View All Items

Title: Employer Perceptions: An exploratory study of employability skills expected of new graduates in the hospitality industry.
Creator: Kleeman, Amy, Boyd, Tammy, Cintron Delgado, Rosa, Blank, William, Breiter, Deborah, University of Central Florida
Abstract / Description: Graduate employability skills have become one of the most important topics on the higher education agenda in the first decade of the 21st century. In the United States, and throughout the world, global competition, growth of a knowledge-based economy, technological advances, and the multigenerational workforce have combined to substantially alter the contemporary workplace (Gedye (&) Chalkey, 2006). Whether by choice or circumstance, the expectation of a secure lifelong position with one...
Show moreGraduate employability skills have become one of the most important topics on the higher education agenda in the first decade of the 21st century. In the United States, and throughout the world, global competition, growth of a knowledge-based economy, technological advances, and the multigenerational workforce have combined to substantially alter the contemporary workplace (Gedye (&) Chalkey, 2006). Whether by choice or circumstance, the expectation of a secure lifelong position with one employer and the opportunity for linear career progression are no longer typical nor practical in the contemporary workplace (Harvey, Locke, (&) Morey, 2002). Employability skills are those skills, attributes, and behaviors, e.g., communication skills, problem-solving, organization, and planning, that bridge most disciplines, industries, and employing organizations. They have the greatest impact on the sustained, productive, successful employment of graduates (Cranmer, 2006; Gedye, Fender, (&) Chalkey, 2004). The purpose of this study was to (a) identify the employability skills employers perceive to be important for entry-level management/management-in-training positions in the hospitality industry, (b) to establish employability skills competency levels employers expect for these positions, and (c) to garner employer perceptions of Rosen College of Hospitality Management (RCHM) interns’ and new graduates’ employability skills competence for entry-level management/management-in-training positions in the hospitality industry. The findings add to the body of literature and provide insight into the need for further employability skills development of students prior to graduation and entrance into the workforce. Additionally, the study provides information and insight for faculty, career services, and experiential learning professionals regarding the skills students currently possess, the need for further skills development, and those skills employers deem most important.
Show less
Date Issued: 2011
Identifier: CFE0004123, ucf:49096
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004123

Title: CAN GUIDED INQUIRY BASED LABS IMPROVE PERFORMANCE IN DATA ANALYSIS AND CONCLUSION SYNTHESIS IN SIXTH GRADE LIFE SCIENCE?.
Creator: Moore, Melonie, Everett, Robert, University of Central Florida
Abstract / Description: Desiring to examine the performance of science process skills such as data analysis and conclusion synthesis in sixth grade Life Science students, I used an inquiry strategy called "guided inquiry" in a series of six laboratory assignments during the normal county-mandated order of instruction for Life Science. I based my analysis upon these laboratory exercises, a survey of student attitudes towards science done before the study began and after the study completed, an assessment of inquiry...
Show moreDesiring to examine the performance of science process skills such as data analysis and conclusion synthesis in sixth grade Life Science students, I used an inquiry strategy called "guided inquiry" in a series of six laboratory assignments during the normal county-mandated order of instruction for Life Science. I based my analysis upon these laboratory exercises, a survey of student attitudes towards science done before the study began and after the study completed, an assessment of inquiry understanding done before and after the study was finished, routine material tests, and a science final class evaluation done after the study was finished. Emphasis was placed upon examining the content of the laboratory reports which required students to analyze their experiments and draw a conclusion based upon their findings. The study found that while most students did grasp the desired scientific principles the labs were designed to teach, they had difficulty in formulating a structured and detailed account of their experiences without guidance. The study helped to further understanding of student performance and learning in science process skills such as data analysis and conclusion synthesis.
Show less
Date Issued: 2009
Identifier: CFE0002807, ucf:48123
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002807

