A single case cohort analysis : the Vision 180 Program for Aboriginal children at risk for academic vulnerability and mental health concerns
Increased risks in behavioural difficulties have been found for Aboriginal children that contribute to academic vulnerability and mental health concerns. This study examined the relation between an after-school-program (i.e., Vision 180), levels of academic vulnerability (i.e., student school attend...
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University of British Columbia
2014
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ftunivbritcolcir:oai:circle.library.ubc.ca:2429/50815 2023-05-15T16:16:54+02:00 A single case cohort analysis : the Vision 180 Program for Aboriginal children at risk for academic vulnerability and mental health concerns Wawrykow, Natasha Alexandria 2014 http://hdl.handle.net/2429/50815 eng eng University of British Columbia Attribution-NonCommercial-NoDerivs 2.5 Canada http://creativecommons.org/licenses/by-nc-nd/2.5/ca/ CC-BY-NC-ND Text Thesis/Dissertation 2014 ftunivbritcolcir 2019-10-15T18:15:09Z Increased risks in behavioural difficulties have been found for Aboriginal children that contribute to academic vulnerability and mental health concerns. This study examined the relation between an after-school-program (i.e., Vision 180), levels of academic vulnerability (i.e., student school attendance and student tardies), and mental health concerns, in an experimental intervention study of Aboriginal elementary school children, aged 9-11. Vision 180 Program was designed to strengthen urban children’s commitment to school activities and school attendance. A withdrawal design across one cohort (N = 18) was used. The design included seven phases: baseline, intervention, withdrawal, intervention, withdrawal, intervention, and withdrawal (i.e., ABABABA design). Consistent with a withdrawal design, onset and subsequent withdrawal of the intervention was made. Withdrawal phases occurred due to natural breaks in Vision 180 programing, scheduled by the elementary school, and not by experimental manipulation. Visual and statistical analysis was used to evaluate experimental effect (i.e., decrease in desired behaviors when intervention was withdrawn and increase when re-instated). Results reveal that implementation of the intervention was associated with no statistically significant improvement in academic vulnerability for Aboriginal children in a school-based environment. The social validity of the intervention, however, was rated highly by parents indicating that parents were able to observe positive behavioural changes associated with the intervention. Inception of this project came from collaboration with a First Nations group, who identified these topics as problem areas for children in their community. Knowledge translation was upheld through collaboration between the community and this researcher. Education, Faculty of Educational and Counselling Psychology, and Special Education (ECPS), Department of Graduate Thesis First Nations University of British Columbia: cIRcle - UBC's Information Repository |
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University of British Columbia: cIRcle - UBC's Information Repository |
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English |
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Increased risks in behavioural difficulties have been found for Aboriginal children that contribute to academic vulnerability and mental health concerns. This study examined the relation between an after-school-program (i.e., Vision 180), levels of academic vulnerability (i.e., student school attendance and student tardies), and mental health concerns, in an experimental intervention study of Aboriginal elementary school children, aged 9-11. Vision 180 Program was designed to strengthen urban children’s commitment to school activities and school attendance. A withdrawal design across one cohort (N = 18) was used. The design included seven phases: baseline, intervention, withdrawal, intervention, withdrawal, intervention, and withdrawal (i.e., ABABABA design). Consistent with a withdrawal design, onset and subsequent withdrawal of the intervention was made. Withdrawal phases occurred due to natural breaks in Vision 180 programing, scheduled by the elementary school, and not by experimental manipulation. Visual and statistical analysis was used to evaluate experimental effect (i.e., decrease in desired behaviors when intervention was withdrawn and increase when re-instated). Results reveal that implementation of the intervention was associated with no statistically significant improvement in academic vulnerability for Aboriginal children in a school-based environment. The social validity of the intervention, however, was rated highly by parents indicating that parents were able to observe positive behavioural changes associated with the intervention. Inception of this project came from collaboration with a First Nations group, who identified these topics as problem areas for children in their community. Knowledge translation was upheld through collaboration between the community and this researcher. Education, Faculty of Educational and Counselling Psychology, and Special Education (ECPS), Department of Graduate |
format |
Thesis |
author |
Wawrykow, Natasha Alexandria |
spellingShingle |
Wawrykow, Natasha Alexandria A single case cohort analysis : the Vision 180 Program for Aboriginal children at risk for academic vulnerability and mental health concerns |
author_facet |
Wawrykow, Natasha Alexandria |
author_sort |
Wawrykow, Natasha Alexandria |
title |
A single case cohort analysis : the Vision 180 Program for Aboriginal children at risk for academic vulnerability and mental health concerns |
title_short |
A single case cohort analysis : the Vision 180 Program for Aboriginal children at risk for academic vulnerability and mental health concerns |
title_full |
A single case cohort analysis : the Vision 180 Program for Aboriginal children at risk for academic vulnerability and mental health concerns |
title_fullStr |
A single case cohort analysis : the Vision 180 Program for Aboriginal children at risk for academic vulnerability and mental health concerns |
title_full_unstemmed |
A single case cohort analysis : the Vision 180 Program for Aboriginal children at risk for academic vulnerability and mental health concerns |
title_sort |
single case cohort analysis : the vision 180 program for aboriginal children at risk for academic vulnerability and mental health concerns |
publisher |
University of British Columbia |
publishDate |
2014 |
url |
http://hdl.handle.net/2429/50815 |
genre |
First Nations |
genre_facet |
First Nations |
op_rights |
Attribution-NonCommercial-NoDerivs 2.5 Canada http://creativecommons.org/licenses/by-nc-nd/2.5/ca/ |
op_rightsnorm |
CC-BY-NC-ND |
_version_ |
1766002746668875776 |