College: Education and Allied Health Professions
Director: Jamie Doronkin
Fontbonne's Collaborative High Impact Instruction doctoral program prepares doctoral students to become more effective, collaborative, and culturally responsive professionals in a variety of work settings. Through a unique combination of coursework and research opportunities specifically designed to advance instructional effectiveness and innovation, students in the EdD program apply evidence-based, high-impact education practices to effect change in diverse educational environments, develop applications of translational research, and use assessment data to inform instruction and integration of technology and teaching. These projects offer a sampling of the work they're doing.
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Walking the Walk: Culturally Responsive Practices in Augmentative Alternative Communication
Aaron M. Doubet
For many Americans, the ability to communicate effortlessly is an impossibility. For these individuals, the provision of Augmentative Alternative Communication (AAC) is of utmost importance. This current pilot study addressed the cultural representations present within stock AAC systems. The pilot study focused on two research questions: If I quantitatively and qualitatively analyze the iconography of AAC systems, in what ways, if any, will the information inform the researcher of potential cultural mismatches evident within the factory stock iconographic programming? If I analyze AAC devices using a deductive qualitative coding scheme, in what ways, if any, will this inform the researcher about the nature of cultural representations within AAC devices in factory stock programming?
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Trauma and Teacher Perceptions of Maladaptive Classroom Behavior: An Action Research Pilot Study
Keona Griffin
This mixed method action research study examined how teachers interpreted student’s maladaptive behavior, whether teachers recognized evidence of students’ past traumas and whether they associated traumatic experiences with maladaptive behaviors. Qualitative data was collected via interviews and quantitative data was collected via the Feifer Assessment of Childhood Trauma Form.
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Parental Efficacy and Barriers to Learning in Early Intervention
Melissa Jensen
While parent education can improve child outcomes, there still remain great variations in speech and language outcomes for children with hearing loss, including those enrolled in EI. In order for these programs to be as successful as possible, the parents should take the information they have learned and apply it to their interactions with their child. This is what leads to improved outcomes in children with hearing loss. Yet not all families enrolled in these services are able to make these modifications to their behaviors. Why are some parents able to successfully change based on their learning in early intervention and others are not?
