“What If Goodness Ruled the World?”

2018 ◽  
pp. 208-236
Author(s):  
Nava R. Silton ◽  
Patrick Riley
Keyword(s):  
Behavioral Intentions ◽  
Children With Disabilities ◽  
Comic Book ◽  
Negative Attitudes ◽  
Book Series ◽  
Hyperactivity Disorder ◽  
Broadway Musical ◽  
The World ◽  
Post Test ◽  
Cognitive Attitudes

This chapter describes how the Realabilities Comic Book Series and the Addy & Uno Off-Broadway Musical feature five characters with disabilities, who harness the special strengths-associated with their disabilities (Autism, Attention Deficit Hyperactivity Disorder, Visual, Hearing and Physical Disability)-to save their school from bullies. The intent of the following five studies was to utilize pre-post-test designs to examine the efficacy of various iterations of a musical and/or a full comic book series curriculum in enhancing typical children's empathy, cognitive attitudes on the adjective checklist (ACL) and behavioral intentions on the shared activities questionnaire (SAQ) towards children with disabilities. Following the musical and/or comic book series curriculum, the participants showed significantly improved behavioral intentions and improved cognitive attitudes towards children with disabilities. These findings help demonstrate how creative programs like these may foster empathy and serve as a useful antidote to counter negative attitudes towards individuals with disabilities.

“What If Goodness Ruled the World?”

2021 ◽  
pp. 527-555
Author(s):  
Nava R. Silton ◽  
Patrick Riley
Keyword(s):  
Behavioral Intentions ◽  
Children With Disabilities ◽  
Comic Book ◽  
Negative Attitudes ◽  
Book Series ◽  
Hyperactivity Disorder ◽  
Broadway Musical ◽  
The World ◽  
Post Test ◽  
Cognitive Attitudes

This chapter describes how the Realabilities Comic Book Series and the Addy & Uno Off-Broadway Musical feature five characters with disabilities, who harness the special strengths-associated with their disabilities (Autism, Attention Deficit Hyperactivity Disorder, Visual, Hearing and Physical Disability)-to save their school from bullies. The intent of the following five studies was to utilize pre-post-test designs to examine the efficacy of various iterations of a musical and/or a full comic book series curriculum in enhancing typical children's empathy, cognitive attitudes on the adjective checklist (ACL) and behavioral intentions on the shared activities questionnaire (SAQ) towards children with disabilities. Following the musical and/or comic book series curriculum, the participants showed significantly improved behavioral intentions and improved cognitive attitudes towards children with disabilities. These findings help demonstrate how creative programs like these may foster empathy and serve as a useful antidote to counter negative attitudes towards individuals with disabilities.

Kindness Makes a Difference

2020 ◽  
pp. 109-147
Author(s):  
Nava R. Silton ◽  
Patrick Riley ◽  
Amanda Anzovino
Keyword(s):  
Mental Health ◽  
High School ◽  
Qualitative Study ◽  
Quantitative Study ◽  
Comic Book ◽  
Mental Health Disorders ◽  
Book Series ◽  
Broadway Musical ◽  
Extended Contact ◽  
Health Disorders

High quality interventions, which employ an extended contact model, wherein stories, roleplaying, and other appealing informational media are used to promote more positive intergroup attitudes, tend to be effective at enhancing the attitudes, intentions, and interests of typical children toward their peers with differences. The following four studies assess the efficacy of The Realabilities comic book series and the Addy & Uno off-Broadway musical, which promote kindness, empathy, and a stop-bullying platform while teaching about disabilities and/or mental health disorders. The studies include 1) a qualitative study of 19 fourth grade students from an elementary school in Paramus, NJ, who viewed the Addy & Uno off-Broadway musical and participated in the full Realabilities educational comic book series intervention; 2) a qualitative study of 20 high school students with diverse disabilities, who participated in the full Realabilities comic book series intervention; 3) a quantitative study of 76 students from a high school in Long Island City, NY, who read the first mental health-based Realabilities comic book; and finally, 4) a quantitative study of 66 students from a high school in Long Island City, NY, who read the first and second mental-health based Realabilities comics. The researchers used a coding system to find principal themes in the qualitative data and used modified versions of the adjective checklist (ACL) and shared activities questionnaire (SAQ), along with a knowledge measure, to assess quantitative changes from pre to post-testing of the comic book series. Study findings help support the efficacy of an extended contact model and suggest that programs like these may serve as useful antidotes to counter negative attitudes of children and adolescents towards disabilities and mental health disorders, respectively.

