No description available.

Background: One in every nine school-age children in Ontario has special needs (SN) as a result of developmental disorders, however, the distribution of SN is unequal among schools. This prompted a group level exploration of the developmental health outcomes of typically developing children in schools with SN children. Methods: This study uses data from the Early Development Instrument (EDI; kindergarten measure of child development), administered in Ontario between 2010-2012, and neighbourhood-level socioeconomic status (SES) from the 2006 Canadian Census to examine associations between school SN prevalence and typically developing children’s development. Relationships between school SN prevalence and developmental health in those schools were explored in Grade 3 using Education, Quality and Accountability Office (EQAO) tests. Findings: Kindergarten multivariable regression model showed that school SN prevalence was associated with school level kindergarten vulnerability rates after controlling for SES and demographic factors. However, school SN prevalence was not a significant predictor of school performance in Grade 3 reading, writing and math test scores. Our exploration revealed that school kindergarten vulnerability rate, which was itself associated with the school prevalence of children with SN, was a stronger predictor of school Grade 3 academic outcomes than school SN prevalence after controlling for demographic and SES factors. Conclusions: This study provides a snapshot of population level inequalities in child health outcomes by demonstrating associations between school SN prevalence and kindergarten vulnerability, and kindergarten vulnerability and Grade 3 achievement. These findings further emphasize the importance of adequate early intervention programs in schools, and appropriate resource allocation for the health outcomes of typically developing children. / Thesis / Master of Health Sciences (MSc)

This document outlines the development of a Design Log Instrument (DLI) intended for use in identifying moments of abstraction as evidence of STEM content knowledge transfer. Many theoretical approaches to explaining knowledge transfer are rooted in a belief that transfer occurs through knowledge abstraction (Reed, Ernst, & Banerji, 1974; Gick & Holyoak, 1980, 1983). The DLI prompts participants to be reflective during technological/engineering design activities. During the development of this instrument, a three-phase multiple case: embedded design was used. Three distinct Phases accommodated the collection and analysis of data necessary for this investigation: Phase 1: Pilot Case Study, Phase 2: Establishing Content Validity, and Phase 3: Establishing Construct Validity. During Phase 3, data from the DLI was collected at each of seven work sessions from two design teams each working through different engineering problems. At the end of Phase 3, a comparison of abstractions found in DLI responses and observation data (Audio/Video transcripts) indicated the extent to which the DLI independently reflected those abstractions revealed in observations (Audio/Video transcripts). Results of this comparison showed that the DLI has the potential to be 68% reliable to reveal abstracted knowledge. Further analysis of these findings showed ancillary correlations between the percent abstractions found per DLI reflective prompt and the percent abstractions found per T/E design phase. Specifically, DLI Reflective Prompts 2 and 3 correlate with T/E Design Phases 3 and 4 (58% and 76% respectively of the total abstractions) which deal with design issues related to investigating the problem and developing alternate solutions. DLI Reflective Prompts 4 and 5 correlate with T/E Design Phases 5 and 6 (22% and 24% respectively of total abstractions) which deal with design issues related to choosing a solution and developing a prototype. Findings also indicate that there are highs and lows of abstraction throughout the T/E design process. The implications of these highs and lows are that specific phases of the T/E design process can be targeted for research and instruction. By targeting specific T/E design phases, a researcher or instructor can increase the likelihood of fostering abstractions as evidence of STEM content knowledge transfer. / Ph. D.

