Browsing by Author "Drefs, Michelle A."
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- ItemOpen AccessAssessing the needs of primary-aged children: Student and parent perspectives(2000) Drefs, Michelle A.; Hiebert, Bryan A.
- ItemOpen AccessAssessment of Conformity: Instrument Development(2018-06-04) Al Harbi, Nouf Sulaiman; Beran, Tanya Nathalie; Oddone Paolucci, Elizabeth; Drefs, Michelle A.; Altabbaa, Ghazwan; Davidson, Sandra; Goldsworthy, SandraCurrent educational systems, including medical programs, incorporate learning in groups. However, subtle social factors functioning within these groups can influence learning and professional development. Thus, these social factors should be considered by both educators and learners. One social factor that has gained the attention of medical educators is conformity. Conformity is submission to the pressure of the group or its members and is represented by changing one’s behaviour, attitudes or beliefs to align with those of the group. It is associated with peer pressure and hierarchy whereby the need to be accepted within a professional milieu is paramount. Hence, conformity could prevent learners from actively engaging (e.g., asking questions) in education. Moreover, conformity has been associated with learners reporting feeling overwhelmed, and it has contributed to information mismanagement, inaccurate decision-making, and learners inefficiently using health care resources or compromising their role as patient advocates. The eventual outcome is deterioration in the provision of health care. The aim of this study was to create an instrument that enables both learners and educators to track verbal and nonverbal behaviours that are indicative of conformity. An observational cross-sectional design was used in three phases in this study. In Phase I, an initial conformity instrument was created based on behaviours identified in the communication, social psychology, and medical education literature and through discussion with conformity experts. The researcher then used this instrument in Phase II to code archival videos of the conformity behaviours of medical and nursing students from a prior study on conformity. Finally, in Phase III the instrument was used in real-time simulation sessions to record the behaviours of medical residents and students who were given the challenge of managing a patient case. This case was designed to expose the medical residents and students to pressure that would potentially influence their clinical decision making. Also, this study examined whether conformity as a construct is uni- or multidimensional. The study results showed that the instrument’s scores did not differentiate conforming from nonconforming behaviours. Also, the principal component analysis generated uninterpretable results, suggesting that the behaviours measured are not multidimensional. Participants also shared their perspectives about conformity, and revealed that they viewed conformity as a natural dynamic in their daily practice and could potentially yield to the pressure of the group or their senior colleagues when faced with a conflict. The implications for teaching and practice are discussed. It is also recommended that further research examine conformity in clinical settings to determine if the results obtained in clinical simulations are consistent with practice.
- ItemOpen AccessAssessment of number concepts in kindergarten and grade one students(2006) Drefs, Michelle A.; Andrews, Jac W.In the present study, an assessment instrument was developed and examined to determine its applicability to the assessment of kindergarten and grade one students' understanding of number concepts. Based on an integration of two neo-Piagetian theories, Robbie Case's (1992, 1996) mental number line and Biggs and Collis' (1982a) structure of observed learning outcomes (SOLO) model, the Test of Early Number Concepts (TENC) was developed to provide an assessment of five proficiency levels in a child's acquisition of four aspects of number concepts (i.e., symbols, magnitude comparison, sequence, composition). Both the TENC and a standardized mathematics assessment (WIA T-II mathematics subtests) were administered to kindergarten and grade one students (n = 160; age range 4 years, 11 months to 8 years, 2 months). Descriptive and inferential analysis confirmed the performance pattern achieved on the TENC as consistent with theory-based expectations. Participants performed at each of the five proficiency levels, with grade one students demonstrating significantly higher scores than the kindergarten students. Construct validity of the TENC was obtained through correlational analysis that revealed a moderate to strong relationship between TENC tasks and the WIAT-II (r = .59 to .72). Moreover, multiple regressions identified several TENC tasks as significant predictors of the WIAT-II mathematical subtests, accounting for 48% to 68% of the observed variance. Overall, the results provide preliminary support for the use of the TENC instrument in the assessment of early number concepts. A secondary area of investigation concerned children's recognition of perceptual configurations of number and their counting skills. Children's recognition of perceptual configurations, particularly for familiar patterned sets, was found to both moderately correlate with (r = .30 to .64) and predict (accounting for 24 to 45% of the variance) their mathematics knowledge as assessed using the TENC and WIAT-II. Mann-Whitney tests identified the bi-directional counting tasks as differentiating between children with poorly developed from those with well-developed number concepts. These results support an interplay between children's knowledge of number configurations and their bi-directional counting skills with their understanding of number concepts, although further research is warranted to further examine the extent and direction of influence.
