correlations for adiponectin, leptin and BMI were higher in the MZ twins than those in the DZ/SP group. The relative contribution of genes to adiponectin (39%) was comparable to those of shared environment (40%). In contrast, leptin and BMI were influenced mostly by genes (74% and 89%, respectively). The multivariate genetic analyses showed that a latent factor underlying the three measures was identified, with BMI being equivalent to this latent factor. The BMI-dependent genetic factor explains only 15% and 34% of variation of adiponectin and leptin, respectively. These data indicate a differential contribution of genetic factors for the variation of adiponectin, leptin and BMI. More importantly, only a small portion of the genetic influences on adiponectin and leptin was attributed to BMI. Our findings provided more insight into the complex regulation of adiponectin and leptin in obesity.

scholarly journals Student Performance Measurement on Psychometric Parameters

2020 ◽  
Vol 16 (4) ◽  
pp. 68-85
Author(s):  
Iti Burman ◽  
Subhranil Som ◽  
Syed Akhter Hossain ◽  
Mayank Sharma
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Structural Equation ◽  
Educational Data Mining ◽  
Equation Modeling ◽  
Intellectual Performance ◽  
Career Selection ◽  
Scholastic Performance ◽  
The Relationship ◽  
Psychological Parameters

Educational data mining provides various advantages to the education systems in many ways. It enhances the teaching process, the learning process, the scholastic performance of students, career selection, employability, and more. The differences in attitude of students' behavior lead to difference in their academic performance. The article covers the non-intellectual parameters of students to enhance their academic performance. The study tests the relationship between psychometric constructs of students and their academic correlate. The models for enhancing intellectual performance which involves various non-intellectual parameters are analyzed using structural equation modeling. It is observed that the values of the models were retrieved near to fit values. The results entail that the models will be beneficial for students in improving their academic performance by revising their psychological parameters.

The Philosophical Underpinnings and Key Features of the Dynamic Learning Maps Alternate Assessment

2016 ◽  
Vol 118 (14) ◽  
pp. 1-30
Author(s):  
Neal M. Kingston ◽  
Meagan Karvonen ◽  
Sue Bechard ◽  
Karen A. Erickson
Keyword(s):  
Cognitive Disabilities ◽  
Alternate Assessment ◽  
Dynamic Learning ◽  
Significant Cognitive Disabilities ◽  
History Of ◽  
Key Features ◽  
Guiding Principles

The Dynamic Learning Maps™ Alternate Assessment is based on a different set of guiding principles than other assessments. In this article we describe its characteristics and look at the history of alternate assessment and the problems in implementing useful assessment programs for students with significant cognitive disabilities.

Fair and Equitable Grading for ALL Students in Inclusive Settings

2021 ◽  
pp. 273247452110553
Author(s):  
Shawnee Y. Wakeman ◽  
Martha Thurlow ◽  
Elizabeth Reyes ◽  
Jacqueline Kearns
Keyword(s):  
General Education ◽  
Technical Assistance ◽  
Cognitive Disabilities ◽  
Inclusive Classroom ◽  
Grading Practices ◽  
Significant Cognitive Disabilities ◽  
Education Leaders ◽  
Inclusive Settings ◽  
General Education Classroom ◽  
Minimal Information

Grading is a common practice in general education settings. Few teachers, however, are clear about how they should grade students with significant cognitive disabilities when those students are included in the general education classroom. Unfortunately, existing research provides minimal information to aid teachers and education leaders as they consider fair and equitable grading practices for these students. In this article, we examine the four criteria for high-quality inclusive grading outlined by The William & Mary Training & Technical Assistance Center for grading within the inclusive classroom: (a) grades are accurate, (b) grades are meaningful, (c) grades are consistent, and (d) grades are supportive of learning and discuss how these criteria could be applied to provide a more fair and equitable grading system for students with significant cognitive disabilities.

Embedded, Constant Time Delay Instruction by Peers Without Disabilities in General Education Classrooms

2008 ◽  
Vol 46 (5) ◽  
pp. 346-363 ◽  
Author(s):  
J. Matt Jameson ◽  
John McDonnell ◽  
Shamby Polychronis ◽  
Tim Riesen
Keyword(s):  
Time Delay ◽  
General Education ◽  
Skill Acquisition ◽  
Cognitive Disabilities ◽  
Training Session ◽  
Study Data ◽  
Constant Time Delay ◽  
Constant Time ◽  
Peer Tutors ◽  
Significant Cognitive Disabilities

Abstract This study investigated the effects of a training package (written manual, individual training session, and ongoing verbal feedback) on middle school peer tutors' use of embedded, constant time delay procedures and on the learning outcomes for students with significant cognitive disabilities in general education settings. The study data showed that peer tutors could be trained quickly and efficiently to accurately use constant time delay and embedded instructional techniques in general education settings. The data also showed that peer tutors delivering embedded, constant time delay instruction in general education settings resulted in skill acquisition for students with significant cognitive disabilities. In addition, teacher and peer tutor measures were positive about the social validity of the procedures and outcomes of the peer-delivered embedded instructional package.

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