Resilience is one of the most important biopsychosocial concepts in contemporary social science. It may mediate the impact of adversity on family health, and be a potential location for intervention. There is a need for conceiving of the mechanisms within families that impact their health throughout the life cycle, including the investigation of how they handle illness. One framework that may assist in this is Walsh's family resilience framework. Previous attempts to create an empirical measure of this framework have serious issues with validity. The purpose of this study is to create a reliable and valid instrument that investigates Walsh's framework from the view of women who have been diagnosed with breast cancer. The study uses feminist theory to emphasize a pluralistic application of family systems theory in the understanding and promotion of the experience of women, the promotion of all families over one family type, and the concept of intersectionality. A non-experimental quantitative design is used to develop a reliable and valid instrument that investigates Walsh's framework. A pilot study addressed the creation and revision of the Family Resilience Assessment (FRA), and a main study tested the revised FRA for emergent factors and model fit. Results indicate excellent reliability and beginning content, construct, and convergent validity. Analyses produced a better fitting model that replaces three latent variables with one and correlates two of the nine framework indicators. These preliminary analyses demonstrate that the FRA may be a valuable instrument with replication with larger samples and further revisions needed. Results further indicate that Walsh's framework is a sound method for conceiving of and better understanding family resilience. The framework may also be one way to study the mediating impact of family resilience on family health. / Ph. D.

This dissertation research was a part of a multi-year research effort, objectives of which were (I) to characterize attentional demands of drivers performing automoltive instrument panel (IP) tasks, (2) to develop a methodology to quantify the driver attentional demands, (3) to examine a variety of factors which influence the visual attentional demand (VAD) and concurrent manual demand (CMD) through a comprehensive review of previous studies and a series of experiments, and (4) to develop a computer program to evaluate contemporary and future automotive IP designs on the basis of their attentional demands. In the first part of this dissertation, an extensive literature review of methodologies and findings concerning automotive IP task performance is presented. Most of the earlier studies reported task completion times (also referred to as response times and transaction times), which did not provide a precise detail of the operation of an instrument. More recent studies, on the other hand, recorded the driver's eye movements while performing an IP task, and measures of VAD were analyzed. Among the variety of methodologies to measure eye movements, the limbus and pupil tracking technique using a commercially available video cassette recorder (VCR) represents an ideal compromise among precision, cost, and size/weight. Combined with the traditional response time measure, the number and average length of glances, which are determined by a frame-by-frame analysis of the eye movement recording tape, allow a quantitative evaluation of driver IP task performance. A series of three experiments conducted in the moving-base driving simulator in the Vehicle Analysis and Simulation Laboratory forms the second part of this dissertation. The objectives of these experiments were (1) to validate the use of the driving simulator for collecting driver performance data on IP tasks, (2) to examine factors which influence the simulated driving workload, e.g., introduction of random crosswind and road curvature, (3) to expand the existing database on conventional IP tasks, (4) to examine the effects of IP macro- and micro-clutter on driver task performance, and (5) to investigate the issues related to control labelling, i.e., random versus sequential labelling and label abbreviation. Some of the important findings from the simulator experiments were (1) the driver IP task performance data collected under the zero crosswind and straight road conditions were found to be acceptably close to those in the in-car, on-road study during the first phase of this research program (Hayes, Kurokawa, and Wierwille, 1988), (2) IP macroclutter, represented by the number of instruments in the IP, was linearly related to the complexity of an IP task, reflected in the number of glances to IP, (3) IP microclutter, represented by the number of controls within an instrument, was linearly related to both complexity (number of glances to IP) and difficulty (average length of glances to IP) of an IP task, and (4) concise and distinct labels were more desirable as they required fewer glances and were located more quickly than their fully spelled counterparts. In the third part of this dissertation, a computer program (IPanalyzer) which was developed to aid automotive IP designers in evaluation of an IP design is discussed. Users of IPanalyzer can obtain driver IP task performance estimates (1) empirically from the existing experimental data, (2) by assessing the difficulty, complexity, and manual demand of a given task, or (3) by decomposing a task of interest into elements and categorizing them by their behavioral characteristics. Instructions for using IPanalyzer are supplemented by detailed descriptions and discussions of the data on which the driver IP task performance estimates are based. Finally, limitations of the current evaluation program are discussed, and a direction for future research and development are suggested. / Ph. D.

