student research awards 2022

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New York State Archives Accepting Entries for the 32nd Annual Student Research Awards

Submissions Accepted Through July 1, 2022

The New York State Archives and Archives Partnership Trust are now accepting entries for the 2022 New York State Student Research Awards program, State Education Commissioner Betty A. Rosa announced today. In its 32 nd year, the Student Research Awards program is a statewide historical research competition for students in grades four through twelve. This annual program provides an award to students whose projects are selected as winners in the elementary, middle school, and high school divisions.

The Student Research Awards program encourages students to explore the wealth of historical records held in repositories in New York State. The program also increases cooperation among schools and organizations with historical records useful for education.

“Our nation’s most prestigious historians were compelled to pursue research to learn from the past and address social problems,” said Board of Regents Chancellor Lester W. Young, Jr. “By providing opportunities for this type of engagement at a young age, we are empowering young people across the state to look for solutions and drive change in our communities and beyond.”

“Students who have the opportunity to grow and excel outside the classroom are more engaged in the classroom,” said Commissioner Rosa. “Through this competition, young New Yorkers will immerse themselves in our state’s history, get excited about learning, and create projects that inspire their peers and fellow citizens.”

All projects must be based on original historical research that uses historical records, contains an annotated bibliography, and be nominated by a mentor. Mentors can be educators, parents, or another adult community member. Projects can be submitted on any topic and in any format, including video, research paper, or exhibits. The deadline for submissions is July 1, 2022.

These awards are funded by generous contributions from the Chodos Family Fund and other donors to the Archives Partnership Trust, a 501(c)3 organization. The Trust builds education, preservation, and outreach programs not funded by the state, making accessible over 350 years of New York’s colonial and state government records housed in the State Archives. The State Archives is a program of the New York State Education Department.

Please visit the New York State Archives website for detailed guidelines, application materials on the Student Research Awards, or to learn more about the 2021 winners and their projects.

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2022 Award Winners, Criteria, and Categories

Award winners, 2022 poster presentation winners, 2022 oral presentation winners, award criteria, the auburn research: student symposium is envisioned as an opportunity to share student research and creative scholarship with a broad audience consisting of faculty, staff, graduate and undergraduate students, and the public. we request that students consider the general nature of their audience in crafting their poster presentations and research summaries for the symposium proceedings. , see the " example 2022 oral presentation judge's form " or the " example 2022 poster presentation judge's form ", award categories, multiple awards (university-wide and college specific) will be made in the categories listed below:.

• Poster Presentations
• Oral Presentations

University-Wide Awards

• First place awards for all categories:  $500
• Second place awards:  $250
• Third place awards:  $100
• First place awards for all categories:  $125
• Second place awards:  $75
• Third place awards:  $50

College Specific Awards

• Graduate Student Award:  $100
• Undergraduate Student Award:  $50

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Student Research Awards

CEC-DR seeks nominations for the Student Research Award. This award recognizes high-quality research across multiple research methodologies conducted by students in the course of their undergraduate or graduate special education training program. CEC-DR will award up to four such awards annually, with one award presented in each of up to four areas of research designs or methodologies: mixed-methods, qualitative, quantitative single-subject, and reviews (e.g., meta-analysis, systematic review). No award will be given in any research methodology area if an exemplary, high-quality research study is not submitted; thus, there may be fewer than three awards presented in any given year. Nominations are sought across all areas of special education services. The awardee in each research method area will receive a $200 award and a certificate.

The following criteria must be met in each area. 

• The nominated student must be the sole or first author of the nominated manuscript and the research study must represent the student’s intellectual work. 
• The nominated research study must have been conceptualized and conducted while the first author was a student. c. The nominated study must not be in press at the time of submission nor have been published prior to submission for the award. 
• The nominated manuscript must not exceed 50 double-spaced pages, not including tables and references. Manuscripts should be formatted according to current APA guidelines. 
• Independent of the methodological area in which the manuscript is submitted, research studies nominated must adhere to standards for high-quality research advocated for in the field of special education and by the CEC-DR.
• Mixed-methods studies (Klingner & Boardman, 2011; Leech & Onwuegbuzie (2010);
• Quantitative studies including group experimental and quasi-experimental designs (Gersten et al., 2005) and correlational designs (Thompson, Diamond, McWilliam, Snyder, & Snyder, 2005);
• Qualitative studies (Tracy, 2010); and
• Meta-analyses (Pigott & Polanin, 2020), and meta-syntheses (Melendez-Torres, Grant, & Bonell, 2015)
• Past recipients are not eligible and are encouraged to seek consideration for one of the early career awards

To submit a nomination for this award, email a copy of the following by October 15th, to chair of this award:

• A copy of the paper being submitted for recognition. If the article submitted has multiple authors, the contributions of the nominee to the publication should be clearly identified.
• the title and methodological area in which the research is being submitted for consideration
• written assurance that the research was conceptualized and conducted by the nominee while the nominee was a student, and has not been accepted for publication; and
• all current contact information (name, title, position, affiliation, address, telephone number, email address) for the nominator and the nominee.  

Dr. Kelly Whalon and Dr. Tanya Santangelo, Co-Chairs

CEC-DR Student Research Awards [email protected]

2022 Student Awardees

Recipient: Stacy McGuire, Ph.D.

Advisor: Hedda Meadan, Ph.D., BCBA, Margaret Valpey Professor, University of Illinois

Title: Preservice general educators’ behavior management needs and training: A mixed methods study 

Recipient: Courtney O-Grady, Ph.D.