- ItemOpen AccessExamining the Effect of Category-Training on 11-Month-Olds’ Property Generalizations(2018-08-08) Zepeda, Michelle Stephanie; Graham, Susan A.; Noel, Melanie; Curtin, Suzanne; Drefs, Michelle A.The ability to form category-property links allows infants to generalize a property from one category member to another. In the present studies, I examined whether orienting infants to the demands of the task, through categorization training, would facilitate 11-month-old infants’ property extensions when familiarized with a single exemplar of a novel animal category. In Experiment 1, 11-month-olds (N = 32) were trained with two familiar animal-sound pairings (i.e., dog-bark, cat-meow), and tested on their learning and generalization of novel animal-sound associations. Across two conditions, Experiment 2 familiarized 11-month-olds (N = 58) to one familiar (i.e., dog-bark) and one novel animal-sound pairing. Conditions differed in their presentation of familiarization trials (i.e., random or blocked). Infants were also tested on their learning and extension of the animal-sound associations. In both studies, infants did not demonstrate learning of the original animal sound pairing, nor generalization of the sound property to new members of the animal categories. These results indicate that categorization training did not facilitate 11-month-olds’ ability to learn or generalize a novel animal-sound association, when familiarized with a single exemplar.
- ItemOpen AccessExamining the Efficacy of Mindfulness Cognitive Therapy to Reduce Anxiety Symptoms in Children(2019-11) Syeda, Maisha M.; Andrews, Jac; Mendaglio, Sal; Drefs, Michelle A.Anxiety disorders are a prevalent childhood psychopathology and can lead to significant distress and interference in children’s daily functioning. Hence, there is a consistent need for empirically supported interventions to alleviate children’s distress associated with anxiety issues. One promising intervention for childhood anxiety that warrant further empirical attention is Mindfulness-based Cognitive Therapy (MBCT). A randomized controlled trial with waitlist controls was employed to examine the effects of MBCT to reduce anxiety symptoms in children, who were aged 9-12. The study also examined whether participation in MBCT was associated with mindfulness growth and improvements in emotional reactivity in children. Stratified randomization procedure, having participants’ anxiety symptom severity and sex as co-variates, was carried out to assign participants into either the intervention (n = 12) or control (n = 13) group. The intervention group completed a 12-week manualized MBCT program, and self- and parent-reports of child’s anxiety symptoms were collected at baseline screening, post-MBCT, and a one-month follow-up. Intervention participants also reported on their mindfulness and emotional reactivity at pre-, mid-, and post-MBCT, and a one-month follow-up. Self- and parent-reports of anxiety were also collected at baseline screening and post-MBCT for the control group. Intervention parents reported significant decreases in the number and severity of their child’s anxiety symptoms from baseline screening to post-MBCT, and this effect was maintained a month after intervention. There were no significant differences in the number and severity of parent-reported anxiety symptoms in the control group while control participants were waiting to receive MBCT. Both control and intervention participants did not report significant changes in their anxiety symptoms from baseline screening to post-MBCT. However, intervention participants who did report some decreases in their anxiety symptoms from baseline screening to post-MBCT, decreases in their anxiety symptoms significantly correlated with increases in their mindfulness at mid-MBCT. Finally, intervention participants did not report any significant change in their emotional reactivity from before to after intervention. Implications of these findings, along with limitations and future direction for research, are discussed.
