Children and Youth With Disabilities

Teachman, Gail; Gibson, Barbara E.

doi:10.1177/1049732312468063

Cited by 82 publications

(54 citation statements)

References 31 publications

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“…However, it is possible that teachers' expectations at the beginning of the study period aligned with actual student attention and behavior, and both measures did actually improve over the course of the outdoor sessions with more exposure to outdoor EE. This third explanation aligns with past research on the effects of green space on students with ECBD, which suggests that time outdoors can improve attention and reduce hyperactivity (Ruiz-Gallardo et al, 2013;Amoly et al, 2014;Flouri et al, 2014;Moore et al, 2016;Kuo et al, 2018). Our qualitative results show some evidence of each of these explanations, as some teachers expressed surprise at how engaged ECBD students were outdoors; others seemed to transform how they viewed behavior as appropriate or not; and others reported changes in the students themselves.…”

Section: Discussionsupporting

confidence: 87%

“…A 6-year analysis revealed that the intervention led to a significant decrease in dropout rates, a significant increase in classes passed, and an increase in overall behavior and attitude (Ruiz-Gallardo et al, 2013). In a study by Moore et al (2016), experienced EE practitioners took a class of students on an experiential nature hike where they used technology to engage with the outdoors. Researchers conducted additional interviews and observations of two students with ADHD.…”

Section: Introductionmentioning

confidence: 99%

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Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

2018

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There are over 4 million students with reported emotional, cognitive, and behavioral disabilities (ECBD) in the United States. Teachers most frequently situate instruction inside, however, outdoor environmental education (EE) can improve academic and affective outcomes for many students, including students with ECBD. In North Carolina, U.S.A., an EE program utilizes outdoor science instruction for fifth-grade students. The program takes place over four to 10 full-school days across the year, and instruction occurs in both schoolyards and natural areas. The program aligns outdoor EE with state and national science education standards. Using a quasi-experimental design, the present study examined the impacts of the program on indicators of ECBD (e.g., student behavior, attention span), science efficacy, nature of science, and academic achievement for students with ECBD. We measured these factors using online surveys from both students identified with ECBD and their classroom teachers, as well as students with ECBD from matched control schools and their respective teachers. Students in both treatment (n = 99) and control (n = 62) classrooms took the survey two times over the school year. Quantitative data revealed teachers perceived students had significantly improved attention spans and decreased disruptive behaviors when learning outdoors. Students in the treatment group maintained measures of nature of science, science efficacy and science grades, keeping in line with their peers in the control group. We supplemented survey data with teacher interview data about their impressions of the outdoor program and the experiences of their students identified with ECBD. Teacher interview responses supported quantitative findings. These findings indicate that outdoor EE has the potential to be at least as effective a method for science instruction as classroom teaching, and in the case of addressing indicators of ECBD, outdoor EE may be a successful strategy for student learning.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

2018

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“…Children selected the space, the aspects they found important in managing the disease, and they felt more comfortable [24] , giving them some sense of control during the interview [6] . As in previous reports [10,14,25] , they were able to tell past and current stories, as well as different situations in fun and meaningful ways [25,26] .…”

Section: Advantages Of Using Puppetsmentioning

confidence: 63%

The use of puppets as a strategy for communicating with children with type 1 diabetes mellitus

Sparapani

Jacob

Montigny

et al. 2013

JNEP

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The use of puppets is an effective strategy for promoting children to express thoughts and feelings about daily experiences. However, very little information is available about its use in children with type 1 diabetes mellitus. The procedures for using puppets during qualitative interviews in children with Type 1 diabetes mellitus were described, which involved three steps: 1) constructing the scenario − a "stage" that simulates the environments they encounter (school, home); 2) making puppets that represent the child and people (parents, teachers, siblings, friends) encountered daily, and 3) promoting expression of thoughts and feelings using puppets during qualitative interviews. The advantages of using puppets were to allow children with type 1 diabetes mellitus to freely express thoughts and feelings about living with diabetes, to provide them with opportunities to demonstrate diabetes management behaviors, and expose factors that may interfere with diabetes management. A limitation to the use of puppets was the interviewer requiring skills to dynamically engage the child and encourage their active participation during the interaction. The use of puppets was recommended as a creative strategy for use in children with type 1 diabetes mellitus during qualitative interviews.

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“…Then, the interviewer and child(ren) read the information letter and informed consent together before the child signed. The interviewer explained among others that the child could opt out any time without reason, did not have to answer questions he or she did not want to answer, and could ask questions to the interviewer-practiced with a starting game (Teachman & Gibson, 2013).…”

Section: Ethicsmentioning

confidence: 99%

“…The child and interviewer asked each other these questions to practice interviewing, get to know each other, and diminish power differentials by explaining there were no "right" or "wrong" answers and enabling the child to ask the interviewer (personal) questions (Teachman & Gibson, 2013). In order to facilitate reflection and tailor the interview to each respondent, a toolkit with customizable interview techniques was developed (Teachman & Gibson, 2013). This contained creative methodologies like vignettes, sentence starters, and a ranking exercise with weight-related words.…”

Section: Data Collectionmentioning

confidence: 99%

Youth perspectives on weight‐related words used by healthcare professionals: A qualitative study

Stuij

Maarschalkerweerd²,

Seidell³

et al. 2020

Child

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Background Although healthcare professionals often consider body weight a sensitive and difficult topic to discuss with children, a contextualized and comprehensive understanding of youth perspectives on weight‐related words used in healthcare has yet to be established. This qualitative study aims to explore perspectives of Dutch children on the terminology healthcare professionals use when discussing weight. Methods Fourteen interviews and one focus group discussion were held with children (age 8–16) who were in care because of their weight. A toolkit with customizable interview techniques was used in order to facilitate reflection and tailor the interview to each respondent. A narrative content analysis was conducted. Results Respondents attached both clear and subtle differences in meanings to (certain) weight‐related words. Their perspectives were not unanimous for any single word. Moreover, at times, respondents framed certain words in positive or negative ways or used a word they disliked to describe themselves. This illustrates that meanings of weight‐related words are not fixed but context and situation specific. Conclusion This study revealed that meanings children assign to weight‐related words are shaped by their experiences in the broader social context, especially at school, as well as with (previous) healthcare professionals. It pointed towards the importance of bedside manner, acquaintanceship, and support. Healthcare professionals treating children because of their body weight are advised to invest in a good patient–caregiver relationship, pay attention to children's previous (negative) social weight‐related experiences, and reflect critically on their own preconceptions about body weight and the impact these preconceptions might have on their patient–caregiver relationships.

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Children and Youth With Disabilities

Cited by 82 publications

References 31 publications

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

The use of puppets as a strategy for communicating with children with type 1 diabetes mellitus

Youth perspectives on weight‐related words used by healthcare professionals: A qualitative study

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