Riverside Unified School District

Abstract Taking care of family members with Alzheimer’s Disease/Alzheimer’s disease and related dementias (AD/ADRD) places a huge burden on caregivers and such a burden puts them at risk of developing depressive symptoms. Older Chinese and Korean immigrant caregivers who face cultural and language barriers may face even greater risks. Despite these challenges, little research has explored the depressive symptoms and determinants among this high-risk and underserved population. Preliminary data were collected from 42 participants (average age: 71 years; 52% female) and the study is ongoing. Online and paper-pencil surveys in English, Mandarin, and Korean were administered. Eligibility to participate are (1) self-identified as Chinese or Korean, (2) aged 50 or older, and (3) caregiving for a family member with AD/ADRD. Most reported being U.S. citizens or permanent residents, half reported being the spouse of care recipient, and 70% lived with the care recipient. More than 70% reported that they had experienced depressive symptoms at least a day the week before the survey was administered. In the preliminary analysis, depressive symptoms were significantly related to the level of caregiving burden, general health status, self-reported and cognitive decline. This pilot study highlights that many Asian American family caregivers for people with AD/ADRD suffer from depressive symptoms. As much as caring for people with dementia matters, it is also equally as important to understand and acknowledge that caregiving work takes a huge physical and emotional toll. Culturally tailored support for older dementia caregivers is necessary to prevent these family caregivers from experiencing depression.

Computer science (CS) has the potential to positively impact the economic well-being of those who pursue it, and the lives of those who benefit from its innovations. Yet, large CS learning opportunity gaps exist for students from historically underrepresented populations. The Computer Science for All (CS for All) movement has brought nationwide attention to these inequities in CS education. More recently, financial support for research-practice partnerships (RPPs) has increased to address these disparities because such collaborations can yield more relevant research for immediate educational/practical application. However, for initiatives to effectively engage in equity-focused initiatives toward making computing inclusive, partnership members need to begin with a shared definition of equity to which all are accountable. This poster takes a critical look at the development of a collaboratively developed definition of equity and its application in a CS for All RPP of university researchers and administrators from local education agencies across the state of California. Details are shared about how the RPP collectively defined equity and how that definition evolved and informed the larger project's work with school administrators/educators.

Abstract Introduction Excessive daytime sleepiness (EDS), defined as a tendency to fall asleep unintentionally during the day, and emotional lability, characterized by emotional outbursts and quick changes in mood, are prevalent amongst adolescents. They contribute to functional impairments and are inter-related, but are frequently investigated independently. In addition, sleep duration is related to both EDS and emotional/behavioral regulation, but previous studies did not take this into account. The aim of this study was to characterize the associations between emotional lability, impulsivity and EDS in adolescents while controlling for objectively measured sleep duration. It was hypothesized that higher levels of EDS in adolescents would be associated with higher levels of emotional lability and impulsivity in adolescents above and beyond the impact of sleep duration. Methods Participants included 52 typically developing adolescents (38 females) aged 11 to 16 years old (Mean age = 13.10 years, SD = 1.59). EDS was measured using the Sleep Disorders Inventory for Students. Emotional lability and impulsivity were measured using the Conners Global Index Scale. Sleep was measured using actigraphy and sleep logs. Results Parallel multiple regression analyses were conducted with EDS as the independent variable, and emotional lability or impulsivity as the dependent variables, while controlling for age, gender, bedtime, waketimes, and sleep duration. These analyses revealed significant positive association between EDS and emotional lability such that adolescents with high levels of EDS also presented with high levels of emotional lability (F(6, 51) = 4.631, p = < .001, β =.62, p = <.001). There were no significant associations found between EDS and impulsivity. Conclusion This study found that EDS was associated with emotional, but not behavioral, dysregulation in adolescents. Interventions aimed at reducing EDS and at improving adolescents’ emotional regulation should be considered as a means to optimize adolescents’ daytime functioning. Limitations of the current study include the use of a cross-sectional design that does not permit determination of causality. Future research should be conducted to better understand the mechanisms underlying the interplay between EDS and daytime functioning of adolescents. Support (if any):

