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You searched for +publisher:"University of Kansas" +contributor:("Tomchek, Scott D"). Showing records 1 – 3 of 3 total matches.

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University of Kansas

1. Jarrett, Lindsey G. Exploring the Impact of Service Learning on Interprofessional Collaborative Practices of Occupational Therapists.

Degree: PhD, Occupational Therapy Education, 2015, University of Kansas

Previous research has demonstrated that students in healthcare related disciplines, who experience service learning, gain professional skills necessary for their career (Flinn, Kloos, Teaford, Clark, & Szucs, 2009; Holsapple, 2012; Seif et al., 2014). Research connecting service learning and career outcomes has primarily focused on short term perception of service learning benefit. Service learning may have a long lasting impact on career outcomes, especially for Occupational Therapists practicing in interdisciplinary healthcare teams. While previous research has suggested that service learning increases professional skills, little research has addressed the long lasting impact of service learning on interprofessional collaborative practice in healthcare teams. We aim to examine the impact of service learning on interprofessional collaborative practice (using the AITCS) (Orchard, King, Khalili, & Bezzina, 2012) in a sample of 379 licensed Occupational Therapists from the general population. Results indicate that service learning does have an impact on interprofessional collaborative practice, specifically related to core principles of team-based healthcare. Findings from this study suggest service learning could be an effective tool for interprofessional education, especially in the healthcare field. Advisors/Committee Members: Dunn, Winnie (advisor), Tomchek, Scott D (cmtemember), Little, Lauren (cmtemember), Ramaswamy, Megha (cmtemember), Sabata, Dory (cmtemember), Kovac, Jason (cmtemember).

Subjects/Keywords: Occupational therapy; Higher education; Social research; collaborative practice; healthcare; higher education; interprofessional education; occupational theraphy; service learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jarrett, L. G. (2015). Exploring the Impact of Service Learning on Interprofessional Collaborative Practices of Occupational Therapists. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/21924

Chicago Manual of Style (16th Edition):

Jarrett, Lindsey G. “Exploring the Impact of Service Learning on Interprofessional Collaborative Practices of Occupational Therapists.” 2015. Doctoral Dissertation, University of Kansas. Accessed September 26, 2020. http://hdl.handle.net/1808/21924.

MLA Handbook (7th Edition):

Jarrett, Lindsey G. “Exploring the Impact of Service Learning on Interprofessional Collaborative Practices of Occupational Therapists.” 2015. Web. 26 Sep 2020.

Vancouver:

Jarrett LG. Exploring the Impact of Service Learning on Interprofessional Collaborative Practices of Occupational Therapists. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1808/21924.

Council of Science Editors:

Jarrett LG. Exploring the Impact of Service Learning on Interprofessional Collaborative Practices of Occupational Therapists. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/21924

2. Braun, Matthew J. EVALUATING GRADUATE STUDENT WRITING: DO STUDENTS WRITE FROM A STRENGTHS PERSPECTIVE?.

Degree: PhD, Occupational Therapy Education, 2015, University of Kansas

There is growing evidence supporting the use of strengths based approaches to serving families. Professionals can positively impact family outcomes by using strengths based language when interacting with families. The purpose of this study was to examine the nature with which graduate student clinicians write from a strengths perspective. Specifically, we explored whether first year graduate student clinicians in speech language pathology use strengths based/ability focused language when documenting observations of children's' communication and behavior during play. We created videos of typically developing children in natural environments and gathered narrative writing samples broken down by phrase (N = 693 phrases) from graduate student clinicians. Students (N =29) participated in each of two conditions (A- general prompt; B- clinic prompt). Using a coding system developed by the research team, we analyzed the nature with which the student clinicians included strengths based language in their written documentation. Our findings indicated that the student clinicians in the current study generally used more neutral, ability focused language (than deficit based language) in their writing. However, when the student clinicians were led to believe the child in the video was coming to the clinic for an evaluation, they used less strengths based language. Findings from this study provide valuable information about how first year graduate students write when documenting observations of child behavior and communication and may serve as a guidepost for how we design academic training programs with respect to clinical documentation. Additionally, these findings emphasize the importance of ensuring that clinical training mentors use strengths based practices across training sites. Advisors/Committee Members: Dunn, Winnie (advisor), Tomchek, Scott D (cmtemember), Daniels, Debora B (cmtemember), Wambach, Karen (cmtemember), Rinner, Louann (cmtemember).

