This study was designed to describe the experiences of general education students in elementary settings where the inclusion of students with disabilities was responsibly implemented. The research question investigated was: Do general education students have a meaningful opportunity to learn when sharing classrooms with students with disabilities? The participants in this study were assigned to two inclusion classrooms in an elementary school in northeastern North Carolina. The classrooms were observed during the months of January and February, 1999. Effective educational practices in inclusion classrooms were researched. Data were also collected and analyzed in four areas: (1) principal and teachers' definitions of inclusion, (2) principal and teachers' perceptions of how inclusion is implemented in the school, (3) effects of inclusion on teachers' instructional practices, and (4) effects of inclusion on the learning opportunities for general education students. There were no observable effects of inclusion on the learning opportunities for general education students. / Ed. D.

This report examines the masculine gender norm of restrictive emotionality, in terms of its effects on mental health and its theoretical relationship to experiential avoidance. This norm has rarely been examined in the context of emotion research despite its similarity to experiential avoidance and emotion dysregulation constructs such as expressive suppression. After reviewing the psychological impact of restrictive emotionality, as well as how it may relate to other maladaptive processes, the report proposes an intervention to reduce adherence to this gender norm. Because traditionally masculine men are often averse to psychotherapy, a writing intervention is hypothesized to benefit this population. Specifically, a guided writing based in contextual reappraisal is posited to help men reduce psychological distress by reducing levels of restrictive emotionality and experiential avoidance. Contextual reappraisal is thought to help increase acceptance of one’s emotions, thus reducing the need to avoid or restrict emotional expression. A writing contextual writing intervention could benefit emotionally restrictive men by encouraging a non-evaluative stance toward vulnerable emotions while offering a private, non-threatening outlet for expression. / text

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This study explored the effect of restricting participants’ agentic choice on their levels of optimism. This study used the pre-test, post-test design to investigate the impact of non-agentic choice in meaningful scenarios on feelings of optimism. 147 participants completed a measure of optimism, were assigned to conditions of simulated choice, and were instructed to freely write about their decisions. The association between personality traits and optimism was also explored. Study findings showed that assigning participants to restrictive and agentic conditions had no effect on optimism. However, a significant negative correlation trait neuroticism and optimism was found. Content analyses run on the responses found that the most common themes, in order, were seeking change in employment, seeking support from family and friends, and public assistance. Additional research, with a larger sample, should be completed to more fully determine the nature of the relationship among these variables.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A presente pesquisa, pertencente à Ãrea LinguÃstica, tem por objetivo analisar as aposiÃÃes restritivas no portuguÃs brasileiro escrito contemporÃneo. Usamos como arcabouÃo teÃrico a GramÃtica Discursivo-Funcional (GDF) de Hengeveld e Mackenzie (2008) e a anÃlise que Keizer (2007) fez para as aposiÃÃes restritivas no inglÃs. A GDF tem sua organizaÃÃo caracterizada por uma orientaÃÃo top-down e quatro nÃveis de representaÃÃo, que constituem o Componente Gramatical: NÃveisInterpessoal e Representacional, onde ocorre a FormulaÃÃo, e os NÃveis MorfossintÃtico e FonolÃgico, onde ocorre a CodificaÃÃo. As ocorrÃncias para anÃlise foram obtidas do mesmo recorte utilizado por Nogueira (1999) do banco de dados no Centro de Estudos LexicogrÃficos da Faculdade de CiÃncias e Letras, Campus da UNESP de Araraquara-SP, constituÃdo de 36 (trinta e seis) textos escritos, sendo 12 (doze) do gÃnero oratÃria, 12 (doze) do gÃnero dramÃtico e 12 (doze) do gÃnero tÃcnico. Essas ocorrÃncias foram analisadas nos trÃs dos quatros nÃveis da GDF: Interpessoal, Representacional e MorfossintÃtico; e tambÃm foram analisadas de acordo com as funÃÃes discursivas propostas por Keizer (2005): IdentificaÃÃo por meio de uma informaÃÃo mais especÃfica, IdentificaÃÃo por meio de uma descriÃÃo, IdentificaÃÃo contextualmente nova e IdentificaÃÃo por contraste de propriedades ou papÃis diferentes. Os resultados da anÃlise dessas ocorrÃncias apontam que as aposiÃÃes restritivas no portuguÃs brasileiro escrito contemporÃneo sÃo formadas, no NÃvel Interpessoal, por um Subato Referencial composto por dois Subatos Atributivos. No NÃvel Representacional, os resultados apontam que os elementos formadores da construÃÃo apositiva tÃm uma relaÃÃo semÃntica de restriÃÃo em que o primeiro elemento à o restringido (nÃcleo), e o segundo elemento à o restritivo, e cada um deles tem a funÃÃo de propriedade. Jà no NÃvel MorfossintÃtico, apontam que as aposiÃÃes restritivas sÃo formadas por elementos da classe dos substantivos, contudo, apresentam subclasses de substantivos diferentes: substantivo prÃprio nÃo contÃvel, substantivo comum nÃo contÃvel e substantivo comum contÃvel. O elemento que rege as relaÃÃes morfossintÃticas, ou seja, o primeiro elemento da construÃÃo, pertence à subclasse do substantivo comum contÃvel, e o segundo elemento, aquele que nÃo rege as funÃÃes morfossintÃticas nem sofre influÃncia dessas relaÃÃes, pertence à subclasse de substantivo prÃprio ou de substantivo comum nÃo contÃvel. / This research belongs to the Linguistic area and aims to the analysis of the close appositions in contemporary written Brazilian Portuguese. In order to achieve this goal, the Functional Discourse Grammar (GDF) of Hegenveld and Mackenzie (2008) and the analysis Keiser made for the restrictive appositions in English were used. The FDG (GDF) has its organization characterized as top-down and it is divided into four levels of representation, forming a Grammatical Component: Interpersonal and Representational level, where the Formulation occurs, and the Morphosyntactic and Phonological levels where Codification is processed. These samples were analyzed in three of the four levels of the FDG (GDF): Interpersonal, Representational and Morphosyntactic. They were also analyzed according to the discursive functions proposed by Keizer (2005): Identification by means of more specific information, identification by means of description, contextually new identification and identification through contrast of different characteristics or roles. The results of the analysis of these samples indicate that the restrictive appositions in the contemporary written Brazilian Portuguese are formed, in the Interpersonal Level, by a Referential Subact composed by two Ascription Subacts. At the Representational Level, the results indicate that the forming elements of the appositive construction have a restriction semantic relation in which the first element is restricted (nucleus), and the second element is the restrictive, and each has the predicate function. In the Morphosyntactic Level, they indicate that the restrictive appositions are formed by elements of the noun class. However, they present different subclasses of nouns: proper uncountable noun, common uncountable noun and common countable noun. The element that controls the morphosyntactic relations, that is, the first element of the construction, belongs to the subclass of the common countable noun, and the second element, the one that does not rule the morphosyntactive functions nor is influenced by these relations belongs to the subclass of the uncountable proper or common noun