- ItemOpen AccessExploring Cyber-Based Dating Aggression during Adolescence using Ecological Momentary Assessment(2019-05-29) Willan, Valerie; Schwartz, Kelly Dean; Boon, Susan D.; Drefs, Michelle A.This study examined Cyber-Based Dating Aggression (CBDA) using Ecological Momentary Assessment (EMA). CBDA was defined as intentional harmful behaviour through communication technology within a dating relationship that a romantic partner wants to avoid (Attewell & Fritz, 2010; Corcoran, Guckin, & Prentice, 2015; Piitz & Fritz, 2009). EMA is characterized by repeated measurements of a specific event as participants go about their daily lives (Hektner, Schmidt, & Csikszentmihalyi, 2007). The final sample included 52 participants, five of whom indicated they experienced CBDA over the three-week data collection period. Three incidents of sexting, two incidents of a privacy breach, and one incident of control were reported. Participants who experienced CBDA reported that it had little to no negative effect on their relationship satisfaction. Written responses related to the behavioural reactions of participants who experienced CBDA were also collected; most responses included some type of positive communication with their partner, with other reactions including substance use or doing nothing. As there are few studies exploring online dating aggression during adolescence, this study contributed to a growing area of research by attempting to employ a real-time data collection strategy (EMA) with a small sample of older adolescents. Given the small sample size, inferential statistical analysis was not possible, and the study is largely descriptive in nature, limiting generalizability to the larger population.
- ItemOpen AccessExploring the Spatial Abilities of Children with Math Learning Disabilities(2018-12-14) Lenehan, Claire Alice; Drefs, Michelle A.; Wilcox, Gabrielle; Francis, KristaIndividuals with math learning disabilities (MLD) are especially at risk for failing to develop essential math skills. Researchers have established that a relationship exists between spatial abilities and mathematics, but much less is known about the spatial abilities of individuals with MLD. The current study compared the spatial abilities of children aged 8 - 12 with MLD with a comparison group of children with learning disabilities in areas other than math. A spatial assessment battery was administered to measure children’s abilities across five narrow spatial abilities (visualization, closure speed, spatial scanning, flexibility of closure, and visual memory). The children’s environmental spatial abilities were also examined through self-report and parent questionnaires. While no significant group differences were found in any area of spatial ability, the difference in visual memory approached significance. Further examination of the spatial abilities of individuals with MLD is warranted, as a thorough understanding of these abilities may lead targeted spatial interventions with potential to improve the spatial abilities and math skills of students with MLD.
- ItemOpen AccessExploring the spatial-math link: The impact of tailored visual memory interventions for children with MLD(2021-01-08) Donnelly, Emma Leigh Hannah; Drefs, Michelle A.; Makarenko, Erica M.; Francis, KristaResearch has demonstrated that a link exists between spatial abilities and mathematics, with both receiving recognition for their influence on academic and professional achievements. Gaps in the research exist however surrounding narrow spatial abilities and their influence on math difficulties, specifically in children with Math Learning Disorder (MLD), and if spatial deficit remediation is possible. A number of spatial interventions have been shown to improve spatial and mathematics achievement; while promising, the scope of such studies has been largely limited to typically developing populations of children and a narrow range of spatial skills, most notably visualization and mental rotation. The current study implemented a spatial intervention focused on remediating visual memory deficits in three children aged 8-11 with MLD. A novel visual memory intervention was developed with reference to validated visual memory assessment tasks in an attempt to increase participants’ visual memory ability, and in-turn, their math ability. A multiple-baseline single case design technique was used to assess participants’ baseline and intervention performance on visual memory, visualization, and math ability. Follow-up testing also took place to examine any maintenance or generalizability of intervention effects to other spatial or math skills. No significant intervention effects were found on any of the spatial or math abilities. Further examination of the relation between visual memory and mathematics is warranted; a comprehensive understanding of the influence of visual memory on math difficulties may improve education and interventions for children with MLD.