Advisor: Michaelene M. Ostrosky, Ph.D., Grayce Wicall Gauthier Professor of Education, University of Illinois

Title: Early Educators’ Perceptions of Behavior 

Recipient: Aimee J. Hackney

Advisor: Kristine Jolivette, Ph.D., Paul W. and Mary Harmon Bryant Endowed Professor, The University of Alabama

Title: The Effects of Trauma-Informed Check-in, Check-out for Youth with EBD in a Children’s Residential Treatment Facility   

Recipient: Gretchen Scheibel, Ph.D.

Advisor: Kathleen Zimmerman, Ph.D., BCBA-D, Assistant Professor, University of Kansas

Title: Translating Evidence-Based Practices into Usable Interventions: Self-Management Interventions for Students with Autism Spectrum Disorder  

2021 Student Awardees

Advisor:  Andrea P. Dinaro, Concordia University Chicago

Title:  An Exploration of Nontenured Special Education Teacher Attrition

Abstract:  This qualitative study included seven nontenured special education teachers assigned experienced teachers as mentors. The study was conducted in public elementary and middle schools in suburban Chicago. Themes were identified as obstacles or commonalities of their mentoring experiences. Themes include: (a) having a “go-to” mentor, (b) lack of administrative support, (c) pressure from colleagues, and (d) abundance of paperwork. The most important factor is to have a personal mentor experienced in special education. Another factor is support from administration. In this study, contributors consistently reported a lack of support from their director of special education and superintendent. The most surprising and repetitive conclusion was these teachers felt a great deal of pressure from colleagues. Recommendations include: (1) Research mentors in the same field; (2) Include directors and superintendents as members of the mentoring process; (3) Educate general and special education personnel in each other’s roles; (4) Reduce paperwork.

Advisor:  Erica Lembke, University of Missouri

Title:  Teachers’ Views of the Mathematical Capabilities of Students with Disabilities: A Mixed Methods Study

Abstract:  Students with disabilities often have difficulty demonstrating mathematical understanding on conventional measures. One reason for this difficulty could be an instructional opportunity gap. Federal law, recent case law, and recommendations from professional organizations converge on the need for students with disabilities to have access to mathematical learning opportunities aimed at rigorous learning outcomes. However, beyond the existence of these policies and recommendations, enactment relies on individual teachers. Recent research suggests teachers views of their students’ mathematical capabilities may relate to the enactment of learning opportunities aimed at rigorous learning outcomes. A mixed methods study was conducted in order to understand teachers’ views of the mathematical capabilities of students with disabilities. General education mathematics teachers gave unproductive explanations for students’ struggle and articulated rationales for instructional adjustments aimed at unproductive learning outcomes. When further scrutinized, teachers’ views qualitatively and quantitatively differed between students with and without disabilities. 

Advisors:  Yaoying Xu, Virginia Commonwealth University and Colleen Thoma, Virginia Commonwealth University

Title:  Effects of Behavioral Skills Training with in Situ Training on Workplace Conversational Skills of Students with Autism Spectrum Disorder

Abstract:  Young adults with autism spectrum disorder (ASD) experience high rates of unemployment in the years immediately following high school, yet very few studies to date have investigated approaches to teaching transition-aged high school students work-related social skills within competitive, integrated workplace settings. This study investigated the effects of a behavioral skills training (BST) with in situ training intervention package on workplace conversational skills of four transition-aged high school students with ASD enrolled in a community-based internship program. Data were collected on participants’ accuracy in demonstrating the steps to conversing with coworkers during BST probes in training settings and in using the same steps in authentic conversations with coworkers during in situ trials in internship settings. Findings demonstrated a functional relation between the implementation of the intervention package and increases in skill accuracy on in situ trials for all participants. All participants maintained skill mastery on BST probes, and three out of four participants maintained skill mastery on in situ trials.

Advisor:   Sharon Vaughn, University of Texas at Austin

Title:  The Effects of instruction linking word reading and word meaning

Abstract:  This within-subjects experimental study investigated the relative effects of word reading and word meaning instruction (WR+WM) compared to word reading instruction alone (WR) on the accuracy, fluency, and word meaning knowledge of 4th-5th graders with dyslexia. We matched word lists on syllables, phonemes, frequency, and number of definitions. We assigned half the words to WR and half to WR+WM. WR+WM significantly improved accuracy (d = 0.65), fluency (d = 0.43), and word meaning knowledge (d = 1.92) immediately following intervention, and significantly improved accuracy (d = 0.74), fluency (d = 0.84), and word meaning knowledge (d = 1.03) at posttest.

2020 Student Awardees

Title:  Comparing Schedules of Progress Monitoring Using Curriculum-Based Measurement in Reading: A Replication Study

Abstract:  Using data to inform instructional decisions is a pillar of special education practice. Curriculum-based measurement (CBM) is a systematic, ongoing assessment tool that allows special educators to monitor the progress of their students to determine the need for instructional adaptations. CBM and data-based instructional decision-making have a strong evidence-base supporting their use with students in special education to improve academic outcomes. Despite this evidence, these data-based processes are infrequently used in practice. One hypothesized barrier to implementation is the amount of time it takes to administer and use CBM data to inform instruction. This study is a replication of Jenkins, Schulze, Marti, and Harbaugh (2017), in which the authors compared the decision-making accuracy and timeliness of six different schedules of CBM progress monitoring (PM). Results demonstrate that the accuracy and timeliness of the PM schedules for the sample of students in this study was poorer than the accuracy and timeliness reported by Jenkins and colleagues. In line with the results of the original study, however, these results indicate that, on the basis of accuracy and timeliness, intermittent PM schedules sufficiently predict student true growth compared to weekly PM schedule. Implications for research and practice are discussed.