Realabilities

2017 ◽  
pp. 264-303
Author(s):  
Nava R. Silton
Keyword(s):  
Preschool Children ◽  
Children With Disabilities ◽  
Comic Book ◽  
Physical Impairment ◽  
Future Directions ◽  
Book Series ◽  
Adjective Checklist ◽  
Mainstream Classrooms ◽  
Tv Show ◽  
The Impact

Children with disabilities are two to three times more likely to be victimized by bullying than their typical peers (Carter & Spencer, 2006). Since half of all preschool children with disabilities are now in mainstream classrooms (Diamond & Hong, 2010), it's imperative to reduce bullying and to enhance sensitivity to peers with disabilities. Since children tend to exercise more effort when they have higher expectations of their peers (Rosenthal, 1989), it's critical to showcase the competencies of children with disabilities (Siperstein et al., 2007). The following research assesses the impact of Realabilities, an animated TV show and comic book series, which emphasizes the strengths of five characters with disabilities (Autism, ADHD, Visual, Hearing and Physical Impairment) who harness their strengths and innate creativity to save their school from bullies. This chapter will present findings from five, creative Realabilities interventions using Morgan's (1996) Shared Activities Questionnaire and Siperstein and Bak's (1977) Adjective Checklist and will highlight future directions.

Kindness Makes a Difference

2021 ◽  
pp. 216-246
Author(s):  
Nava R. Silton ◽  
Patrick Riley ◽  
Amanda Anzovino
Keyword(s):  
Mental Health ◽  
High School ◽  
Qualitative Study ◽  
Quantitative Study ◽  
Comic Book ◽  
Mental Health Disorders ◽  
Book Series ◽  
Broadway Musical ◽  
Extended Contact ◽  
Health Disorders

High quality interventions, which employ an extended contact model, wherein stories, roleplaying, and other appealing informational media are used to promote more positive intergroup attitudes, tend to be effective at enhancing the attitudes, intentions, and interests of typical children toward their peers with differences. The following four studies assess the efficacy of The Realabilities comic book series and the Addy & Uno off-Broadway musical, which promote kindness, empathy, and a stop-bullying platform while teaching about disabilities and/or mental health disorders. The studies include 1) a qualitative study of 19 fourth grade students from an elementary school in Paramus, NJ, who viewed the Addy & Uno off-Broadway musical and participated in the full Realabilities educational comic book series intervention; 2) a qualitative study of 20 high school students with diverse disabilities, who participated in the full Realabilities comic book series intervention; 3) a quantitative study of 76 students from a high school in Long Island City, NY, who read the first mental health-based Realabilities comic book; and finally, 4) a quantitative study of 66 students from a high school in Long Island City, NY, who read the first and second mental-health based Realabilities comics. The researchers used a coding system to find principal themes in the qualitative data and used modified versions of the adjective checklist (ACL) and shared activities questionnaire (SAQ), along with a knowledge measure, to assess quantitative changes from pre to post-testing of the comic book series. Study findings help support the efficacy of an extended contact model and suggest that programs like these may serve as useful antidotes to counter negative attitudes of children and adolescents towards disabilities and mental health disorders, respectively.

Thinking about Watchmen: with Jonathan W. Gray, Rebecca A. Wanzo, and Kristen J. Warner

2020 ◽  
Vol 73 (4) ◽  
pp. 50-60
Author(s):  
Michael Boyce Gillespie
Keyword(s):  
African American ◽  
American History ◽  
Comic Book ◽  
African American History ◽  
Source Material ◽  
Fan Fiction ◽  
Book Series ◽  
The World ◽  
Alan Moore

Michael Boyce Gillespie leads a roundtable with scholars Jonathan W. Gray, Rebecca A. Wanzo, and Kristen Warner to discuss issues of medium, genre, fandom, and African American history in the highly regarded HBO series Watchmen. Characterizing the HBO series as a disobedient adaptation that modifies, extends, and redirects the world making of its source material—the famed twelve-issue comic-book series of the same name, written by Alan Moore and drawn by Dave Gibbons (1986–87)—Gillespie et al. explore the ways in which Watchmen remediates American history, starting with the Tulsa Race Massacre of 1921 that serves as the historical and ideological trigger that sets the series in motion. In a wide-ranging conversation that encompasses subjects including fan fiction, adaptation, cultural mythology, and black superheroes, the authors argue for Watchmen's significance as some of the most consequential television of the century so far.

