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Purpose: Summer camps are a modality that addresses barriers to social interaction. Although there is a growing amount of evidence supporting camps for individuals with chronic illness, there is no known research on camp experiences for those who require ventilatory support. The purpose of this study was to examine the perceptions of attending camp on self-esteem, social functioning, emotional functioning, and physical functioning for individuals who require ventilatory support. Methods: Eleven participants completed the Pediatric Camp Outcome Measure via an online survey. Results: This study found positive correlations between the number of years an individual attended the camp and his or her overall Pediatric Camp Outcome Measure score, as well as social functioning and physical functioning subscales. This study found positive correlations with questions in all subscales with the number of years attending camp. Conclusion: Findings suggest that attending summer camp may positively impact the quality of life for individuals who require ventilatory support.

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Purpose: The focus of this research is to understand the relationship between students' primary DISC behavioral styles (dominant, influencing, steadiness, compliance) and their perception of ideal clinical instructor behaviors. A review of the literature supports the connection between the behaviors of the clinical instructor (CI) and the success of the allied health professional student (AHPS). Additionally, a body of research supports the connection between DISC behavioral styles and student success. The purpose of this study is to examine the relationship between AHPS primary DISC behavioral styles and their perception of the ideal CI behaviors. Methods: A total number of n=90 participants completed the Allied Health Professional Preceptor Assessment exploring ideal CI behaviors and the DISC assessment across the three disciplines of athletic training (14), exercises science (7), and physical therapy (69). Results: S (steadiness) scores had the highest frequency (53.3%), followed by I (influencing) (22.2%), then C (compliance) (13.3.7%), and lastly, D (dominant) (11.1%). Using regression modeling, the "D" model (p=0.01) and the "S" model (pConclusion:This study provides preliminary evidence for the DISC behavioral assessment as a tool to inform CIs in ways to engage AHPS effectively. The findings of this study provide applicable techniques for CIs mentoring students with "D," "S," and "C" primary behavioral styles. Further research is warranted to determine engagement strategies for "I" primary behavioral styles. By leveraging these findings, clinical education programs can provide CIs with simple behavioral techniques to best engage students based on the student's primary behavioral style.