Since the late 1990s there has been a considerable increase in the number of students with disabilities who receive instruction in inclusive settings. The participation of students with disabilities in inclusion classrooms continued to grow with the passing of The No Child Left Behind Act (2001), formerly known as the Elementary and Secondary Education Act. While previous legislation called for students with disabilities to participate in all standardized testing, The No Child Left Behind Act called for the closing of the achievement gap between students with disabilities and their nondisabled peers. An accountability system with sanctions for individual schools and school division not showing gains towards closing the achievement gap was also established with the passing of the No Child Left behind Act, making the progress of students with disabilities a priority for all educators. This qualitative study examined the perceptions of general education teachers, special education teachers, and building level administrators regarding inclusion in the elementary setting. Indepth, structured interviews were conducted with the 12 participants at a time and location of their choosing. Ten interview questions guided the process and the participants’ responses were recorded and transcribed verbatim. Previous qualitative studies have been conducted with varying results. The review of the literature indicates that the perceptions of educators toward inclusion may impact the design and subsequent success of inclusion programs as well as the academic progress of students with disabilities. Many factors seem to contribute to the development of teacher perceptions of inclusion, including professional development training and special education classes taken by general education teachers. The data were analyzed by first coding themes found in the interview responses. The themes were then categorized by using ordering and sorting techniques that permitted emerging patterns to be documented. The findings indicate that the participants of this study do not perceive that inclusion is appropriate for all students with disabilities. The participants cited the following features as being necessary elements of inclusion: coplanning, collaboration, and coteaching between the general education teacher and the special education teacher. Recommendations for practice and for future research were based on the data analysis.

