This study was done for the purpose of determining if the amount of contact and type of contact someone has with a person with a disability effects attitudes toward people with disabilities. The MIDS (Modified Issues in Disability Scale) was administered to one-hundred and seventy graduate and undergraduate students to determine current attitudes toward people with disabilities. In addition, these students were asked to answer demographic questions along with questions regarding the amount and type of contact they have had with a person with a disability. A two-way ANOVA was administered to determine if there was a relationship between the amount of contact and type of contact and attitude scores. Significance was found for both the time spent and the type of contact. More positive attitudes were found in work relationships and spending a moderate amount of time with a person with a disability. Less positive attitudes were found when no time was spent and there was no relationship with a person with a disability

The Human Immunodeficiency Virus and Acquired Immune Deficiency Syndrome (HIV/AIDS) continues to have enormous implications on the health, economic and psychosocial well-being of individuals, family structures, and communities. Sub-Saharan Africa is the region most affected by the HIV/AIDS. The purpose of this study is to investigate the social and cognitive factors associated with HIV test uptake in the general population of Kenya. Data from the 2009/2010 Kenya Demographic Health Survey were utilized. Univariate, bivariate and multivariate analyses were conducted using STATA/SE software. Results showed that there were statistically significant differences between men and women in previous HIV testing status and HIV test uptake. Over 90% of participants reported knowing a place to seek testing. The mean HIV related knowledge was higher in men than women (x =0.1; 95% CI 0.04-0.16) than women (x = 0.04; 95% CI [0.01- 0.1]). Differences were found in expressed HIV stigmatizing attitudes, with women reporting more stigmatizing attitudes than men. For example 9.9% of women compared to 4.7% of men reported very high HIV stigmatizing attitudes. Weighted multinomial regression analyses were conducted with individuals who had not been previously tested and unwilling to be tested utilized as the reference group. Among the factors found to be significantly associated with HIV uptake include: HIV related knowledge- higher levels of HIV related knowledge were associated with increased HIV test uptake for men and women, HIV related stigma- lower levels of HIV related stigma were significantly associated with HIV test uptake for women but not men, acceptance to teach condoms to children and knowledge of someone infected with HIV/AIDS was positively associated with HIV test uptake, gender- compared to men, women were significantly less likely to agree to be take the HIV/AIDS test if not previously tested (OR 0.79; 95% CI [0.64, 0.97]) but significantly more likely to accept the HIV/AIDS test when offered (OR 1.341; 95% CI [1.02, 1.76]). Other significant associations included: Age, education attainment, sex of head of household, and wanting to keep a family member's tuberculosis infection a secret.

The purpose of this study was to investigate the effects of a supplemental vocabulary intervention on the content area vocabulary word and definition knowledge of DHH student in grades K-2, the integrity with which itinerant teachers implemented the supplemental vocabulary intervention, and the effects and benefits of coaching to support treatment integrity. Mixed methods were employed; a single subject multiple baseline across subjects and content design was used to investigate student word and definition knowledge, while quantitative and qualitative methodologies were used to examine the effects of coaching on teachers' treatment integrity. The supplemental vocabulary intervention included explicit and implicit strategies and was designed to fit the context of itinerant teacher services. Various levels of support were employed to coach teachers as they gained familiarity with the intervention and improved their treatment integrity during implementation. Student word and definition knowledge was examined in relation to teacher treatment integrity to determine if teacher implementation had an effect on student outcomes. Results showed a functional relationship between the supplemental vocabulary intervention and student word and definition knowledge. Teachers' treatment integrity was found to have a greater effect on student definition knowledge than word knowledge. Teachers responded positively to the coaching they received, and their implementation improved over the course of the study. Practical and research implications for using supplemental vocabulary instruction with DHH students, as well as the need to provide support to teachers to improve treatment integrity, are discussed.