Student Awardee:  Samantha Gesel, Ph.D. University of North Carolina Charlotte

Nominator:  Christopher Lemons, Ph.D. Vanderbilt University

Title:  Development of Mathematical Practices through Word Problem Solving Instruction for Students with Autism Spectrum Disorder

Abstract:  This study investigated the effects of a problem solving instructional strategy known as Modified Schema Based Instruction (MSBI) on the Mathematical Practices of four students with autism spectrum disorder (ASD). The Common Core State Standards for Mathematics highlight the importance of not only content standards for mathematics, but also mathematical practices such as communication, representation, and reasoning. Students with ASD often demonstrate difficulties with these skills as a result of deficits in social communication, theory of mind, and executive functioning. Through a multiple probe across participants design, this study demonstrates MSBI is an effective strategy to increase the use of mathematical practices for middle school students with ASD when solving multiplicative word problems. Four students eligible for special education services under the area of autism enrolled in sixth grade general education mathematics classes increased their use of mathematical practices for both problem types taught (multiplicative comparison and proportion), and maintained the use of some mathematical practices 4-8 weeks after intervention. Additionally, all four participants generalized their use of mathematical practices to novel multiplicative comparison problems containing extraneous information while three of the participants generalized mathematical practice skills to proportion problems containing extraneous information. Implications for practice are discussed.

Student Awardee:  Sarah Cox, Ph.D.,  Florida State University

Nominator:  Jenny Root, Ph.D., Florida State University

2019 Student Awardees

Title:  Involvement of Students with Severe Disabilities in Specialized Health Care Procedures

Abstract:  The purpose of this qualitative multiple-case study was to understand how transition-age students with severe disabilities are involved in their specialized health care at school. Purposeful sampling resulted in nine cases and a total of 41 participants. A case was comprised of a transition-age focus student and the student’s parent(s), special education teacher, school nurse, and classroom nurse or paraprofessional. Data sources were document reviews, observations, and interviews. Data analysis entailed using an iterative inductive coding approach for each individual case to identify patterns in the data followed by a cross-case synthesis using visual matrices to identify salient themes across cases. This process resulted in four themes depicting student involvement, which were: (a) taking part in one’s own health care procedures, (b) time to socialize, (c) posing a potential health risk to oneself, and (d) care received without opportunities to participate. The findings from this study highlight a need for improved attention to the promotion of self-care in specialized health care for this population.

Student Awardee:

Sarah Ballard, Ph.D.

Assistant Professor

Illinois State University

Stacy K. Dymond, Ph.D.

University of Illinois at Urbana-Champaign

Title:  Contextual Analysis of Special Education Disproportionality in One Urban School

Abstract:  Studies related to disproportionality of students from racially and ethnically diverse backgrounds in special education have increasingly used complex statistical analyses to expand our understanding of the interplay of factors that may cause and maintain disparities, but these studies often focus on nationally representative datasets, which may be lacking in important contextual information related to socio-demographic and school characteristics at the local level. This study examined student- and school-level factors related to special education identification generally and in individual disability categories, as well as longitudinal patterns of placement for students who are racially and ethnically diverse within one large urban school district. Results showed that gender, race, socioeconomic status (SES), and suspension are all factors associated with special education identification, and that school-level structural factors attenuated the effect of race for some groups, which suggests that school composition and resources are important considerations for understanding risk of special education identification.

University of California, Berkeley Joint Ph.D. program at San Francisco State University and University of California, Berkeley

Advisor: 

Janelle E. Rodl, Ph.D.

San Francisco State University

Title:  Improving Writing Instruction of General Education English Teachers for Students with Disabilities

Abstract:  National surveys of middle school teachers indicated they do not use high quality writing practices. This study attempted to improve the use of modeling, an evidence-based writing practice, by providing teachers a professional development package designed using cognitive apprenticeship as a guiding framework. This single case multiple baseline experiment found that all three teacher participants increased the quality of their modeling during writing instruction and maintained the improved instruction for the duration of the maintenance phase. Future research should examine whether this intervention can improve student writing outcomes.

John E. Romig, Ph.D.

University of Texas at Arlington

Michael Kennedy, Ph.D.

Associate Professor

University of Virginia

Title:  Vision as Professional Socialization in Special Education Teacher Preparation

Abstract:  In general education teacher preparation, researchers find that the extent and nature of pre-service experiences are associated with candidates’ socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using surveys, interviews, and publicly available program documents from six teacher preparation programs, this study explores the role of program vision in the professional socialization of special educators.  Survey findings highlight similarities across programs regarding clarity of vision. However, drawing on interview data, candidates’ conception of special education teaching included three profiles consistent across candidates within a given program: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities. Findings highlight the importance of examining vision as a tool for professional socialization.

Hannah Morris Mathews, Ph.D.

