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My Dog Ate My Behavior Chart: Examining Discrepancies in Reporting of Externalizing and Internalizing Behaviors between Teachers and Parents of Head Start Preschoolers

My Dog Ate My Behavior Chart: Examining Discrepancies in Reporting of Externalizing and Internalizing Behaviors between Teachers and Parents of Head Start Preschoolers

Primary author: Austin Lau
Faculty sponsor: Tammy D. Barry

Primary college/unit: Arts and Sciences
Campus: Pullman

Abstract:

Externalizing and internalizing behaviors constitute two classes of “problematic” behaviors that children can exhibit at a young age. To illustrate, hyperactive (e.g., fidgeting, not sitting still) and aggressive behaviors (e.g., punching, fighting) fall in the externalizing domain, and withdrawn behaviors (e.g., depression, mood disturbances) fall in the internalizing domain. The earliest reporters of externalizing or internalizing behaviors are typically students’ parents or teachers. Teachers may observe externalizing or internalizing behaviors of their students at an increased frequency, as students may cope with the more structured demands of the classroom environment by colloquially “acting out” or “shutting down.” Conversely, parents may observe unique patterns of externalizing or internalizing behaviors from their child in an environment with less structure. To better understand the potential discrepancies in reporting, Cohen’s kappa statistics were calculated between parents’ report and teacher’s report of behaviors within a nationally-representative, at-risk youth sample enrolled in Head Start. Parents and teachers rated children with equivalent rating forms with acceptable internal consistency.The kappa statistics for matching conditions (e.g., parent-reported and teacher-reported withdrawn behaviors) suggest that agreement between parent and teacher were overall low. Parent-reported and teacher-reported student hyperactive behaviors exhibited significantly low agreement, with withdrawn behaviors trending significance. Discrepancies in agreement between levels of externalizing/internalizing behaviors across settings may lead to repercussions toward individual behavioral treatment planning as well as the systemic coordination of care between school and home. Future work should examine the importance of convergence or divergence patterns for specific externalizing or internalizing behaviors.

Co-Design Process Used to Determine Best Library and Park Site

Co-Design Process Used to Determine Best Library and Park Site

Primary author: Robert Krikac
Co-author(s): Michael Sanchez

Primary college/unit: Voiland College of Engineering and Architecture
Campus: Pullman

Abstract:

Royal City, Washington is a rural community located in central Washington with a young and growing population. It also has many challenges that are associated with growth, two of which are outgrowing its small library and the need for increased park space. The City of Royal City requested the Rural Communities Development Initiative (RCDI) at WSU work with them to determine which of two sites for a park and new library would best serve the needs of the community.

The RCDI, using faculty and students from the design disciplines of the School of Design and Construction, led a series of two co-design workshops where community stakeholders provided input as to the community’s specific needs and wants of their park and library site. Co-design is “designing with” rather than “designing for”. The major issues identified were ease of access, safety, challenges and opportunities posed by the geography of each location.

The RCDI developed plans that gave the community graphic views of how each site could be designed to accommodate a new library and serve the recreational needs of the town. The first workshop was documented and design possibilities and challenges were presented back to the community in a second workshop where stakeholders decided that one site’s features clearly made it the best choice for park and library expansion. Feedback from the second workshop was used to develop final conceptual plans that the city is using to proceed with more detailed designs and future construction.

Televised Teen Dating Violence: Making Sense of Adolescents’ and Young Adults’ Responses to Teen Dating Violence in a Reality TV Program

Televised Teen Dating Violence: Making Sense of Adolescents’ and Young Adults’ Responses to Teen Dating Violence in a Reality TV Program

Primary author: Soojung Kang
Co-author(s): Stacey Hust; Kathleen Rodgers; Rachel Lutovsky
Faculty sponsor: Stacey Hust

Primary college/unit: Edward R. Murrow College of Communication
Campus: Pullman

Abstract:

One-third of U.S. teens experience teen dating violence (TDV) in their heterosexual relationships (Halpern, Oslak, Young, Martin, & Kupper, 2001), and one in ten teens reported being physically hurt by a romantic partner in the past year (CDCP, 2009). Sexualized, violent, and gender-stereotyped media messages can inform sexual schemata that can put adolescents at increased risk for becoming victims or perpetrators of TDV (Sears et al., 2007; Vezina & Hebert, 2007). We conducted 16 focus groups across Washington State, with 58 high-school adolescents (32 females; 26 males) and 48 young adults (27 females; 21 males). Participants viewed a clip from the widely popular TV program 16 and Pregnant that featured two teenage parents in an emotionally and physically violent argument. Then, participants were asked to identify their understanding of the content and their perceptions of the TDV. The overwhelming majority of participants identified that the clip was not similar to what they saw in their personal lives. However, they rarely referred to it as violence or abuse, and primarily blamed the mother for the conflict. Participants also provided situational explanations for the conflict (e.g. the couple is stressed; the couple is too young). That participants didn’t identify the conflict as violence or abuse suggests such televised portrayals may have become normalized, even though the portrayal was not similar to what they saw in their daily lives. Further, the findings suggest participants viewed the conflict through traditional gender scripts in that they blamed the victim and rationalized male aggression.