Realabilities

2016 ◽  
pp. 448-469
Author(s):  
Nava R. Silton ◽  
Senada Arucevic ◽  
Rebecca Ruchlin ◽  
Vanessa Norkus
Keyword(s):  
Social Interaction ◽  
Behavioral Intentions ◽  
Children With Disabilities ◽  
Children With Autism ◽  
Children's Television ◽  
Video Technology ◽  
Social Emotional ◽  
Interaction Partners ◽  
Positive Expectancies ◽  
Cognitive Attitudes

This chapter explores Realabilities, a video-based children's television program featuring unique characters, each with a distinct disability. Beyond utilizing video technology to directly teach cognitive and social-emotional skills to children with autism, Realabilities demonstrates how video can be used to foster positive behavioral intentions and cognitive attitudes towards children with autism and other disabilities. Realabilities also reveals how a video medium can promote a stop bullying platform, especially since children with disabilities are at least two to three times more victimized by bullying than their typical peers. One hundred and sixty-six students from schools in Manhattan, NY, and Baltimore, MD, showed more favorable behavioral intentions and cognitive attitudes towards hypothetical peers with disabilities following a three episode viewing of Realabilities. Finally, Realabilities not only showcases the realities of disabilities but shares the potential strengths that children with disabilities possess. This is particularly illuminating, since the Affect/Effort Theory suggests that children are more motivated to interact with others when they possess positive expectancies of their social interaction partners.

Realabilities

2014 ◽  
pp. 253-273
Author(s):  
Nava R. Silton ◽  
Senada Arucevic ◽  
Rebecca Ruchlin ◽  
Vanessa Norkus
Keyword(s):  
Social Interaction ◽  
Behavioral Intentions ◽  
Children With Disabilities ◽  
Children With Autism ◽  
Children's Television ◽  
Video Technology ◽  
Social Emotional ◽  
Interaction Partners ◽  
Positive Expectancies ◽  
Cognitive Attitudes

This chapter explores Realabilities, a video-based children’s television program featuring unique characters, each with a distinct disability. Beyond utilizing video technology to directly teach cognitive and social-emotional skills to children with autism, Realabilities demonstrates how video can be used to foster positive behavioral intentions and cognitive attitudes towards children with autism and other disabilities. Realabilities also reveals how a video medium can promote a stop bullying platform, especially since children with disabilities are at least two to three times more victimized by bullying than their typical peers. One hundred and sixty-six students from schools in Manhattan, NY, and Baltimore, MD, showed more favorable behavioral intentions and cognitive attitudes towards hypothetical peers with disabilities following a three episode viewing of Realabilities. Finally, Realabilities not only showcases the realities of disabilities but shares the potential strengths that children with disabilities possess. This is particularly illuminating, since the Affect/Effort Theory suggests that children are more motivated to interact with others when they possess positive expectancies of their social interaction partners.

Perbedaan Pengetahuan Siswa Tentang Penyakit Hepatitis A Sebelum Dan Sesudah Penyuluhan Di MTsN 02 Bondowoso Tahun 2015

2017 ◽  
Vol 4 (2) ◽  
pp. 14
Author(s):  
Putri Megasari
Keyword(s):  
Hepatitis A ◽  
Hepatitis Virus ◽  
Sampling Technique ◽  
Mean Value ◽  
Test Design ◽  
The World ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Paired T Test

Hepatitis has become a health problem in the world. The hepatitis virus infected many people. According to the teacher of MTsN 02 Bondowoso more than 20 students have hepatitis A viral infection. The purpose of this research was to know the differences of students' knowledge about hepatitis A before and after counseling in MTsN 02 Bondowoso 2015. This study used pre-experimental (pre-post test design). This study used stratified random sampling technique, 127 students from 270 sample involved this research,and 143 students was excluded. We used questionnaires to collect data. The results showed that the mean value of the students 'knowledge about hepatitis A before counseling in MTsN 02 Bondowoso 2015 was 83.96 with the lowest value of 37.5 and the highest value was 100. The mean value of the students' knowledge about hepatitis A after counseling in MTsN 02 Bondowoso 2015 was 93.21 with the lowest value waf 62.5 and the highest value was 100. Paired t test showed that t (-9.07) > t table (1.98), the null hypothesis (H0) was rejected. There was a difference between students' knowledge about hepatitis A before and after counseling in MTsN 02 Bondowoso 2015. This study showed that routine counseling by healthcare provider was important to prevent hepatitis A infection.; Keywords: counseling, knowledge of students, hepatitis

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