Title: Game-based Strategies Implementation During Social Skills Training for Non-Elementary Aged Individuals.
Creator: Fenaughty, Joan, Hopp, Carolyn, Little, Mary, Vitale, Thomas, Hayes, Grant, University of Central Florida
Abstract / Description: ABSTRACT The problem of practice that has been identified is the lack of games as a social skills tool. Individuals with Autism may face many daily challenges. One of the known deficits for this population is their challenges related to social skills. One way to provide social skills instruction is through game-based strategies. When thinking about play it is not uncommon to automatically envision young children, but the inclusion of game-based play during social skills instruction can be...
Show moreABSTRACT The problem of practice that has been identified is the lack of games as a social skills tool. Individuals with Autism may face many daily challenges. One of the known deficits for this population is their challenges related to social skills. One way to provide social skills instruction is through game-based strategies. When thinking about play it is not uncommon to automatically envision young children, but the inclusion of game-based play during social skills instruction can be appropriate for all age groups. As children age interventions tend to move away from the inclusion of play. In order to teach social skills the individuals must first be willing to come together as a group and interact with each other. One way to bring resistant individuals together is through play. During the pilot study of social skills training, for middle school aged students with high functioning autism, it was discovered that the inclusion of playing board games became a positive and productive way to bring resistant individuals together for the purpose of social skills training. With the inclusion of game playing as part of the social skills pilot study the results were positive interactions between individuals who initially avoided any interactions, other than negative ones, with each other. The model will be implemented with individuals who have autism and may also have other disabilities who are functioning at a much lower cognitive level. The goals of the pilot program are to increase social interactions and to improve social skills through the inclusion of play during social skills instruction. Social skills instruction requires individuals to be engaged; the inclusion of play is a natural non-threatening way to promote cooperative social interactions as a precursor to social skills instruction.
Show less
Date Issued: 2014
Identifier: CFE0005330, ucf:50536
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005330

Title: WHAT DO WE KNOW ABOUT INTERPERSONAL SKILLS? A META-ANALYTIC EXAMINATION OF ANTECEDENTS, OUTCOMES, AND THE EFFICACY OF TRAINING.
Creator: Klein, Cameron, Salas, Eduardo, University of Central Florida
Abstract / Description: Despite extensive statements about the importance of possessing good interpersonal skills, little quantitative evidence has been brought forth to investigate these claims. At the same time, training in soft, or interpersonal, skills continues for organizational managers, customer service representatives, and members of formal work teams. Based on these considerations, the current research was guided by five broad questions. First, are gender and the Big Five personality variables important...
Show moreDespite extensive statements about the importance of possessing good interpersonal skills, little quantitative evidence has been brought forth to investigate these claims. At the same time, training in soft, or interpersonal, skills continues for organizational managers, customer service representatives, and members of formal work teams. Based on these considerations, the current research was guided by five broad questions. First, are gender and the Big Five personality variables important predictors in the use and effectiveness of interpersonal skills? Second, what is the relationship between various interpersonal skills and important personal and workplace outcomes? Third, given that training in interpersonal skills is prevalent in organizations today, does this training work? Further, and perhaps more importantly, under what conditions do these training interventions result in optimal outcomes? Lastly, does job complexity moderate the relationship between interpersonal skills and outcomes? To answer these questions, a series of meta-analytic investigations was conducted. The results of these analyses provided evidence for the existence of meaningful antecedents of interpersonal skills. In addition, relationships between interpersonal skills and outcomes were identified, with hypotheses in this area confirmed. The results of this research demonstrate the beneficial impact of interpersonal skills training for improving interpersonal skills. Finally, in line with predictions, job complexity was identified as a moderator of the relationship between interpersonal skills and outcomes. The current document concludes with recommendations both for researchers interested in furthering the science of interpersonal skills research, and for practitioners charged with improving the interpersonal skills of their workforce.
Show less
Date Issued: 2009
Identifier: CFE0002642, ucf:48221
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002642