Social motivation in individuals with ASD is currently derived from the observation of overt behaviors and neurological correlates, from which motivational processes are inferred. Motivation, however, is not the same as behavior, and most theoretical conceptualization of the construct assign primary importance to cognitive processes. Nevertheless, few studies have examined the cognitive processes that may influence goal-directed tasks involved in social interaction. Understanding internalized cognitive processes may distinguish underlying motivations which influence engagement in social behavior. This study aims to assess how beliefs, mindsets, and attitudes can influence one's motivation to engage in social interaction through the development of a novel interview. The Social Motivation Interview (SMI) assesses for internal cognitions as they relate to social motivation by determining levels of social desire, interest, and behaviors in children with ASD. The development of the SMI followed stringent criteria to create a unified measure that was methodologically sound and theoretically informed. SMI development followed guidelines to ensure item pool development was consistent with the proposed construct. Pilot testing suggested feasibility of administration, user satisfaction, and promising psychometric properties. Future examination of the SMI in large-scale field testing is warranted. / Doctor of Philosophy / This study aims to assess how beliefs, mindsets, and attitudes can influence one’s motivation to engage in social interaction through the development of a novel interview. The Social Motivation Interview (SMI) assesses for internal cognitions as they relate to social motivation by determining levels of social desire, interest, and behaviors in children with ASD. The development of the SMI followed stringent criteria to create a unified measure that was methodologically sound and theoretically informed. SMI development followed guidelines to ensure item pool development was consistent with the proposed construct. Pilot testing suggested feasibility of administration, user satisfaction, and promising psychometric properties. Future examination of the SMI in large-scale field testing is warranted.

Technological literacy is the goal of technology education and in order to attain this goal, students need to be able "to use, manage and understand technology" (ITEA, 2000/2002/2007). Students need to have positive attitudes towards technology and can engage in their technological world. Technological Literacy is an ever-increasing requirement in this 21st Century for students in order for people to engage in their technological world it may well be that we need students to be technologically literate so that we can address these up-and-coming issues. In teaching technology education at the primary level, it is essential to develop valid assessments that gauge student's attitudes about technology so that the results inform policy makers, educators, and curriculum writers to improve the schools' curriculum and advance the teaching of technology education. The purpose of this study was the validation of a modified version of the PATT-USA instrument called the Pupils' Attitudes Towards Technology – Grade 4 (PATT-G4) for use with 4th grade students to assess their attitudes and concepts toward contemporary technology. A literature review reviewing the theoretical frameworks for technology education, the educational shift towards technological literacy as well as best practices for measuring student attitudes and instrument development was conducted. This study was a non-experimental descriptive cross-sectional survey research design which included several statistical tests that were similarly used for the original PATT-USA instrument. Results from the data analysis indicated that students who were enrolled in a technology education program had more positive attitudes towards technology and technological concepts. Furthermore, both boys and girls had very strong attitudes towards the importance of technology. The conclusions and implications suggest that the PATT-G4 instrument should be administered to a larger sample size and different fourth grade populations. / Doctor of Philosophy / Technological literacy is the goal of technology education and in order to attain this goal, students need to be able "to use, manage and understand technology" (ITEA, 2000/2002/2007). Students need to have positive attitudes towards technology and can engage in their technological world. Technological Literacy is an ever-increasing requirement in this 21st Century for students in order for people to engage in their technological world it may well be that we need students to be technologically literate so that we can address these up-and-coming issues. In teaching technology education at the primary level, it is essential to develop valid assessments that gauge student's attitudes about technology so that the results inform policy makers, educators, and curriculum writers to improve the schools' curriculum and advance the teaching of technology education. The purpose of this study was the validation of a modified version of the PATT-USA instrument called the Pupils' Attitudes Towards Technology – Grade 4 (PATT-G4) for use with 4th grade students to assess their attitudes and concepts toward contemporary technology. The initial administration of this instrument was given to a sample of fourth grade students from three sub-urban elementary schools from a northeastern state. Findings indicated that students who were enrolled in a technology education program had more positive attitudes towards technology and technological concepts. Furthermore, both boys and girls had very strong attitudes towards the importance of technology. The conclusions and implications suggest that the PATT-G4 instrument should be administered to a larger sample size and different fourth grade populations.