Postdoctoral Associate

Boston University

2018 Student Awardees

Title:  Teaching Students with Disabilities and General Education, Special Education, and Dual Certified Teacher Turnover

Abstract:  More students with disabilities (SWDs) are being educated in general education classrooms than ever before and general education teachers are taking increasing responsibility for educating these students. Yet, few recent quantitative studies have examined if teaching SWDs influences general education certified, dual certified, or special education certified teachers’ decisions to remain teaching at their same school. In this study, the author fit multilevel logistic regression models to a large state administrative dataset in order to examine (1) if the percentage of SWDs a teacher instructs was associated with turnover, (2) if this association varied by student disability type, and (3) how these associations were moderated by special education certification. The study found that the percentage of SWDs in teachers’ classes was associated with an increase in the odds of turnover after controlling for teacher, classroom, and school characteristics. However, this association was completely moderated by special education certification and partially moderated by dual certification. Special education certification alone had a strong association with turnover, but special education certified teachers had lower odds of turnover when their classes contained more SWDs. Teaching students with behavior disorders was associated with a large increase in the odds of turnover for all categories of teachers. Implications are discussed for future research on training and supporting all teachers who work with SWDs.

Allison F. Gilmour, Ph.D.

Assistant Professor of Special Education

Temple University

Joseph Wehby, Ph.D.

Associate Professor and Chair

Vanderbilt University

Title:  Possibilities for a Transition with Dignity: Silos and Trialling in Aotearoa New Zealand

Abstract:  Transition out of school is more than an administrative procedure, biological life stage, or public policy issue. Achievement of community engagement in post-school life is challenging, particularly for those with significant disability. Findings from this 6-month ethnographic study confirm the existence of these challenges within Aotearoa New Zealand, through the emergent findings of silos, or breakdowns in collaboration while trialling post-school options. Analysis of three in-depth cases is theoretically framed by the capability approach (Nussbaum, 2006; Sen, 1985) to construct a possibility-based study. Therein, the personal perspectives of those least often heard within their own transition and research on the topic are foregrounded. Their experiences are re-envisioned to propose a transition with dignity.

Sarah Hart, Ph.D.

University of Hartford

Janet S. Gaffney, Ph.D.

University of Auckland, New Zealand

Title:  Tiered Teacher Coaching on the Implementation of A Self-Monitoring Strategy with Students At Risk for Emotional and Behavioral Disorders

Abstract:  In this study, we examined the effects of a tiered teacher coaching intervention package, including video coaching and in-vivo coaching with use of the Bug-In-Ear technology, on the procedural fidelity of a self-monitoring strategy implemented by four general education teachers to support students with persistent behavioral challenges in the general education setting. Additionally, we evaluated the effects of teachers’ implementation on the on-task behavior of four targeted students at risk for emotional and behavioral disorders. Results of the multiple probe across participants design showed that there is a functional relation between the coaching intervention and the teachers’ implementation fidelity as well as students’ on-task behaviors. Limitations, suggestions for future research, and implications for practice are discussed.

Tosha Owens, Ph.D.

East Carolina University

Ya-yu Lo, Ph.D.

University of North Carolina at Charlotte

2017 Student Awardees

Title:  The Perceived Stress, Executive Function, Perceived Stress Regulation, and Emotional and Behavioral Outcomes of Middle School Students With and Without Significant Emotional and Behavioral Problems

Abstract:   Students with or at-risk for significant emotional and behavioral problems have some of the poorest outcomes of all students, which may largely be linked to neurocognitive differences and stress related issues. Researchers across disciplines have discovered that individuals with significant problem behaviors tend to exhibit deficits in the neurocognitive mechanisms known as executive functions (EFs) and have limited ability to navigate stressful situations, resulting in worsening conduct and resistance to intervention over time. Yet, few researchers have investigated the EF of students who receive school-based services for behavior and none have examined the relationships among EF, school-based stressors, stress regulation, and behavioral outcomes during middle school – a high stress and active EF maturation period. This investigator conducted an observational study with 79 matched middle school students (44 with behavior, 35 typical peers). Results indicated that students with behavior problems (a) had lower EF abilities and higher peer stress, (b) used less engagement coping, and (c) reported higher internalizing and externalizing behaviors than typical peers. For all students, perceived family and school stress predicted behavioral problems and stress regulation abilities, with group moderating effects noted. Involuntary responses to stress positively predicted internalizing and externalizing problems, while engagement coping and disengagement coping predicted internalizing behaviors only. Both engagement coping and involuntary responses to school stress served as mediators between perceived stress and behavior problems. Unexpectedly, EF was unrelated to any variable of interest. Findings highlight important prevention and intervention areas for students with significant emotional and behavioral problems.

Michelle Cumming, Ph.D.

University of Nevada, Las Vegas

Stephen W. Smith, Ph.D.

Professor of Special Education

Department of Special Education, School Psychology, and Early Childhood Studies

College of Education

University of Florida

Title:  Training a Paraprofessional to Implement Video Prompting to Teach a Vocational Skill

Abstract:   Very few individuals with autism spectrum disorder (ASD) have been trained in the vocational skills needed to obtain gainful employment. Moreover, although there is an abundance of research evaluating the practice of training practitioners of students with ASD to use evidence-based practices to teach a wide variety of skills, there have been few that apply this training to the acquisition of vocational tasks. This study uses a multiple baseline across behaviors design to evaluate the training methods used to train a paraprofessional in the preparation and implementation of video prompting with his student with ASD. Further, the behavior and learning of both the paraprofessional and student are measured. Results indicate that the training package resulted in increased video prompting implementation behavior for the paraprofessional, as well as corresponding, increased vocational skill behavior for the student.