Title: Examining the Social Interactions of Young Adults with Autism Spectrum Disorders in a Virtual Environment.
Creator: Gallup, Jennifer, Little, Mary, Dieker, Lisa, Butler, Malcolm, Pearl, Cynthia, University of Central Florida
Abstract / Description: This phenomenological study examined the social interactions during online game play in a virtual environment for five young adults with an autism spectrum disorder (ASD) who attended a large metropolitan university, enrolled in the first 60 credits of a science, technology, engineering, or mathematics (STEM) field of study. Given the evolution of technology and opportunities to socialize in virtual communities, it is becoming increasingly important to understand how young adults with ASD...
Show moreThis phenomenological study examined the social interactions during online game play in a virtual environment for five young adults with an autism spectrum disorder (ASD) who attended a large metropolitan university, enrolled in the first 60 credits of a science, technology, engineering, or mathematics (STEM) field of study. Given the evolution of technology and opportunities to socialize in virtual communities, it is becoming increasingly important to understand how young adults with ASD assimilate into new social opportunities that provide supports for extraneous variables such as face-to-face situations. As research begins to emerge on virtual environments there is little research addressed specific to socialization and the development of interpersonal relationships. Further, there is a distinct lack of research specific to young adults with ASD who engage socially in virtual environments. A phenomenological research method was used to explain the social activities as they occurred for this specific group of individuals. Structured and unstructured interviews, observations, document analysis, and a self-reporting survey were conducted and collected. Analysis used emergent coding following Moustakas' modified Van Kaam method (1994). Common themes were identified and reported through lists and tables. In summary, this study described how young adults with ASD socialized within a virtual community. This study provided findings that individuals with ASD actively seek friendships, recognize emotions, understand roles within the game and real life use skills necessary for success in postsecondary education and STEM related careers, and lays the foundation for continuing research using virtual environments to support interpersonal relationships that may support greater postsecondary outcomes.
Show less
Date Issued: 2015
Identifier: CFE0005796, ucf:50024
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005796

Title: Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional and Behavioral Disorder and Comorbid Disabilities.
Creator: Wills-Jackson, Celestial, Hines, Rebecca, Dieker, Lisa, Lue, Martha, Wilkins, Ilene, University of Central Florida
Abstract / Description: This study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting.This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-subject, multiple-baseline, across-participants design was used....
Show moreThis study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting.This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-subject, multiple-baseline, across-participants design was used. Participants included adolescents (n = 6) with comorbid disabilities, predominantly ASD and EBD, their board-certified behavior analysts (BCBA), and six behavior technicians. The researcher established and maintained face-to-face reciprocal peer social engagements (communication) and direct eye gaze (contact) with participants in dyad groups. Each session included a 60-minute video of peer social interactions. Direct observations, differential reinforcement of other behaviors (DRO), and pre- and post-Social Skills Improvement System-Rating Scales (SSIS-RS) were examined. Evidence of SEL intervention effectiveness was measured by percentage of nonoverlapping data points (PND). Social validity was measured using the multiple-rater SSIS-RS and intervention fidelity checklists evaluating the Sanford Harmony intervention. Results from data and visual analysis revealed all participants significantly increased their direct eye contact, verbal reciprocity, and social engagements after implementing the Harmony program. In addition, a PND value of 100% was calculated for each dependent variable indicating the Harmony program was a highly effective intervention increasing eye contact, verbal reciprocity, and social engagements for students with EBD and comorbid disabilities.
Show less
Date Issued: 2018
Identifier: CFE0007266, ucf:52196
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007266

Title: EXPLORING THE RELATIONSHIPS AMONG PERSONALITY TRAITS AND NONTECHNICAL SKILLS IN COLLEGE STUDENTS.
Creator: Doyle, John, Whitten, Shannon, University of Central Florida
Abstract / Description: Previous research established that traditional indicators of academic achievement, such as GPA, serve as insufficient predictors of success outside the academic environment. Employers find many graduates ill-prepared for the expectations of the corporate world because they lack skills such as creativity and critical thinking. The present study explores the relationship among personality, creativity, and critical thinking. Identifying personality traits that correlate with the presence of...
Show morePrevious research established that traditional indicators of academic achievement, such as GPA, serve as insufficient predictors of success outside the academic environment. Employers find many graduates ill-prepared for the expectations of the corporate world because they lack skills such as creativity and critical thinking. The present study explores the relationship among personality, creativity, and critical thinking. Identifying personality traits that correlate with the presence of creativity and critical thinking may help employers identify job candidates who possess these much desired skills. In this study, 97 participants completed the NEO PI-R as a measure of personality, the Cornel Critical Thinking Test, and the Torrance Test of Creative Thinking. Like previous research findings openness to experience was significantly related to creativity, including a majority of its facets as well. Facets of agreeableness also had significant relationships to creativity.
Show less
Date Issued: 2014
Identifier: CFH0004651, ucf:45298
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004651