INTRODUCTION: Feeding difficulties are commonly multifactorial in nature, and no uniformly agreed-upon classification system for feeding difficulties currently exists. The Diagnostic and Statistical Manual of Mental Disorders (DSM)-V included a new diagnosis called Avoidant/Restrictive Food Intake Disorder (ARFID), created in order to address the weaknesses of the DSM-IV-text revision (TR) classification system by better capturing the range of feeding difficulties typically found in clinical practice. Little is known about the clinical characteristics associated with meeting the ARFID criteria, and no studies have investigated ARFID prevalence and associated clinical characteristics in patients below the age of 8 years. AIM: To describe the clinical characteristics of a sample of patients referred to Boston Children Hospital’s Growth and Nutrition Program, including the prevalence of ARFID, and identify clinical characteristics associated with meeting the criteria for ARFID. METHODS: We examined prospectively collected data from 69 subjects, age 9 months to 7 years, referred to the Growth and Nutrition Program for feeding difficulties and/or malnutrition between November 2013 and April 2016. Data was collected from caregiver-completed questionnaires, including the Behavioral Pediatrics Assessment Scale (BPFAS), and each patient’s electronic medical record. RESULTS: Premature birth (32.3%), digestive conditions (69.2%), developmental conditions (56.9%), food allergy (20.3%), and meal duration of over 30 minutes (36.2%) were common. Problematic feeding behaviors such as refusing to eat (62.1%) and gagging or vomiting when given new foods (29.2%) were also common. Strategies caregivers used to increase food and liquid consumption included offering only foods the child likes (60.9%) and feeding in front of the television or electronic devices (30.4%). 90.8% had a BPFAS score above threshold. 83.1% of the sample met criteria for ARFID. No statistically significant relationship was found between meeting ARFID criteria and having a BPFAS score above threshold, and there was no statistically significant relationship between meeting ARFID criteria and having a food allergy, having a first-degree relative with a food allergy, or with any of the feeding behaviors or strategies we investigated. CONCLUSION: This study suggests that the majority of patients between the ages of 9 months to 7 years with feeding difficulties referred to the Growth and Nutrition Program meet the criteria for ARFID. While no statistically significant relationship was found between ARFID and the investigated clinical characteristics, further analysis involving a larger sample of patients will be useful for better understanding the clinical characteristics associated with ARFID, and assessing ARFID’s clinical utility. / 2019-07-11T00:00:00Z

abstract: Many working in the criminal justice system and beyond are trying to ascertain whether there should be continued use of restricted housing or solitary confinement. This study examines knowledge of and general support for restrictive housing. Using randomly assigned, factorial vignettes, the survey manipulates populations and reasons for placement in restrictive housing to determine situational support for the correctional practice. Results indicate that among a sample of students (N=363), little is known about restrictive housing, despite substantial exposure to both fiction and nonfiction media on the subject. Averages of approval ratings indicate the public is neutral on whether the practice is humane, including its placement procedures and conditions, though there was slight disapproval of the placement of mentally ill inmates in segregation. Analysis shows that age, some reasons for placement, whether placement is voluntary, and extreme durations of time in isolation are significantly associated with public approval. / Dissertation/Thesis / Masters Thesis Criminology and Criminal Justice 2017

abstract: The use of restrictive housing in prisons is at the forefront of national discussions on crime and punishment. Civil and human rights activists have argued that its use should be limited due to harmful effects on the physical and psychological health of inmates as well as its limited ability to reduce subsequent offending. Stacked against this is the need for correctional administrators to respond to institutional violence in a manner that ideally curtails future violence while doing no further harm to the well-being of those housed in these environments. The current project explores the effectiveness of a Restrictive Status Housing Program (RSHP) designed for inmates who commit violent assaults within the Arizona Department of Corrections. The program, as designed, moves beyond exclusively punitive approaches to segregation by encouraging behavior modification that is influenced by cognitive behavioral training. This study advances the literature and informs correctional policy by: 1) examining the effects of program participation on future behavioral outcomes, and 2) exploring mechanisms through which the program works (or does not work) by interviewing former RSHP participants and staff. The current research uses a mixed-method research design and was carried out in two phases. For Phase 1, quantitative data on behavioral outcomes of program participants (N = 240), as well as a carefully constructed comparison group (N = 1,687), will be collected and analyzed using official records over a one-year follow-up. Phase 2 will examine qualitative data derived from semi-structured interviews with former RSHP participants (n = 25) and correctional staff who oversee the day-to-day management of the program (n = 10). Results from the current study suggest that placement in the RSHP has null, and at times, an adverse effect on subsequent levels of institutional misconduct. Policy implications and recommendations based on these findings are discussed. / Dissertation/Thesis / Doctoral Dissertation Criminology and Criminal Justice 2018