Scaffolded Research Assignment Analysis for Roots of Contemporary Issues

Scaffolded Research Assignment Analysis for Roots of Contemporary Issues

Primary author: Corey Johnson
Co-author(s): Jennifer Saulnier

Primary college/unit: Libraries
Campus: Pullman

Abstract:

Since Fall 2012, Roots of Contemporary Issues (RCI; HISTORY 105/305) has served as the foundational, and only required, course for Washington State University undergraduates. All sections feature a term length individual research project with a scaffolded series of Library Research Assignments (LRAs) and a culminating final research paper. In 2019, a group of RCI instructors and librarians received a WSU Smith Teaching Grant to study the LRAs and their role in producing quality final papers. The project involved 445 randomly selected student cases spread evenly across nine semesters from Fall 2012 to Spring 2017. The presenters and content of this poster will explain when and how topic formation / thesis development, source selection, and citation skills develop over the span of the LRA sequence. Readers of this poster will get a better understanding of the ways students refine topics. For example, when comparing student success within the topic refinement categories “who,” “what,” “when,” and “where,” student had most success with “what” (sub-topic) type narrowing. Readers will gain knowledge about the kinds of sources and how often sources consulted in the preliminary stages of research ultimately appear in their final papers. For instance, only 57% of the sources listed in the final paper bibliography appeared in any of the preliminary LRAs. Finally, information about scaffolding assignment components like annotated bibliographies and outlines, will be offered in reference to which students utilize most effectively and why.

Exploring the Use and Opinions of Digital Communication in Student Pharmacists

Exploring the Use and Opinions of Digital Communication in Student Pharmacists

Primary author: Pari Iverson
Co-author(s): Maggie Godsey; Arliegh Cayanan
Faculty sponsor: Dr. Jennifer Robinson

Primary college/unit: College of Pharmacy and Pharmaceutical Sciences
Campus: Spokane

Abstract:

Background: Digital communication is any form of communication that is written word. In-person communication includes face-to-face conversations, video chats, and phone calls. This study was focused on the differences in technical aspects of communication such as wording, phrasing, and tone when delivered digitally versus in-person. Additionally, emotional aspects of communication were explored as well. These aspects included anxiety related to each type of communication, fear of miscommunication, or being perceived as unprofessional.

Results: On a pre-course survey, 60% of students identified that the statement, “I sometimes worry that my digital communications will be perceived negatively (angry, sarcastic, annoyed, etc.) even though that is not my intent” either describes them or often describes them while on a post-course survey, 70% of students responded that the statement describes or often describes them. For the following statement, “When speaking with a peer face-to-face, I rely on the actual words I’m saying to convey the message I am trying to send”, 27% students responded that this statement describes them on a pre-course survey whereas on a post-course survey 43% students identified that this statement describes them.

Conclusions: Following the educational intervention, the number of students who were concerned that their communications would be perceived negatively regardless of their intent increased by 10%. This indicates that the educational intervention was effective in demonstrating to student pharmacists the importance of tone and wording when communicating digitally. Additionally, students recognized the importance of the actual words that they say when communicating face-to-face with their peers.

Stanwood Strategic Planning Surveys: Extension helps a community shape its future

Stanwood Strategic Planning Surveys: Extension helps a community shape its future

Primary author: Season Hoard
Co-author(s): Brian Anderson; Martha Aitken; Christina Sanders; Brad Gaolach

Primary college/unit: Agricultural, Human and Natural Resource Sciences
Campus: Pullman

Abstract:

City governments are increasingly engaging university researchers to aid their strategic planning processes. Through these collaborations, these entities can better engage with their communities to understand perceptions of government performance as well as identify priority areas that should be addressed in future planning. The City of Stanwood contracted with WSU Extension to conduct surveys of Stanwood residents and residents of Camano Island and unincorporated Stanwood to support their strategic planning efforts. The surveys were designed to ascertain opinions of City services, and community priorities over the next two to five years.

In the summer of 2019, three online surveys were distributed: 1) a random household survey of Stanwood residents, 2) a convenience survey of Stanwood residents, and 3) a convenience survey of Camano Island and Unincorporated Stanwood residents (who live outside of the city, but frequently use Stanwood services). WSU developed the surveys in partnership with the City to ensure information collected would be useful for future planning. City representatives distributed the convenience survey links via various outlets, including social media, websites, newspapers, and community events, while the random household survey was distributed via post card. A total of 688 survey responses were received across all three surveys.

Analysis across the three surveys suggests that improved streets and traffic flow, improved parks and amenities, more police officers, more hotels and lodging, and more recreation programming are top priorities for strategic planning. Additionally, Stanwood needs to focus on business recruitment and retention as well as improve communication with residents.