Title: ELUCIDATING THE SOCIAL SKILLS DEFICITS IN CHILDREN WITH ASPERGER'S DISORDER: A COMPARATIVE STUDY.
Creator: Scharfstein, Lindsay, Beidel, Deborah, University of Central Florida
Abstract / Description: Children with Asperger's Disorder are considered to have impairments in social interaction, but to date few studies have empirically addressed this issue. This study examined the existence of social skills deficits in children with Asperger's Disorder, children with social phobia, and children with no psychological disorder. Using direct observation of social skills during role-play tasks, blinded observers rated an overall impression of social effectiveness and three specific...
Show moreChildren with Asperger's Disorder are considered to have impairments in social interaction, but to date few studies have empirically addressed this issue. This study examined the existence of social skills deficits in children with Asperger's Disorder, children with social phobia, and children with no psychological disorder. Using direct observation of social skills during role-play tasks, blinded observers rated an overall impression of social effectiveness and three specific categories of social skill: pragmatic behavior (e.g., effort to maintain conversation, latency to respond), speech and prosodic behavior (e.g., vocal inflection, voice volume), and paralinguistic conversational behaviors (e.g., facial orientation, motor movement). Children with Asperger's Disorder did not display predicted social skills deficits when compared to typically developing children. When compared to children with social phobia, children with Asperger's Disorder were rated as significantly more socially effective and were rated as more skilled on the molecular conversational behaviors that create an overall impression of social effectiveness. These results suggest that children with Asperger's Disorder display adequate social skill during brief social interactions. Furthermore, the social skills deficits present in children with social phobia are not the same deficits found in children with Asperger's Disorder. Implications of the findings are discussed.
Show less
Date Issued: 2009
Identifier: CFE0002886, ucf:48036
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002886

Title: THE IMPACT OF ORGANIZATIONAL POLITICS ON MENTORING RELATIONSHIPS.
Creator: Bencaz, Nicholas, Jentsch, Kimberly, University of Central Florida
Abstract / Description: Mentoring in the workplace has become an increasingly popular trend because of its touted success at addressing the career and social related needs of employees. While the majority of the research on mentoring has examined protégé benefits, far fewer studies have examined the potential negative effects of mentoring. Moreover, little is known about the antecedents of negative mentoring experiences. A primary objective of the present study was to investigate relations between...
Show moreMentoring in the workplace has become an increasingly popular trend because of its touted success at addressing the career and social related needs of employees. While the majority of the research on mentoring has examined protégé benefits, far fewer studies have examined the potential negative effects of mentoring. Moreover, little is known about the antecedents of negative mentoring experiences. A primary objective of the present study was to investigate relations between mentor and protégé perceptions of organizational politics and reports of functional and dysfunctional mentoring. In addition, I examined the joint contribution of functional and dysfunctional mentoring to a number of protégé outcomes. Data were collected from 93 mentor-protégé dyads employed across the United States by a marketing communications business. Results indicated that mentors who perceived their climate to be more political expressed greater motivation to mentor for their own self-enhancement and lesser motivation to mentor for their own intrinsic satisfaction. Protégés who perceived their climate to be more political reported a greater incidence of dysfunctional mentoring. Protégé reports of the functional mentoring they received accounted for unique variance in predicting supervisor ratings of their performance, whereas dysfunctional mentoring accounted for unique variance in predicting turnover intentions, stress, and job satisfaction. The results of this study broaden our understanding of the manner in which mentoring relationships can go awry.
Show less
Date Issued: 2008
Identifier: CFE0002195, ucf:47923
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002195

Title: A Phenomenological Study of High School Assistant Principals who Supervise Special Education.
Creator: Vacchio, Erin, Martin, Suzanne, Vasquez, Trey, Jahani, Shiva, Helton, Julie, University of Central Florida
Abstract / Description: This phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the...
Show moreThis phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the expertise of school leaders in special education must also increase. Research on the experiences of high school administrators who serve students with intellectual disabilities and how their experiences and beliefs shape opportunities for students is limited. In addition, there is limited research regarding the prevalence of students with intellectual disabilities and their participation in vocational education and independent skills instruction to support independent functioning and future employment. This study used a phenomenological approach to examine the experiences and beliefs of high school assistant principals who supervise the ESE department at their school. Semi-structured interviews were conducted with seven participants (N=7). Through thematic analysis, six major themes and 21 subthemes emerged. The six major themes were: (a) compliance of special education; (b) administrators' role in faculty/staff supervision; (c) inclusion of students with disabilities in opportunities with their non-disabled peers; (d) lack of leadership preparation; (e) meeting student needs; (f) preparing students for life after school. This study concluded with a thorough examination of each of the major themes and subthemes, and provided implications for leadership development, induction programs for special education leaders, and best practices for serving students with intellectual disabilities.
Show less
Date Issued: 2019
Identifier: CFE0007739, ucf:52452
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007739