Rachel L. Seaman, M.Ed.

Department of Educational Studies

Special Education Program

Ohio State University

Matthew Brock, Ph.D.  

Helen Malone, Ph.D.

2016 Student Awardees

Title: Teachers’ Voices: Understanding Effective Practice-based Professional Development for Elementary Teachers on SRSD in Writing

Abstract: This qualitative study examined understandings of practice-based professional development (PBPD) and its effectiveness for teacher implementation of an evidence-based practice, self-regulated strategy development (SRSD) for writing. Focus group interviews with 14 second- and third-grade teachers with diverse classrooms who participated in PBPD for SRSD in writing were conducted that resulted in significant and meaningful changes for teachers and students. Grounded theory was used to analyze interview data and findings were triangulated among researchers to increase trustworthiness. This study gives voice to teachers who successfully implemented an evidence-based practice at the whole class (or Tier 1) level. Teachers’ perceptions of the characteristics and components of PBPD for SRSD, implementation of SRSD instruction, and the results of PBPD for SRSD were explored. Findings highlight aspects of PBPD and SRSD teachers believed were important and why, as well as what they would change in the future. Challenges addressed include aspects of PBPD and differentiating SRSD instruction in diverse classrooms. Implications for future professional development and classwide implementation of SRSD are discussed along with limitations and future directions for research.

Debra McKeown, Ph.D.

Assistant Professor Georgia State University  

Department of Educational Psychology, Special Education, & Communication Disorders

College of Education and Human Development

Georgia State University

Karen Harris, Ph.D.

Mary Emily Warner Professor

Division of Educational Leadership and Innovation

Mary Lou Fulton Teachers College

Arizona State University

Title: Novice Special Educators’ Perceptions of Workload Manageability: Do They Matter and Are They Influenced by Novices’ Perceptions of Their Social Context?

Abstract: Novice special education teachers (SETs) consistently report that their workloads are unmanageable, encompassing too many responsibilities with insufficient support for fulfilling all responsibilities effectively. Extant research provides some evidence that perceptions of workload manageability predict teachers’ intentions to continue teaching, but this relationship has not been examined among novice SETs and other possible consequences of workload manageability (e.g. for burnout and instruction), have seldom been investigated. Further, extant research provides few insights into the factors that contribute to perceptions of workload manageability; understanding these factors is essential for determining how to help novices manage their workloads. In this article, two studies using structural equation modeling were implemented to examine data from the Michigan-Indiana Early Career Teacher (MIECT) study. The first study examined whether workload manageability is associated with consequences of concern. SETs’ perceptions of workload manageability significantly predicted emotional exhaustion and career intentions, but not instruction. GETs’ perceptions of workload manageability predicted emotional exhaustion, career intentions, and the proportion of time spent in instruction; the magnitude of these relationships was larger for GETs than SETs, even though SETs rated their workloads less manageable than GETs. Based on these findings, it was concluded that novice SETs’ and GETs’ perceptions of workload manageability are important to understand and address. To inform efforts to address them, the second study examined how school social contexts contribute to perceptions of workload manageability. It was also determined that SETs’ perceptions of workload manageability were predicted by instructional interactions with colleagues and schools’ cultures of collective responsibility for students with disabilities, but not instructional interactions with mentors. The pattern of relationships differed for SETs and GETs, suggesting that different populations of novices may benefit from different supports for managing their workloads.

Elizabeth Bettini, Ph.D.

School of Education

Mary Brownell, Ph.D.

Professor and Director, Collaboration for Effective Educator Development, Accountability, and Reform Center

Title: Effects of Modified Schema-based Instruction Delivered through Computer-based Video Instruction on Mathematical Word Problem Solving of Students with Autism Spectrum Disorder and Moderate Intellectual Disability

Abstract: The Common Core State Standards initiative calls for all students to be college and career ready with 21st Century skills by high school graduation, yet the question remains how to prepare students with autism spectrum disorder (ASD) and moderate intellectual disability (ID) with higher order mathematical concepts. Mathematical problem solving is a critical, higher order skill that students need to have in order to solve real-world problems, but there is currently limited research on teaching problem solving to students with ASD and moderate ID. This study investigated the effects of modified schema-based instruction (SBI) delivered through computer-based video instruction (CBVI) on the acquisition of mathematical problem solving skills, as well as the ability to discriminate problem type, to three elementary-aged students with ASD and moderate ID using a single-case multiple probe across participants design. The study also examined participant’s ability to generalize skills to a paper-and-pencil format. Results showed a functional relation between SBI delivered through CBVI and the participants’ mathematical word problem solving skills, ability to discriminate problem type, and generalization to novel problems in paper-and-pencil format. The findings of this study provide several implications for practice for using CBVI to teach higher order mathematical content to students with ASD and moderate ID, and offers suggestions for future research in this area.

Alicia F. Saunders, Ph.D.