- ItemOpen AccessIndustry, Faculty, and Students' Perceptions of the Opportunities and Constraints Regarding the Implementation of Professional Skills into Technical Education Programs(2018-04-05) Lenci, Samantha; Scott, Shelleyann; Scott, Donald; Calvert, Ann; Laitsch, Daniel; Drefs, Michelle A.; Kowch, Eugene G.; Nowell, Lorelli S.Little has been written about the inclusion of professional skills in a two-year technical college program and the connection between stakeholder’s perceptions in defining the skill sets graduates need to be successful in industry. This mixed methods research study explored participant’s perceptions of the opportunities and constraints regarding the integration of professional skills in a technical two-year diploma. For the purposes of this research study, professional skills, also called broad-based skills and soft skills, consisted of a set of 17 predetermined skills that three stakeholder groups—industry, faculty, and students—assessed for personal relevance and as a representative of their respective stakeholder group. Data was compiled through a questionnaire completed by faculty, students, and industry member representatives; analyzing job ads, learner exist surveys, and employer satisfaction surveys; followed by conducting focus groups with 56 participants in total. The significant findings from this study encompassed the following aspects. First, the recognition that professional skills are highly regarded, but not always intentionally taught in two-year technical diploma courses. Second, there was a deep-rooted value attached to the identified skill set, but that the barriers to identification and inclusion were different for each participant group. Finally, the notion of inclusion of professional skills in a two-year technical education was encouraged, but that a concerted effort by faculty, industry, and curriculum designers would need to be made in order for student learning of professional skills to be successful.
- ItemOpen AccessAn Investigation of the Relationship among Conformity, Communication, and Anxiety in Medical Education(2019-03-16) Al Baz, Noof Khalid; Beran, Tanya Nathalie; Oddone-Paolucci, Elizabeth; Altabbaa, Ghazwan; Drefs, Michelle A.Health care members can face challenging situations when learning and working within multidisciplinary teams, such as when they are confronted with information that is contrary to their own understanding and knowledge. Consequently, some medical team members could feel pressure to conform to peers if they are required to make decisions. Over the years, many researchers in the field of psychology have defined that conformity occurs when an individual follows a course of action that is socially acceptable or in agreement with a majority of group members, even when this actions seems incorrect. In examining why group members might conform, some studies have suggested that poor communication and anxiety may be reasons for conformity behaviour; however, this possibility has not yet been clearly examined. The goal of this study was to investigate the relationship among learners’ communication competency, anxiety, and conformity behaviours in simulation exercises. Thirty male and female participants of various ages, medical specialties, and positions (i.e., medical clerks and residents) were observed in a simulation lab at Rockyview General Hospital in Calgary, Canada. Three measures were used in this study to observe the participants’ behaviours: A List of Potential Conformity Behaviours (LPCB), the Non-Technical Skills (NOTECHS) system, and the State Anxiety Inventory (SAI). Participants were also interviewed to explore their reasons for conforming. The study results showed that individuals with higher leadership and managerial skills exhibited more verbal and non-verbal behaviours. The anxiety levels of participants were found to be unrelated to their verbal and non-verbal behaviours, but changes in anxiety levels were associated with more verbal behaviours. Also, no relationship was found among the communication skills of participants and their anxiety levels. Finally, no link was established among conformity status, communication skill, and anxiety. Many participants also justified their feelings of pressure to conform during the study’s simulation exercises and also in clinic as related to medical hierarchies and their own knowledge level. Additionally, some medical situations, such as dealing with emergencies and participants’ concerns about their image in front of other team members, may create pressure to conform. Although this study’s results showed no significant relationship among conformity, communication, and anxiety, it enhances our understanding of the complexity of studying the relationship among different constructs