Title: EMPIRICAL EVALUATION OF THE EFFECTIVENESS OF EYE TRACKING-BASED SEARCH PERFORMANCE DIAGNOSIS AND FEEDBACK METHODS.
Creator: Carroll, Meredith, Mouloua, Mustapha, University of Central Florida
Abstract / Description: In todayÃ‚Â's complex combat environments, troops are often faced with increasingly challenging tasks different from those experienced in the past. Warfighters must be trained in adaptive perceptual skill sets, such as search strategies that enable them to detect threats across any number of environmental, cultural, and situational conditions. The goal of the present study was to explore how advanced technology, specifically eye tracking, can be used to increase...
Show moreIn todayÃ‚Â's complex combat environments, troops are often faced with increasingly challenging tasks different from those experienced in the past. Warfighters must be trained in adaptive perceptual skill sets, such as search strategies that enable them to detect threats across any number of environmental, cultural, and situational conditions. The goal of the present study was to explore how advanced technology, specifically eye tracking, can be used to increase understanding of perceptual processes such as search and detection and provide tools that can be used to train search skills. Experiment 1 examined a method of diagnosing perceptual performance in order to be able to identify the perceptual root cause of target detection deficiencies and how these impact overall target detection performance. Findings indicate the method can be used to pinpoint where in the perceptual process a target miss originated, whether due to ineffective search strategy, inability to detect the subtle cues of the threat or inability to recognize these cues as indicative of a threat. Experiment 2 examined the training effectiveness of providing trainees with process level tailored feedback which incorporates elements of expert and trainee scan patterns. Findings indicate that providing trainees with elements of either expert or trainee scan patterns has the ability to significantly improve the search strategy being employed by the trainee. This work provides strong support for the use of eye tracking based perceptual performance diagnosis methods and training strategies in improving trainee search performance for complex target detection tasks.
Show less
Date Issued: 2010
Identifier: CFE0003100, ucf:48302
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003100

Title: THE EFFECT OF PEER ADVISORS ON ESL STUDENTS' PERSPECTIVES OF UNIVERSITY ACADEMIC TASKS.
Creator: Fishkin, Monica, Allen, Kay W., University of Central Florida
Abstract / Description: A review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for...
Show moreA review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for Language Learning (SILL) and the Xu International Student Academic Language Needs Assessment (ISALNA-2) instruments. Qualitative data was also collected. The participants in the study were upper-intermediate level international students in an intensive English program at a large metropolitan university. Scores (n = 23) on the SILL and the ISALNA-2 were used to investigate the changing perspectives of students receiving similar information from different sources, classroom teachers and peer advisors or only classroom teachers. Peer advising sessions were provided to the experimental group of students. The focus of the sessions was advice and direction in language skills (reading, writing, listening, and speaking) for university academic tasks. A split-plot analysis of variance was employed to analyze the quantitative data obtained from pre- and posttest administrations of the instruments. Analysis of the data did not reveal a statistically significant effect of the peer advising sessions as regards the improvement of scores on the SILL and ISALNA-2. Qualitative data (n = 29) indicated that the experimental participants were positively impacted in understanding the necessary language skills necessary for academic success. Interviews with the peer advisors revealed that they had enhanced their understanding of university expectations and had developed a higher level of confidence as a result of their participation in the advising sessions. Qualitative data revealed positive attitudes by the peer advisors in giving language skills information and by the ESL international students involved in receiving that information. The study format could contribute to future studies and may have implications for the development of international peer advising for English language instruction, foreign student orientation programs, host family programs, and programs linking foreign students with American student study partners.
Show less
Date Issued: 2004
Identifier: CFE0000027, ucf:46093
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000027