Research Associate

Department of Special Education and Child Development

Title: Word-Problem Instruction for English Learners with Mathematics Difficulty: A Culturally and Linguistically Responsive Approach

Abstract: Word problems are prevalent on high-stakes assessments, and success on word problems has implications for grade promotion and graduation. Unfortunately, English Learners (ELs) continue to perform significantly below their native English-speaking peers on mathematics assessments featuring word problems, which may be attributed to the linguistic complexity of mathematics instruction and standardized assessments. Little is known about the instructional needs and performance of ELs at-risk for mathematics difficulty (MD). In the present study, a mixed-methods design (i.e., qualitative methods and an exploratory quasi-experimental design) was used to investigate word-problem instruction for ELs in a culturally and linguistically diverse public elementary school. Specifically, we studied one teacher’s mathematics instruction for ELs over several months and empirically tested the efficacy of a word-problem intervention for ELs with MD (N = 9) that combined culturally and linguistically responsive practices and schema instruction (CLR-SI). The study is unique in that it combines research on effective instruction for ELs and students with MD; CLR-SI has not been investigated for either ELs or students with MD. Results have implications for teachers, administrators, and researchers of ELs with MD.

Melissa K. Driver, Ph.D.

Department of Inclusive Education

Bagwell College of Education

Kennesaw State University

Sarah R. Powell, Ph.D.

Department of Special Education, College of Education

University of Texas at Austin

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Graduate Student Research Award 2022

The Society of Systematic Biologists (SSB) Graduate Student Research Awards assist graduate students conducting research in systematics.

Eligibility

These grants are for collection of preliminary data or to enhance dissertation research (e.g., by visiting additional field collection sites or museums). Applicants may be from any country, but must be members of SSB, and are advised to join the Society as soon as possible to enable their applications. Previous awardees may not re-apply, but previous applicants who were not selected for funding are encouraged to re-apply. Awards will range between $1000 - $3000 and can be used up to the end of the awardee's graduate studies. The rubric with which submissions will be evaluated is posted here .

We are collecting voluntary demographic data to keep a track record of who is applying for and receiving SSB awards. We are doing this so that the society can make data driven decisions on how to improve DEI as a whole. The collected data will not be used in evaluation of applications and will be anonymized for our long term DEI records.

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Meet the Winners of the 2022 Bass Connections Student Research Awards

April 7, 2022.

Ten graduate students and twenty-two undergraduates will pursue faculty-mentored research projects this summer and next year with grant funding from Bass Connections. Their projects explore a diverse range of topics, including community-based interventions for epilepsy and sickle cell disease in Uganda, the effects of artistic practice on mental health and well-being, biodiversity conservation in Madagascar, the use of creative media and storytelling to explore neuroscience, and more.

Bass Connections Student Research Awards provide support for students to pursue self-directed research projects under the guidance of a faculty mentor. Student projects can be individual or collaborative in nature and may continue an aspect of research begun on a Bass Connections project team or tackle a new interdisciplinary challenge.

Community-Based Epilepsy Intervention in Uganda

Master’s student Paula Njeru (Global Health) and Pratamesh Ramasubramanian ’23 (Biology) plan to pilot and evaluate an epilepsy health literacy engagement intervention in Uganda. Their work aims to combat patient stigma, discrimination and a lack of biomedical understanding around barriers to proper care. This project will expand on the work of the 2021-2022  Community Engagement to Impact Epilepsy Health Literacy in Uganda project team, which has been collecting data and performing literature reviews to plan and refine contextually relevant community-based interventions around epilepsy which has risen from 14th to 10th in disability burden in Uganda since 2017. Deborah Koltai and Neil Prose will serve as their faculty mentors.

Community-Engaged Sickle Cell Disease Research in Kalangala, Uganda

Master’s students Vivien Wambugu (Global Health) and Maya Wilson (Global Health) as well as undergraduates Bailey Griffen ’23 (Global Health and History) Lihua Mo ’23 (Neuroscience), Caroline Palmer ’23 (Global Health and Public Policy) and Kashyap Sreeram ’24 (Program II) plan to address sickle cell disease burden at the healthcare and community levels in Kalangala, Uganda. In partnership with three Kalangala student team members, this group will conduct educational outreach, assess facilitators and barriers to rapid screening and diagnostic sickle cell testing, create and assess clinic and community screening events, and develop enrichment activities for children attending the sickle cell clinic, such as peer-to-peer education and a music/dance/drama troupe. Through their work, the team plans to establish a sustainable model for sickle cell disease diagnostics and prevention among community members in Kalangala.  Kearsley Stewart  and Joel Kibonwabake (Kalangala Health Center IV) will serve as their faculty mentors.

Effects of Mindfulness-Based Painting on Psychophysiological Well-Being

Doctoral students Lucas Bellaiche (Cognitive Neuroscience), Matthew Slayton (Psychology and Neuroscience) and  Anna Smith (Psychology and Neuroscience) and undergraduate Chloe Williams ’24 (Psychology) plan to examine the mental health benefits of art production. To assess the hypothesized therapeutic effects of engaging with art, team members will collect well-being and stress measures (e.g., mood and anxiety, heart rate, cortisol assays) to compare subjects who engage in abstract painting against two control groups. In partnership with the Duke Wellness Center and neurologist Anjan Chatterjee (University of Pennsylvania), their work aims to synthesize perspectives from psychology, neuroscience, art, medicine and global health to bridge the arts and sciences and understand how artistic practice may affect mental state, creativity, and long-term personal well-being. Paul Seli will serve as their faculty mentor.

