scholarly journals Student wellbeing for those with profound intellectual and multiple disabilities: Same, same but different?

2012 ◽  
Vol 5 (2) ◽  
pp. 18 ◽  
Author(s):  
Gordon Stuart Lyons ◽  
Michele Cassebohm
Keyword(s):  
Research Agenda ◽  
Subjective Wellbeing ◽  
Multiple Disabilities ◽  
Academic Outcome ◽  
Australian Curriculum ◽  
Student Wellbeing ◽  
Educational Curriculum

The nature of student wellbeing, although now subject to some consensus, continues to engender debate. To improve student wellbeing, widely regarded to be an overarching non-academic outcome of schooling, it is generally argued that it must be consensually conceptualised in order to be operationally defined and made measurable. The new Australian Curriculum puts forward common educational curriculum and outcomes for all students – including those outcomes implicitly and explicitly related to student wellbeing, but for students with profound intellectual and multiple disabilities this is, argues the author, philosophically and practically problematic. The author puts forward a research-based conceptualisation of subjective wellbeing for these students and recommends this as a basis for guiding a continuing research agenda to improve their wellbeing.

scholarly journals Dominance of General versus Specific Aspects of Wellbeing on the Student Subjective Wellbeing Questionnaire

2021 ◽  
Author(s):  
Anthony J. Roberson ◽  
Tyler L Renshaw
Keyword(s):  
Factor Structure ◽  
Subjective Wellbeing ◽  
School Connectedness ◽  
General Factor ◽  
Factor Scores ◽  
Educational Purpose ◽  
Confirmatory Factor Analyses ◽  
Student Wellbeing ◽  
Reliability Indices ◽  
Model Based

The Student Subjective Wellbeing Questionnaire (SSWQ) is a 16-item measure of school-specific subjective wellbeing. Previous studies have found evidence supporting the interpretation of scores as consisting of four domain-specific factors (i.e., joy of learning, academic efficacy, educational purpose, school connectedness) along with a domain-general factor (i.e., general student wellbeing). We extended previous work to scrutinize the SSWQ factor structure and score reliability by analyzing responses from a large sample (N = 1,020) of adolescents in grades 9-12. Using confirmatory factor analyses, we reevaluated the previously supported SSWQ structures and tested the tenability of alternate bifactor models. Additionally, we tested if scores derived from simple summing of SSWQ item ratings were practically equivalent to model-derived factor scores. Results provided partial support for the replication of data-model fit for SSWQ correlated-factors and higher-order models. Model convergence problems were noted when fitting all 16 items to a bifactor structure with the educational purpose items identified as the key source of misfit and dropped. The revised 12-item bifactor model showed strong fit and was retained as the new preferred SSWQ structure. Reliability indices for the general student wellbeing score were consistently strong yet reliability of subscale scores was significantly weaker. Correlation between the domain-general sum scores of the 12- and 16-item versions was very strong (r = .98), suggesting significant overlapping variance. The correlation between the 12-item sum score and model-based general factor score was also very strong (r = .97) but did not meet our threshold for practical equivalence. We recommend future researchers reevaluate the SSWQ item content and factor structure and use model-based factor scores for analyses when operating in a latent factor framework. Ultimately, we emphasize interpreting the SSWQ general score over the subscale scores to parse individual differences or make decisions regarding intervention allocation.

From meditation to action – a research agenda for studying informal global rule-making: remarks on ‘Cosmopolitanism, publicity, and the emergence of a “global administrative law”’

2020 ◽  
pp. 1-7
Author(s):  
Oliver Westerwinter
Keyword(s):  
Global Governance ◽  
Comparative Research ◽  
Research Agenda ◽  
Institutional Design ◽  
Administrative Law ◽  
Democratic Legitimacy ◽  
Institutional Architecture ◽  
Global Law ◽  
Rule Making ◽  
Law Making

Abstract Friedrich Kratochwil engages critically with the emergence of a global administrative law and its consequences for the democratic legitimacy of global governance. While he makes important contributions to our understanding of global governance, he does not sufficiently discuss the differences in the institutional design of new forms of global law-making and their consequences for the effectiveness and legitimacy of global governance. I elaborate on these limitations and outline a comparative research agenda on the emergence, design, and effectiveness of the diverse arrangements that constitute the complex institutional architecture of contemporary global governance.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

Delivering HIV services to vulnerable populations: an evaluation and research agenda

2002 ◽  
Vol 117 (2) ◽  
pp. 114-122 ◽  
Author(s):  
Martha M McKinney ◽  
Katherine M Marconi ◽  
Paul D Cleary ◽  
Jennifer Kates ◽  
Steven R Young ◽  
...  
Keyword(s):  
Vulnerable Populations ◽  
Research Agenda ◽  
Hiv Services

Passive resistance of hamstring muscles in children with severe multiple disabilities?

2000 ◽  
Vol 42 (8) ◽  
pp. 541-544 ◽  
Author(s):  
S Holt ◽  
S Baagøe ◽  
F Lillelund ◽  
S P Magnusson
Keyword(s):  
Multiple Disabilities ◽  
Passive Resistance ◽  
Hamstring Muscles

Social and Temporal Comparisons as Moderators of Psychological Resources Associations With Wellbeing

2016 ◽  
Vol 37 (2) ◽  
pp. 96-104 ◽  
Author(s):  
Hasida Ben-Zur
Keyword(s):  
Life Satisfaction ◽  
Positive Affect ◽  
Subjective Wellbeing ◽  
Social Comparisons ◽  
Self Esteem ◽  
Psychological Resources ◽  
Low Levels ◽  
Age Range ◽  
General Wellbeing

Abstract. The current study investigated the associations of psychological resources, social comparisons, and temporal comparisons with general wellbeing. The sample included 142 community participants (47.9% men; age range 23–83 years), who compared themselves with others, and with their younger selves, on eight dimensions (e.g., physical health, resilience). They also completed questionnaires assessing psychological resources of mastery and self-esteem, and three components of subjective wellbeing: life satisfaction and negative and positive affect. The main results showed that high levels of psychological resources contributed to wellbeing, with self-enhancing social and temporal comparisons moderating the effects of resources on certain wellbeing components. Specifically, under low levels of mastery or self-esteem self-enhancing social or temporal comparisons were related to either higher life satisfaction or positive affect. The results highlight the role of resources and comparisons in promoting people’s wellbeing, and suggest that self-enhancing comparisons function as cognitive coping mechanisms when psychological resources are low.

The Limits of Ego Depletion

2019 ◽  
Vol 50 (5-6) ◽  
pp. 292-304 ◽  
Author(s):  
Mario Wenzel ◽  
Marina Lind ◽  
Zarah Rowland ◽  
Daniela Zahn ◽  
Thomas Kubiak
Keyword(s):  
Research Agenda ◽  
Statistical Power ◽  
Interindividual Variability ◽  
Ego Depletion ◽  
Crossover Design ◽  
Effect Sizes ◽  
Future Research ◽  
Future Research Agenda ◽  
Depletion Effect ◽  
Within Subjects

Abstract. Evidence on the existence of the ego depletion phenomena as well as the size of the effects and potential moderators and mediators are ambiguous. Building on a crossover design that enables superior statistical power within a single study, we investigated the robustness of the ego depletion effect between and within subjects and moderating and mediating influences of the ego depletion manipulation checks. Our results, based on a sample of 187 participants, demonstrated that (a) the between- and within-subject ego depletion effects only had negligible effect sizes and that there was (b) large interindividual variability that (c) could not be explained by differences in ego depletion manipulation checks. We discuss the implications of these results and outline a future research agenda.

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