Title: Use of Video-Enhanced Debriefing in Clinical Nursing Skill Acquisition: Indwelling Urinary Catheterization as an Exemplar.
Creator: Hoyt, Erica, Gill, Michele, Clark, M. H., Chase, Susan, Gonzalez, Laura, University of Central Florida
Abstract / Description: Nursing students struggle to acquire and maintain clinical psychomotor skills. Hiring agencies bear the cost of retraining graduate nurses inept with skills learned early in their nursing curriculum. Improperly performed clinical skills pose a risk to patient safety, resulting in pain and suffering for the patient. This empirical study aimed to determine if video-enhanced debriefing (VED) improved initial skill validation scores, skill feedback, satisfaction with learning, and reduced skill...
Show moreNursing students struggle to acquire and maintain clinical psychomotor skills. Hiring agencies bear the cost of retraining graduate nurses inept with skills learned early in their nursing curriculum. Improperly performed clinical skills pose a risk to patient safety, resulting in pain and suffering for the patient. This empirical study aimed to determine if video-enhanced debriefing (VED) improved initial skill validation scores, skill feedback, satisfaction with learning, and reduced skill decay among first-semester, pre-licensure BSN students performing female indwelling urinary catheterization (IUC) in a simulated clinical setting compared to no debriefing. Participants received standard instruction, then video-recorded their IUC skill. Participants randomized into the VED group individually participated in an advocacy/inquiry debriefing with the principal investigator while viewing their performance video. Both groups completed a summative IUC skill validation per standard course instruction and submitted their skill performance ratings. All participants completed a survey including their perceived IUC knowledge, amount of skill practice, learning satisfaction with VED, and an evaluation of their skill performance feedback. All participants re-recorded their IUC skill and received performances ratings with the same instruments again ten weeks after the initial skill validation. The analysis revealed that VED did not improve nursing skills, knowledge, practice, or perceptions of the learning experience compared to the video-only group. Nursing students in the VED condition did rate their skill performance feedback higher than those in the video-only group. Students improved performance in both conditions, showing that learning via video is an effective teaching strategy to enhance student's satisfaction with learning, to engage in repetitive practice with feedback, and to improve learning.
Show less
Date Issued: 2019
Identifier: CFE0007656, ucf:52504
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007656

Title: TRACTOR-TRAILER SIMULATION AND THE ASSESSMENT OF TRAINING SCENARIOS FOR CITY-DRIVING: SKILL BUILDING IN THE AREA OF LEFT AND RIGHT TURNS.
Creator: Whitmire, James D., II, Kincaid, Peter, University of Central Florida
Abstract / Description: A simulated inner-city training scenario was found to increase skills in the area of turning when compared with a simulated off-track training scenario. To answer this question, two groups of ten participants (5 women and 5 men) were tested using three scripted scenarios focusing on left and right turns. The first training scenario (control group) is an off-track training scenario, which consists of a large asphalt lot and the use of orange cones; the second training scenario (experimental...
Show moreA simulated inner-city training scenario was found to increase skills in the area of turning when compared with a simulated off-track training scenario. To answer this question, two groups of ten participants (5 women and 5 men) were tested using three scripted scenarios focusing on left and right turns. The first training scenario (control group) is an off-track training scenario, which consists of a large asphalt lot and the use of orange cones; the second training scenario (experimental group) is an inner-city training scenario without the presence of vehicular traffic; and the third scenario (test scenario) is an inner-city scenario with the presence of vehicular traffic. A subject matter expert, who is also a former driver and trainer, evaluated and scored all participants on four critical turns (2 left and 2 rights). The apparatus used for this study was the V-sim non-motion simulator from General Electric (GE). A 2 x 4 factorial analysis was utilized to examine conditional differences as well as gender differences. While there were no gender differences, the results for overall turns were significant, F(1, 16) = 7.14, p = .017, η² = 3.09. The mean for the control group was (M = 20.50, SD = 9.59) with the experimental group at, (M = 31.10, SD = 7.26).
Show less
Date Issued: 2004
Identifier: CFE0000001, ucf:46131
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000001

Title: THE RELATIONSHIP BETWEEN THE BASIC SKILLS PROFICIENCY OF COUNSELOR EDUCATION MASTER'S LEVEL STUDENTS AND CLIENT OUTCOME.
Creator: Welsh, Lorie, Robinson, Edward, University of Central Florida
Abstract / Description: A review of literature on the history of psychology and counseling revealed a limited amount of research on counselor education training programs, specifically basic skills versus client outcome. The purpose of this study was to investigate the relationship between counselor educator student's basic skills and the effects these skills had on client outcome. By way of a multiple regression, two independent variables, the Global Scale for Rating Helper Responses (GSRR) and the Counselor...
Show moreA review of literature on the history of psychology and counseling revealed a limited amount of research on counselor education training programs, specifically basic skills versus client outcome. The purpose of this study was to investigate the relationship between counselor educator student's basic skills and the effects these skills had on client outcome. By way of a multiple regression, two independent variables, the Global Scale for Rating Helper Responses (GSRR) and the Counselor Skills and Professional Behavior Scale (CSPBS) were analyzed in relation to the Outcome Questionnaire (OQ-45.2). Results indicated that there was no statistical significance between basic skills and client outcome.
Show less
Date Issued: 2007
Identifier: CFE0001549, ucf:47126
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001549