Engineering a Low-Cost Device to Monitor Irrigation in Rural Kenya

Master’s student Vanessa Clairmont (Global Health) and undergraduates Keena Gao ’24 (Mechanical Engineering), Bryan Gonzalez ’23 (Electrical and Computer Engineering), Emily Hallock ’24 (Civil and Environmental Engineering), Jack Lawter ’23 (Mechanical Engineering), Sunggun Lee ’24 (Biomedical Engineering), Sophia McManus ’23 (Civil and Environmental Engineering) and Darienne Rogers ’24 (Biomedical Engineering) plan to examine water use practices in rural northern Kenya, which has been experiencing unprecedented outbreaks of malaria over the past few years. Their project builds on the work of a 2021-2022 project team that has been developing an innovative, low-cost device to monitor standing water in canal systems. The group will collaborate with local community health workers to conduct focus groups, interviews and observations on water gathering, collection and storage practices to improve their device and develop irrigation guidelines to help reduce mosquito breeding sites in the community. Wendy Prudhomme-O’Meara will serve as their faculty mentor.

Increasing Health Literacy in Durham Marginalized Communities

Rohan Gupta  ’24 (Economics), Ethan Ho ’23 (Biomedical Engineering), Mihir Patel ’23 (Biology) and Kevin Wang ’23 (Psychology) plan to examine health literacy needs among the Latinx and immigrant communities in Durham. Working alongside community leaders and community-based organizations, team members will assess current health literacy levels and create a multilingual community health handbook that that compiles resources on insurance, medication and health bill payment to promote access among those who are most in need in the Durham community. Their project continues the work of the 2021-2022  Bridging the Health Equity Gap for COVID-19 Vaccine Uptake in Durham  project team, which has been identifying health equity gaps in the Latinx community to propose health interventions and policy strategies. Viviana Martinez-Bianchi and Andrea Thoumi and will serve as their faculty mentors.

Integrating Human and Ecosystem Health Research to Advance Community-Based Conservation 

Doctoral students Camille DeSisto (Ecology) and Tristan Franzetti (Biology) and master’s student Bethany Old (International Development Policy) plan to examine an array of community-based conservation efforts in and around the COMATSA protected area in northeastern Madagascar. Through linked projects on food insecurity and forest use, habitat disturbance and ecosystem health, the group hopes to unveil crucial information about the livelihoods of Malagasy communities, interactions between Malagasy people and forests, the links between ecosystem and human health, and the role lemurs and humans play in maintaining healthy ecosystems. This project will lay the groundwork for the upcoming Biocultural Sustainability in Madagascar  (2022-2023) project team. Anne Yoder ,  Catherine Admay  and  John Poulsen will serve as their faculty mentors.

Network Efficiency and Ordering Fairness on Public Blockchains

William Zhao ’23 (Economics and Mathematics),  Sujay Alluri ’24 (Economics) and  Gio Vignone ’24 (Computer Science) plan to study protocol designs of existing public blockchains to improve network efficiency and ordering fairness across blockchain users. Continuing the work of a Summer 2021 CS+ project, the group will examine transaction fee mechanism design and its effect on allocating scarce blockchain resources as well as designs to ensure normal users’ transactions are protected from malicious frontrunning attacks. Their research will inform policy reforms on existing blockchain protocols and inspire novel protocol design that can be fairer and more efficient among a diverse body of blockchain users. Kartik Nayak and Fan Zhang will serve as their faculty mentors. 

Surveying Neurological Rehabilitation Resources in Ugandan Public Hospitals

Audra Whithaus ’23 (Psychology) plans to evaluate the capacity of Uganda’s public health sector to provide rehabilitative care for neurological patients during and after acute hospitalization. Using data collected from ongoing surveys of health institutions, Whithaus will partner with community members and students at Mbarara University of Science and Technology to evaluate care capacity including factors related to human resources, service delivery, infrastructure, assistive devises, information management and quality control. Her project builds on the work of the 2021-2022 Role of Physiotherapy in Ugandan Neurosurgical Transitional Care  project team, which has been examining barriers to care for neurosurgical patients as well as evaluating current practices around patient discharge, ongoing care and safety, physiotherapy utilization and follow-up referrals. Kira Battle will serve as her faculty mentor.

The Fundamentals of Neuroscience: Experiments in Science and Writing

Monika Narain ’25 (Biophysics and Visual and Media Studies) plans to explore the practice and pedagogy of neuroscience through creative media. By engaging with basic science lab work, classroom observation, interviews, lab notebook archival research and mentorship, Narain will develop a television show concept that communicates diverse topics in neuroscience through storytelling. Her work is part of the upcoming  Laboratory Art in Practice: Building a Model for the Art/Science Lab at Duke (2022-2023) project team and is designed to motivate greater discussion of the ways neuroscience shapes everyday life. Kristen Tapson will serve as her faculty mentor.

• Join us at the  2022 Fortin Foundation Bass Connections Showcase on April 13.
• Read about last year’s Bass Connections Student Research Award winners.
• Register for our final research module on the Institutional Review Board process on April 15.

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2022 2022: Office of Undergraduate Research awards grants to undergraduate student researchers

Student researchers from across campus to conduct unique research during the fall

The Office of Undergraduate Research (OUR) recently announced the Fall 2022 grant award recipients. The awards are given to student researchers to fund their proposals for research projects alongside a faculty supervisor. The Office of Undergraduate Research works with students who aim to solve problems, make new discoveries, and interact with research faculty outside of the classroom.