Student Athlete Motivational Factors Behind University Choice

Student Athlete Motivational Factors behind University Choice

Primary author: Jayson Gibb
Faculty sponsor: Dr. Rhee

Primary college/unit: Sport Management
Campus: Pullman

Abstract:

This study is evaluating and presenting the motivational factors that affect a student athlete’s University choice. By examining the different motivational factors presented within this study, we hope to understand the crucial motivational factors that can be utilized in the future by Universities within the recruiting process. From previous studies different factors were clear motivations to the choice over others. Within this study we looked at 13 different athletes on both the Men’s and Women’s basketballs conducting informal interviews to gauge the reasoning behind their choice of University. Rather than narrowing the scope only two broad questions were asked in order to allow discussion between the participants and allow a natural answer develop through conversation that did not feel pressured. The responses were recorded by the interviewers and the data was compared in order to slim down the important motivational factors.

Theoretical Model of Language Task Engagement

Theoretical Model of Language Task Engagement

Primary author: Joy Egbert
Co-author(s): Seyed Abdollah Shahrokni; Haixia He; Pruksapan Bantawtook

Primary college/unit: College of Education
Campus: Pullman

Abstract:

Focusing on learner task engagement in classrooms is one way to help learners achieve (Borysenko, 2018). A task is a classroom activity or exercise with clear goals, a sequence or process for meeting those goals, and a specific beginning and end. A task includes a number of different elements, including goals, materials, group formations, process, modes, assessments, and products (Egbert & Ernst-Slavit, 2010). Engagement in a task means involvement, which can be seen on a scale from completely unengaged (or “disengaged”) to total engagement, or what Csikzentmihalyi (2014) describes as the phenomenon of “flow.”
For the language task engagement model presented in this poster, we have:
1.Reviewed the theoretical framework of task engagement elements based on our previous research;
2.Conducted a comprehensive literature review, including existing instruments (e.g., Wigfield & Guthrie’s [1997] MRQ), studies, teacher anecdotes, theories, and so on to discern both the most salient and additional engagement elements;
3.Translated almost 1,000 survey responses into English, coded for engagement elements, and computed interrater reliabilities;
4. Run descriptive statistics for frequencies and reviewed patterns across all data;
5. Identified critical concepts in task engagement and hypothesized relationships between/ among them;
6. Created a bi-factor model of language task engagement.
We are sharing the model so that other researchers and educators can help us to test the model, which includes task engagement facilitators, task elements, indicators of task engagement, and task outcomes, and which suggests the relationships among these factors.

Misinformation and Vaccine News: Using an Infographic as a News Literacy Intervention

Misinformation and Vaccine News: Using an Infographic as a News Literacy Intervention

Primary author: Shawn Domgaard
Faculty sponsor: Mina Park

Primary college/unit: Edward R. Murrow College of Communication
Campus: Pullman

Abstract:

This study seeks to understand the effects of an infographic with news literacy skills as an intervention can have an effect on college student’s ability to verify the accuracy of a news story, with the proposed hypothesis that it will have a significant impact. First misinformation and false news as a current topic are explored, then the importance of news literacy is established, and the effectiveness of infographics as an educational and persuasive device is demonstrated. This was a between-groups experiment with three separate groups of randomized participants. Each group was separated into a control group, an infographic intervention, or a text only intervention. The participants were all shown a mix of four false and true news articles talking about vaccines, then either given an intervention or a control, and then asked to verify four more false and true news stories. The implications of using such a small priming message are discussed.

Optimizing National Dissemination and Use of Low-Cost Desktop Learning Modules

Optimizing National Dissemination and Use of Low-Cost Desktop Learning Modules

Primary author: Katelyn Dahlke
Co-author(s): Bernard Van Wie; Prashanta Dutta; Jacqueline Gartner; Olusola Adesope; David Thiessen; Olivia Reynolds; Kitana Kaiphanliam
Faculty sponsor: Bernie Van Wie

Primary college/unit: Voiland College of Engineering and Architecture
Campus: Pullman

Abstract:

Low-Cost Desktop Learning Modules (LC-DLMs) are hands-on modules developed at Washington State University that are used in conjunction with traditional sophomore and junior level engineering lectures. These modules allow students to see for themselves the real-world implications of the concepts and theories that they are learning in class. Prior work at WSU has demonstrated that LC-DLMs are effective at increasing students’ understanding of the concepts. We have taken steps to expand the use of these LC-DLMs to other universities and have developed a combination of technological tools and a national “hub and spoke” method in order to facilitate the use of these DLMs at other institutions. Hub coordinators attended the first dissemination workshop at WSU in spring 2019 and will use the training and information they received to advance LC-DLM use at their home institutions. At least one workshop will be held each year at a different “hub” institution, where individuals from “spoke” institutions will learn how to use LC-DLMs effectively in their classroom from hub coordinators and representatives from WSU. Feedback from workshop participants, including the need for clear step-by-step instructions and different strategies for developing a control group, are used to improve future workshops. This information can also be used to assist other faculty in developing parallel strategies for propagating the use of new instructional approaches. This method, combined with a comprehensive webpage that includes video demonstrations, worksheets, assessments, and frequently asked questions, will continue to help to stimulate implementation of LC-DLMs and minimize potential barriers to adoption.