Title: SOCIAL COMPETENCE OF HIGH SCHOOL STUDENTS ENROLLED IN ONLINE PHYSICAL EDUCATION COURSES.
Creator: Ware, Deborah, Higginbotham, Patricia, University of Central Florida
Abstract / Description: The purpose of this study was to assess the social competence of high school students enrolled in online Physical Education courses. Additionally, the demographic information regarding students who enroll in online Physical Education courses was examined. The subjects for this study included sixty students taking one of two Physical Education courses at the Florida Virtual School during the spring 2005 term. The entire curriculum of the Florida Virtual School is presented online and students...
Show moreThe purpose of this study was to assess the social competence of high school students enrolled in online Physical Education courses. Additionally, the demographic information regarding students who enroll in online Physical Education courses was examined. The subjects for this study included sixty students taking one of two Physical Education courses at the Florida Virtual School during the spring 2005 term. The entire curriculum of the Florida Virtual School is presented online and students live throughout the entire state of Florida. Therefore, the entire study was administered online. The assessment instrument used was the Teenage Inventory of Social Skills created by Heidi Inderbitzen. The Teenage Inventory of Social Skills is a 40-item self-report questionnaire consisting of statements rated on a 6-point continuum. The instrument was divided into two sub-scales; a positive scale and a negative scale. A One-Sample T-Test was used to compare the mean sample scores with the standard means. Frequencies were run to review demographic information. Results indicated that there was no significant mean difference found between the students enrolled in online Physical Education courses and the mean of students established by the TISS. The majority of respondents were female, Caucasian, and were attending public or private schools for most of their classes.
Show less
Date Issued: 2005
Identifier: CFE0000624, ucf:46532
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000624

Title: THE IMPACT OF VIDEO MODELING AND PEER MENTORING OF SOCIAL SKILLS FOR MIDDLE SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS IN INCLUSIVE SETTINGS.
Creator: Ogilvie, Christine, Dieker, Lisa, University of Central Florida
Abstract / Description: Given the behavioral expectations of students by teachers and peers in middle school inclusive classrooms and characteristics inherent to students with ASD, the purpose of this study was to explore the impact of video modeling and peer mentoring of five critical social skills for inclusion on middle school students with ASD. Specifically, the extent to which the combination of video modeling and peer mentoring of five critical social skills would increase the level of demonstration of these...
Show moreGiven the behavioral expectations of students by teachers and peers in middle school inclusive classrooms and characteristics inherent to students with ASD, the purpose of this study was to explore the impact of video modeling and peer mentoring of five critical social skills for inclusion on middle school students with ASD. Specifically, the extent to which the combination of video modeling and peer mentoring of five critical social skills would increase the level of demonstration of these skills in the general education inclusion setting was investigated. Because individuals with ASD exhibit limited social communication skills, those skills necessary especially at the middle school level to understand the "hidden curriculum", social skills instruction has been deemed important (APA, 2004; Smith-Myles & Simpson). The current multiple baseline across subjects study was grounded in the research on video modeling (Bellini & Akullian, 2007) and peer mentoring (Fuchs & Fuchs, 2005; Maheady, Harper, & Mallette, 2001) as methods of providing social skills instruction for middle school students with ASD (Goldstein & McGinnis, 1997; Smith-Myles & Simpson, 2001). The impact of the video models and peer mentors was measured using the level of demonstration of five critical social skills on three middle school aged students with ASD. All three students with ASD were included in at least one general education classroom. The results of this investigation indicated that the combination of video modeling and peer mentoring of critical social skills positively impacted the levels of demonstration of the skills of students with ASD. While results varied, all three students with ASD increased their levels of demonstration of the targeted critical social skills.
Show less
Date Issued: 2008
Identifier: CFE0002306, ucf:47845
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002306