A statewide professional development program was developed and implemented throughout California for school nutrition directors with the goal of creating healthy school environments and regional networks for collaboration and healthy school environment sustainability. Needs of school nutrition directors were identified through a needs assessment questionnaire. Results of the needs assessment questionnaire (n = 256) identified (a) planning cost-effective menus; (b) reducing calories, sodium, saturated fat, and trans fat in menus; and (c) using U.S. Department of Agriculture foods cost-effectively as the most useful topics. Highest rated topics informed the content of the professional development program. A post-professional development questionnaire identified key "insights, inspirations, and strategies" as (a) marketing of school foods program, (b) expansion of salad bars, and (c) collaboration with community partners. A 6-month follow-up questionnaire identified that 86% of participants made progress toward implementing at least one of their five insights, inspirations, and strategies in their school districts. Most common areas that were implemented were marketing and branding (32%), revamping salad bars (18%), and motivating staff (16%). School and Community Actions for Nutrition survey analysis showed a significant increase in the use of marketing methods in school nutrition programs from baseline to 6-month post-program implementation (p = .024).

The purpose of this study was to determine the impact of participating in small (3v3), medium (6v6), and large-sided (12v12) games on the physical activity levels (pedometer step counts, accelerometer counts, and minutes of moderate-to-vigorous physical activity) and ball touches of children in physical education class. Participants were 29 students (55% boys and 45% girls) age 10-11 yrs. All participants wore a Yamax SW-200 pedometer and had their ball touches monitored and recorded. Twelve participants also wore an ActiGraph GT3X accelerometer. Repeated measure ANOVAs were computed to test for significant differences for each dependent variable with corresponding post hoc tests. Results indicated the 3v3 and 6v6 game conditions yielded significantly higher accelerometer counts and ball touches than the 12v12 condition. The 3v3 game condition also produced significantly higher ball touches than the 6v6 condition. These findings highlight the importance of utilizing smaller-sided games in physical education to promote increased involvement and physical activity.

In Household and Family in Past Time (1972) Peter Laslett explicitly differentiated the study of kin relations within the domestic group from the study of those beyond it. Yet in subsequent decades the latter project – the conceptualization of the domestic group within the larger kin group – has not proceeded very far, even though it can easily be pictured as the ‘next step’ in micro-structural research. In part this is due to the inherent difficulties of recreating the larger kinship context precisely on the basis of available evidence. However, it is also because of changing conceptualizations of kinship and because demographic change demonstrably reduced the number of identifiable kin. If this project is to be pursued, its costs and benefits have to be weighed. On the one hand, the larger kin group may not have been important even if it can be identified as a group; also, migration might have dispersed kin groups so that only a few personal kin remained beyond the domestic group. On the other hand, the significance of kin groups is an empirical question which needs to be tested against historical evidence. Individuals also certainly had personal kin communities that were not corporate groups but still could have influenced the behaviors of persons within the domestic group. It is best to assume about the past that the domestic domain and the kinship domain interacted, creating the starting point for an interactive theory consisting of five propositions and their corollaries, outlined in the article.

No AccessPerspectives on Administration and SupervisionArticle1 Oct 2001Public School Talk: Supervision of Paraprofessionals in a School Setting: Oversight and Insight Lissa Power-deFur, and Barbara J. Moore-Brown Lissa Power-deFur Google Scholar More articles by this author and Barbara J. Moore-Brown El Rancho Unified School DistrictPico Rivera, CA Google Scholar More articles by this author https://doi.org/10.1044/aas11.3.16 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References ASHA. (1996, Spring). Guidelines for the training, credentialing, use, and supervision of speech-language pathology assistants.Asha, 38 (Suppl. 16), 21–34. Google Scholar Moore-Brown, B., & Montgomery, J. (2001). Making a difference for America’s children: Speech-language pathologists in public schools. Eau Claire, WI: Thinking Publications. Google Scholar Paul-Brown, D., & Goldberg, L. R. (2001). Current policies and new directions for speech-language pathology assistants.Language, speech, and hearing services in schools, 32 (1), 4–17. ASHAWireGoogle Scholar A. L. Pickett, & K. Gerlach (Eds.). (1997). Supervising paraeducators in school settings. Austin, TX: Pro-Ed. Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 11Issue 3October 2001Pages: 16-18 Get Permissions Add to your Mendeley library History Published in issue: Oct 1, 2001 Metrics Topicsasha-topicsasha-sigsasha-article-typesleader-topicsCopyright & Permissions© 2001 American Speech-Language-Hearing AssociationPDF downloadLoading ...

(1984). Gaining and Keeping Support for Physical Education. Journal of Physical Education, Recreation & Dance: Vol. 55, No. 6, pp. 44-45.