- ItemOpen AccessMild Traumatic Brain Injury and Post-Concussive Symptoms: Knowledge and Practices in School Psychology(2020-11-20) Fitzer, Kim R.; Drefs, Michelle A.; Barlow, Karen B. L.; Kassan, Anusha; Nordstokke, David W.; Zhao, Xu; Linden, MarkBackground: Recovery from a mild traumatic brain injury (mTBI) may be straightforward and require minimal support. However, a percentage of students will require cognitive/academic supports (35%-73%) and mental health services (50%) as they return-to-learn. Unfortunately, within the educational system the effects of mTBI are still poorly recognized and the likelihood of this injury to be missed, misdiagnosed, or under-supported remains too high. School psychologists are well positioned to provide essential supports to improve recovery outcomes; however, limited research exists in understanding their current competence in this area. Purpose: To gain an understanding of school psychologists’ knowledge in three mTBI areas relevant to practice: (1) general mTBI knowledge; (2) post-concussive symptoms (PCS); and, (3) reintegration and management practices. Equally valued was the exploration of factors contributing to higher/lower mTBI knowledge and confidence development to improve post-injury services to students. Methods: A mixed-methods explanatory sequential design was employed. In Phase One, 56 school psychologists were recruited to complete a Return-to-Learn Questionnaire (RTL-Q) with confidence measures. Three multiple regression models were developed to determine predictor factors associated with professional experience (Years of Practice and Number of Children supported with mTBI). Based on response patterns, a subsample of 10 participants was selected for Phase Two interviews to further explore factors of practitioner competence in mTBI. Results: Professional experience was not predictive of general mTBI knowledge (F(2,50) = .277, p = .759), PCS (F(2,53) = .512, p = .602), or management practices (F(2,52) = 2.872, p = .066). Qualitative results identified five themes supporting these findings and contributing to the development of knowledge and confidence in managing children with mTBI: lack of formal training; misinformation; informal opportunities; limited understanding by allied professionals; and, factors of personal and professional influence. Conclusion: Results indicated specific gaps in school psychologists’ mTBI understanding, practices, and confidence. Improving these areas will require the concerted efforts of ministry policy and guidelines in conjunction with formal training curriculum and professional development to improve and support the neurocognitive and social/emotional recovery of students with mTBI/concussion.
- ItemOpen AccessMultidisciplinary Perspectives on a Video Case of Children Designing and Coding for Robotics(Taylor & Francis, 2017-05-05) Francis, Krista; Davis, Brent; Hawes, Zachary; Moss, Joan; Okamoto, Yukari; Sinclair, Nathalie; Bruce, Catherine D.; Drefs, Michelle A.; Hallowell, David A.; McGarvey, Lynn M.; Mulligan, Joanne T.; Whiteley, Walter J.; Woolcott, Geoff W.Spatial reasoning plays a vital role in choice of and success in science, technology, engineering, and mathematics (STEM) careers, yet the topic is scarce in grade school curricula. We conjecture that this absence may be due to limited knowledge of how spatial reasoning is discussed and engaged across STEM professions. This study aimed to address that gap by asking 19 professionals to comment on a video that documented children's progression through 5 days of building and programming robots. Their written opinions on the skills relevant to their careers demonstrated by the children revealed that spatial thinking and design thinking are central to what they see.
- ItemOpen AccessThe Predictive Viability of Executive Function on a Social Skills Intervention in Adolescents with ASD and without Cognitive Impairment(2019-02-11) Hendrickson, Nicholas K.; McCrimmon, Adam W.; Drefs, Michelle A.; Hindes, Yvonne L.The purpose of this study is to examine the relation between executive function (EF) and social skills in adolescents with Autism Spectrum Disorder without accompanying cognitive impairment following completion of the Program for the Education and Enrichment of Relational Skills (PEERS; Laugeson & Frankel, 2010). PEERS was designed for 13- to 18-year-olds with ASD and without cognitive impairment. PEERS is a manualized and evidence-based intervention designed to help adolescents develop the social competencies necessary to make and keep friends. PEERS is administered over the course of 14 weeks, with each week incorporating a 90-minute session. EF and social skills were examined one week prior to beginning the program (pre-test) and one week after completion of the program (post-test). Results indicate significant improvements from pre-test to post-test for both EF and social skills. Additionally, pre-test measures of EF were found to correlate positively with both pre- and post-test measures of social skills. However, post-test measures of EF were only found to correlate with post-test measures of social skills. Finally, a low reliability of difference scores prevented examining the predictive viability of EF on social skill outcomes. The implications of these results are discussed alongside several limitations and suggestions for future research.