Subjects/Keywords: Health sciences; Speech therapy; Social sciences education; Family Centered Care; Strengths Based Approaches; Strengths Perspective; Therapeutic Sciences; Written Clinical Documentation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Braun, M. J. (2015). EVALUATING GRADUATE STUDENT WRITING: DO STUDENTS WRITE FROM A STRENGTHS PERSPECTIVE?. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/18428

Chicago Manual of Style (16th Edition):

Braun, Matthew J. “EVALUATING GRADUATE STUDENT WRITING: DO STUDENTS WRITE FROM A STRENGTHS PERSPECTIVE?.” 2015. Doctoral Dissertation, University of Kansas. Accessed September 26, 2020. http://hdl.handle.net/1808/18428.

MLA Handbook (7th Edition):

Braun, Matthew J. “EVALUATING GRADUATE STUDENT WRITING: DO STUDENTS WRITE FROM A STRENGTHS PERSPECTIVE?.” 2015. Web. 26 Sep 2020.

Vancouver:

Braun MJ. EVALUATING GRADUATE STUDENT WRITING: DO STUDENTS WRITE FROM A STRENGTHS PERSPECTIVE?. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1808/18428.

Council of Science Editors:

Braun MJ. EVALUATING GRADUATE STUDENT WRITING: DO STUDENTS WRITE FROM A STRENGTHS PERSPECTIVE?. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/18428


University of Kansas

3. Blackwell, Angela Labrie. The Ready CLASS Project: An Examination of a Tier 1 Intervention in the Early Childhood Classroom A Pretest and Posttest Control Group Design.

Degree: PhD, Occupational Therapy Education, 2015, University of Kansas

Objective. This study explores the effect of an 8-week Tier 1 intervention on self-regulation skills, behavior concerns, and self-regulation knowledge in an early childhood classroom. Method. Researchers recruited children from two early childhood classrooms. One classroom participated in the Ready CLASS Project (RCP), an 8-week Tier 1 intervention. The other classroom acted as the control. The pre and posttest outcomes included the Devereux Early Childhood Assessment-Preschool, Second Edition (self-regulation and behavior concerns) and the RCP Knowledge Assessment. Results. The intervention led to significant changes in self-regulation and behavior concerns in comparing intervention classroom (n=17) to control classroom (n=15). The intervention also resulted in significant changes in self-regulation vocabulary and categorization when comparing intervention to control. No intervention effect was found concerning feeling identification. Conclusions. The data suggests that the intervention positively influences self-regulation, behavior, and knowledge. Occupational therapists can play a role in teaching self-regulation using a Tier 1 framework. Advisors/Committee Members: Dunn, Winnie (advisor), Tomchek, Scott D (cmtemember), Bazyk, Susan (cmtemember), Mische-Lawson, Lisa (cmtemember), Jernigan, Stephen D (cmtemember).

Subjects/Keywords: Occupational therapy; Early childhood education; Early Childhood Education; Occupational Therapy; Outcome measures; Response to Intervention; Self-Regulation; Teacher-Therapist Collaboration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Blackwell, A. L. (2015). The Ready CLASS Project: An Examination of a Tier 1 Intervention in the Early Childhood Classroom A Pretest and Posttest Control Group Design. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19466

Chicago Manual of Style (16th Edition):

Blackwell, Angela Labrie. “The Ready CLASS Project: An Examination of a Tier 1 Intervention in the Early Childhood Classroom A Pretest and Posttest Control Group Design.” 2015. Doctoral Dissertation, University of Kansas. Accessed September 26, 2020. http://hdl.handle.net/1808/19466.

MLA Handbook (7th Edition):

Blackwell, Angela Labrie. “The Ready CLASS Project: An Examination of a Tier 1 Intervention in the Early Childhood Classroom A Pretest and Posttest Control Group Design.” 2015. Web. 26 Sep 2020.

Vancouver:

Blackwell AL. The Ready CLASS Project: An Examination of a Tier 1 Intervention in the Early Childhood Classroom A Pretest and Posttest Control Group Design. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1808/19466.

Council of Science Editors:

Blackwell AL. The Ready CLASS Project: An Examination of a Tier 1 Intervention in the Early Childhood Classroom A Pretest and Posttest Control Group Design. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19466

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