Twenty-four subjects, each having a valid Virginia driver's license (males and females of ages from 20 to 73), read aloud words presented on two displays while driving a simulated vehicle in night-time conditions. The words, emulating printed legends found on automobile instrument panels, were presented in different hues (eight levels), brightnesses (two levels), character sizes (four levels), and word complexities (two levels). The brightness levels had been subjectively determined in a preliminary experiment by subjects representative of the older and younger segments of the driver population. Each of two groups of drivers determined one brightness level that was subjectively equal among the eight hues. For each word presented, six reading and driving performance measures were taken. Also, subjective attractiveness, subjective comfort, and subjective ease of readability of each hue by brightness treatment combination, were measured. Globally, the results tend to indicate that color of illumination per se had a reliable effect on subjective preferences but a negligible effect on reading and driving performance. Brightness had an impact on performance only with the smaller character sizes. For the larger sizes, brightness level as selected by the subjects (in the preliminary experiment) had a negligible effect on performance. Character size had marked effects on both performance and subjective preferences. The two smaller character sizes tested yielded significant performance decrements for older drivers while the two larger sizes yielded best performance and were better accepted by all subjects. Word complexity did show a significant effect on glance time at the displays with all character sizes. The results of the experiment were transformed into a set of guidelines for use in design of automobile instrument panels. A number of recommendations for future research are also included. / Ph. D.

The Lower Atmosphere/Ionosphere Coupling Experiment (LAICE) CubeSat mission includes the payload instruments that generate scientific data by interacting with the flight computer. The LAICE Instrument Interface Board (LIIB) is designed to interface with the payload instruments and the flight computer for efficient operation of the LAICE. The uplink command packet contains commands for regulating power supply to the payload instruments and for interfacing the peripheral, called the thermal knife, with the science instruments. The LIIB is responsible for interpreting these commands in order to execute the associated functions. The architecture of the LIIB is designed such that it not only takes into account all the requirements of the systems and instruments on the LAICE, but also ensures smooth flight data analysis at the ground station end. The approach taken to build the design makes the entire process intuitive and easier to debug. This thesis describes the design and development of the LIIB firmware, to ensure proper functioning of the LAICE. The firmware design is presented first, by initially defining the architecture based on the system requirements and progressing eventually to its development at the system level. End-to-end testing with the payload instruments and thermal knife setup verifies the operation of the LAICE LIIB firmware and electronics, thus qualifying the instrument for deployment within the LAICE. / Master of Science / The Lower Atmosphere/Ionosphere Coupling Experiment (LAICE) is a satellite that computes and exchanges science data between the flight computer and the three payload instruments. The LAICE Instrument Interface Board (LIIB) is designed to interface the flight computer and the payload instruments, and regulate the communication between them. Additionally, the LIIB is responsible for controlling the external hardware that interacts with the payload instruments. The thesis includes the design and development of the LIIB firmware in order to perform diverse functions such as controlling the instrument communication with the flight computer, regulating the power supply to the instrument boards, interfacing with the external hardware, referred to as the thermal knife, and integrating the various modules that perform these functions in order to meet the system requirements of the LAICE.

Assessment of risk of bias in the included randomized controlled trials (RCTs) has become an essential step in systematic reviews, which informs the decision of whether to rate down certainty of evidence due to risk of bias applying the Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) approach. Many instruments exist for rating risk of bias in RCTs; however, even those most commonly used that developed by the Cochrane group, suffer from limitations. In particular, the revised Cochrane instrument, while reflecting methodological advances, sacrificed simplicity and practicability. The objective of this thesis is to use rigorous methodology to develop a simple-structured RCT risk of bias instrument that is easy for systematic review authors to use. The thesis begins with a chapter introducing the background and the structure of the thesis. The thesis subsequently describes a systematic survey of existing RCT risk of bias instruments for their included items, through which we collected potential candidate items for the new instrument. We then present a summary of empirical evidence investigating how the possible risk of bias issues influence the estimates of intervention effects in RCTs, which assisted with the item selection for the new instrument. Then, this thesis describes the detailed process for instrument development and providing the new instrument. This thesis ends with a chapter summarizing key findings, discussing strengths and limitations, and exploring directions for future research. / Thesis / Doctor of Philosophy (PhD)