- ItemOpen AccessPsychological Attributes in Teachers: Pre-service Teachers’ Empathy and ADHD Stigma Perceptions(2019-01-22) Ary, Ayelet Diana; Climie, Emma A.; Wilcox, Gabrielle; Climie, Emma A.; Drefs, Michelle A.The current study investigated the relationship between pre-service teachers’ levels of empathy and their perceptions of the stigma individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) experience. Thirty-three pre-service teachers from a post-secondary urban institution in Western Canada completed online self-report measures. Results indicated pre-service teachers endorse empathy levels in the above-average range. Furthermore, prospective teachers in this sample believe individuals with ADHD encounter a moderate degree of stigma. Additionally, there was a weak, positive correlation found between pre-service teachers’ empathy levels and their awareness of the stigmatizing attitudes the public has of individuals with ADHD. However, no significant association was found between prospective teachers’ empathy levels and their overall awareness of the stigma individuals with ADHD may encounter. These findings have implications for teacher-training programs, as well as future research examining psychological attributes in teachers.
- ItemOpen AccessA Strength Based Investigation into the Role of Parent and Child Intelligence Theories and Achievement Goals on Sense of Mastery in Children with Attention-Deficit/Hyperactivity Disorder(2019-05-31) Crumpler, Tara D.; Drefs, Michelle A.; Saklofske, Donald H.; Zwiers, Michael L.; Schroeder, MeadowChildren with Attention-Deficit/Hyperactivity Disorder (AD/HD) are at risk for negative outcomes in many domains. While past research has focused on deficits faced by these children, a recent branch of research focuses on their strengths and resilience, wherein positive parenting influences are commonly viewed as protective factors that help children to experience positive well-being. Some evidence suggests that parents can influence a child’s beliefs about their intelligence and their goals for learning by exhibiting views of their own intelligence as either fixed or malleable and whether they approach tasks with the goal of learning something new or demonstrating competence. The relationship between parent and child intelligence beliefs and achievement goals has been demonstrated in typical populations but had not yet been investigated in an AD/HD population, thus, this study aimed to explore these relationships between children with AD/HD and their parents. A second area of focus examined how both parent and child intelligence beliefs and achievement goals may predict a child’s sense of mastery (i.e. one’s sense of optimism and control in managing one’s environment). As a malleable view of intelligence and a learning approach to tasks have previously been identified as important indicators of an individual’s ability to adapt and cope with setbacks it was hypothesized that these beliefs would predict a higher sense of mastery. Participants were 25 children between the ages of 8 and 11 years with a diagnosis of AD/HD and their parents. The proposed correlations and the model predicting child sense of mastery were not found to be statistically significant, suggesting that the relationship between parent and child intelligence beliefs and achievement goals may be different for children with AD/HD and a different predictive model for sense of mastery may be warranted. However, small sample size was a notable limitation and may have been a factor in the lack of significant results. A revised model for the relationship between parent and child intelligence beliefs and achievement goals, potential implications (including parent-focused, strength-based interventions) for promoting resilience in children with AD/HD, and considerations for continued investigations of resilience in AD/HD are discussed.
- ItemOpen AccessTeacher Adherence to School-Based Psychoeducational Report Recommendations(2019-03-29) Barrett, Faith Hannah; Drefs, Michelle A.; Nordstokke, David W.; Burns, AmyThe recommendations in a psychoeducational report are acted upon by the child’s parents and teachers, with the intention that they have a positive impact on the child. However, recommendations are not always adhered to, for a variety of reasons. To date, the rate of teacher adherence to recommendations has not yet been investigated. This study investigated how much teachers adhere to recommendations and the potential factors impacting adherence. In a semi-structured interview, teachers were asked about each school recommendation from a psychoeducational report for a student they had taught, whether they had used the recommendation (adherence) and for any reasons or circumstances that interfered with being able to use the recommendation (barriers). Teachers were also asked in general for any reasons or circumstances that helped them use the recommendations. In the current study, teacher adherence rates were high (74.5% overall). Thematic analyses were conducted to understand the factors involved with adherence, finding five recommendation themes, eight barrier themes, and four facilitator themes/subthemes. Further descriptive analyses show the adherence rates across the recommendation and barrier themes, as well as the occurrence of the different barrier themes across recommendation themes. This study provides a framework for future research to use when investigating teacher adherence, as well as provides insight into the real-life difficulties of adhering to recommendations. Future research in this area should further explore the impact of barriers on teacher adherence, as well as examining other potential influencing factors (e.g., demographic variables, age or diagnosis of student, number of recommendations).