Fall 2022 recipients are:

Jillian Andruk – Chemistry & Biochemistry

Supervisor: Professor Sivappa Rasapalli

Title: Synthesis of Polyheterocyclic Library via a Novel Homo-aza-Nazarov Cyclization for Anti-bacterial Screening

Eden McKenna-Bateman and Evan Grant – Graphic Design

Supervisor: Professor Michelle Bowers

Title: Access@UMassD

Marc-Anthony Cardoso – Mechanical Engineering

Supervisor: Professor Banafsheh Seyed-Aghazadeh

Title: Fluid-Structure Interaction of a Flexible Thin Sheet

Olivia Collins – Bioengineering

Supervisor: Professor Tracie Ferreira

Title: The Impact of Fibrin Hydrogels on Macrophage Differentiation

Samm Crosier – Art History

Supervisor: Professor Pamela Karimi

Title: Palermo Revisited: The Politics and Poetics of Islamic Architectural Heritage in Contemporary Italy

Cait Haley – Art History

Title: Exhibiting LGBTQ Art: From the Corcoran Gallery to the New York Historical Society

Nathanial Keighley – Bioengineering

Supervisor: Professor Laura Hanzly

Title: Use of a Cell Free Expression System for the Assembly of Custom Amyloid Fibers

Abid Neron – Bioengineering

Title: Cell Viability of Novel Wound Healing Hydrogels

Christian Ray – Bioengineering

Supervisor: Professor Lamya Karim

Title: Determining the Effects of Vitamin B6 on Type-2 Diabetic Bone

Janice Rullan – Bioengineering

Supervisor: Professor Milana Vasudev

Title: Synthetic Biology and Soldier Materials Science

Ken-Lee Sterling – Bioengineering

Title: Microfluidic Device Design to Enclose Raman sensor

Shayne Velho – Chemistry & Biochemistry

Title: Synthesis of Benzimidazolyl-chalcone Derivatives

Arune Vickneswaran – Bioengineering

Title:  Impact of Vitamin C regarding Biomechanical Properties and Anti-Glycation Capabilities of Human Cortical Bone

Jacina Yu – Computer & Information Science

Supervisor: Professor Yuchou Chang

Title: Recovery of Fine Details for Imaging Knee Pathologies

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2022 Program in Criminal Justice Graduate Student Research Grant Awards

In this section.

• 2024 Graduate Student Research Grant Awards
• 2023 Graduate Student Research Grant Awards
• 2022 Graduate Student Research Grant Awards
• 2021 Graduate Student Research Grant Awards

We are excited to announce the 2022 recipients of Program in Criminal Justice Graduate Student Research Grants. The award process was open to PhD candidates from any of the units on Harvard’s campus conducting research to address questions related to the criminal legal system. Priority was given to students who are conducting research that is timely and whose findings have the potential to shape policy and/or conducting research that tackles an important set of questions related to specific policies in the criminal legal realm.  

Nicolette Bardele — Spatial Variation in Community Supervision and Probation/Parole Agents’ Work Experiences

Approximately 4.4 million people are under community supervision in the U.S., comprising over half of the entire correctional population (Kaeble and Alper 2020). Community supervision demonstrates a distinct way in which formal control and surveillance are embedded within daily life, and the very nature of probation and parole as community-based forms of supervision means that place-specific characteristics are likely to impact—and may constrain—people’s successful sentence navigation. Such spatial features also shape the very administration of probation and parole and agents’ work within these contexts, so I ask: how do probation and parole agents navigate the administration of community supervision across rural and urban contexts? What variation exists in how they operate in these spaces, and what factors impact their roles in facilitating success? This research draws from more than 50 qualitative interviews with probation and parole agents working in rural and urban county offices to present descriptive evidence of such heterogeneity in work experiences across place; for instance, the presence, array, and accessibility of community-based resources and treatment programming to which agents can refer people under supervision varies notably across rural and urban areas, with implications for how agents perceive and approach the work that they do. 

DeAnza Cook — "Riot Control": How Tactical Patrol Forces Forged a New Basis for American Police Professionalism, 1962-1968

For police scientists and legal experts recruited to assist President Lyndon B. Johnson’s Crime Commission in 1965, the city of Boston was a central research site for studying police encounters with people on the streets and observing criminal law enforcement practices in action. Compared to peer flagship police agencies in Chicago, Los Angeles, and Washington D.C., the Boston Police Department (BPD) exemplified a traditional American police agency in metamorphosis. In the midst of contentious Civil Rights and Black Power struggles in the 1960s, BPD officials commenced a reformist crusade to modernize police organizational practices and upgrade personnel and technology in the name of police professionalization and riot control. Moving steadily toward an emergent paradigm—later coined by Albert J. Reiss Jr. and Donald Black as “proactive policing”—legal researchers teamed up with law enforcement reformers during Johnson’s federal war on crime to invent new strategies and standards for boosting police education and tactical training, revamping police-community relations and minority officer recruitment, and investing in police research and technological development nationwide.

Chika Okafor — Exploring Prosecutor Behavior and Its Impact on Society

Prosecutorial behavior is one of the least measured parts of the criminal justice system, and perhaps the most consequential.  The decision on whether to charge an individual, on what charges to file, on whether to drop a case, on whether to offer a plea bargain, and on the specific terms of the plea offer remains an unreviewable power of local prosecutors (frequently known as district attorneys).  The purpose of this research agenda is to quantify and characterize the decision-making of district attorneys; uncover underlying mechanisms behind their behavior (e.g., cultural characteristics of the district such as public sentiment toward crime and public safety); estimate how prosecutor career concerns affect important community-based outcomes; and estimate how political factors have contributed to the era of rising incarceration in the United States near the end of the 20th century.