- ItemOpen AccessThe Elephant in the Room: The Lived Experience of Talking to Children with ASD about their Diagnosis(2018-06-20) Smith-Demers, Amanda D.; McCrimmon, Adam W.; Nicholas, David Bruce; Wilcox, Gabrielle; Drefs, Michelle A.; Badry, Dorothy Eleanor; Attwood, TonyAutism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder encompassing a wide variety of cognitive, communicative, behavioural and social abilities. Given the increasing prevalence of ASD, both clinicians and researchers are increasingly required to provide enhanced supportive services throughout the entirety of the diagnostic process. While many researchers have investigated parental experiences surrounding assessment and diagnosis of ASD, the relative oversight of diagnosis disclosure to children is surprising. As such, the current study focused on the lived experience of parents as they explored their decision-making process about whether to, and if so how and when to inform children about their ASD diagnosis. This decision-making process was explored through the use of semi-structured interviews conducted with both parents who had disclosed (n = 20) and parents who had not disclosed (n = 20) an ASD diagnosis to their child. This study initially set out to compare and distinguish differences between participant groups; however, much of the process revealed by both groups could only be differentiated by where these groups were situated on the timeline of disclosure. Consistent with previous research, results revealed that disclosure is often a gradual process that changes and develops over time. While many reflections and themes were highlighted by parents, the process of considering disclosure and/or disclosing to a child was seen as a unique and situational experience for each family and child; thus, emphasizing the complexity of the disclosure process and the consideration of unique factors specific to each family. In sum, many parents underscored the benefits and importance of disclosure, while also highlighting the experience of fear and wonder throughout the decision-making process. Research and clinical implications of the findings are discussed, along with suggestions for future research.
- ItemOpen AccessUnderstanding gaps in research networks: using “spatial reasoning” as a window into the importance of networked educational research(Springer Nature, 2015-12-30) Bruce, Catherine D.; Davis, Brent; Sinclair, Nathalie; Francis, Krista; Hawes, Zachary; McGarvey, Lynn; Moss, Joan; Okamoto, Yukari; Hallowell, David A.; Drefs, Michelle A.; Mulligan, Joanne T.; Whiteley, Walter J.; Woolcott, Geoff W.This paper finds its origins in a multidisciplinary research group’s efforts to assemble a review of research in order to better appreciate how “spatial reasoning” is understood and investigated across academic disciplines. We first collaborated to create a historical map of the development of spatial reasoning across key disciplines over the last century. The map informed the structure of our citation search and oriented an examination of connection across disciplines. Next, we undertook a network analysis that was based on highly cited articles in a broad range of domains. Several connection gaps—that is, apparent blockages, one-way flows, and other limitations on communications among disciplines—were identified in our network analysis, and it was apparent that these connection gaps may be frustrating efforts to understand the conceptual complexity and the educational significance of spatial reasoning. While these gaps occur between the academic disciplines that we evaluated, we selected a few examples for closer analysis. To illustrate how this lack of flow can limit development of the field of mathematics education, we selected cases where it is evident that researchers in mathematics education are not incorporating the important work of mathematicians, psychologists, and neuroscientists—and vice versa. Ultimately, we argue, a more pronounced emphasis on transdisciplinary (versus multidisciplinary or interdisciplinary) research might be timely, and perhaps even necessary, in the evolution of educational research