Title: Psychomotor Skill Measurement of Video Game Players.
Creator: Carbone, Thomas, Hughes, Charles, McDaniel, Rudy, Smith, Peter, Smith, Roger, University of Central Florida
Abstract / Description: Psychomotor skills are a combination of innate abilities as well as skills developed because of repeated actions. Researchers have dedicated many studies to understand the extent to which past videogame play contributes to psychomotor skills and fine motor control dexterity. However, not all gamers are created equal. With today's proliferation of platforms, many people are gamers who never pick up a controller. Grouping all gamers together forms dangerous confounds when trying to generalize...
Show morePsychomotor skills are a combination of innate abilities as well as skills developed because of repeated actions. Researchers have dedicated many studies to understand the extent to which past videogame play contributes to psychomotor skills and fine motor control dexterity. However, not all gamers are created equal. With today's proliferation of platforms, many people are gamers who never pick up a controller. Grouping all gamers together forms dangerous confounds when trying to generalize across a population as diverse as today's gamers.The current study aims to study a population comprised only of gamers to see if there are significant differences in their psychomotor skills. A psychomotor skills test has been developed, which is designed to simulate proven physical tests, with the express purpose of exposing differences between gamers. After filling out an extensive survey of gaming habits, participants completed the psychomotor skills test.Participants were then grouped by measured psychomotor ability and a selection of high and low performing gamers completed four tutorial exercises on the dV-Trainer by Mimic Technologies, a validated robotic laparoscopic training device.The study shows that the number of hours reported per week using analog controllers is correlated with the psychomotor score as measured by the newly developed simulation. In particular, the Purdue Pegboard and Finger Tapping simulation software is the best discriminator among members of the gamer population.
Show less
Date Issued: 2018
Identifier: CFE0007316, ucf:52131
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007316

Title: AN INVESTIGATION OF MASTER'S LEVEL COUNSELING STUDENTS' CLINICAL EFFICACY: THE RELATIONSHIP BETWEEN GRADUATE RECORD EXAMINATION SCORES AND DEMONSTRATION OF CLINICAL SKILLS IN PRACTICUM.
Creator: Ray, Shannon Lounge, , E. H., University of Central Florida
Abstract / Description: The admission of students into Counselor Education programs aims to select those applicants with the best potential to successfully complete the graduate program as well as acquire effective clinical skills. The primary method of measuring achievement potential for graduate students in Counselor Education programs represents Graduate Record Examination Scores (GRE); minimal scores on the examination are required for program admission. This study examined the relationship between student...
Show moreThe admission of students into Counselor Education programs aims to select those applicants with the best potential to successfully complete the graduate program as well as acquire effective clinical skills. The primary method of measuring achievement potential for graduate students in Counselor Education programs represents Graduate Record Examination Scores (GRE); minimal scores on the examination are required for program admission. This study examined the relationship between student achievement of clinical skills and incoming GRE scores.The study participants were 47 master's level Counselor Education students who were enrolled in Practicum in Counselor Education (MHS 6800) in the spring, summer, and fall semesters of 2002 as well as the spring, summer, and fall semesters of 2003.All students were required to submit videotapes of live counseling sessions conducted in the Community Counseling Clinic at the University of Central Florida. The videotapes were rated using the Global Scale for Rating Helper Responses, developed by George Gazda. An independent samples t-test was utilized to assess between group differences for the sample participants. The study results showed no significant differences between the demonstration of clinical skills in Counselor Education students with a GRE score over 1000 and those students with a GRE score below 1000. The study results suggested that other factors outside of those skills measured by the GRE might attribute to successful acquirement and demonstration of clinical counseling skills.
Show less
Date Issued: 2004
Identifier: CFE0000023, ucf:52839
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000023

Title: The Effectiveness of Virtual Humans vs Pre-Recorded Humans in a Standardized Patient Performance Assessment.
Creator: Palathinkal, Joel, Kincaid, John, Shumaker, Randall, Allred, Kelly, Smith, Roger, University of Central Florida
Abstract / Description: A Standardized Patient (SP) is a trained actor who portrays a particular illness to provide training to medical students and professionals. SPs primarily use written scripts and additional paper-based training for preparation of practical and board exams. Many institutions use various methods for training such as hiring preceptors for reenactment of scenarios, viewing archived videos, and computer based training. Currently, the training that is available can be enhanced to improve the level...
Show moreA Standardized Patient (SP) is a trained actor who portrays a particular illness to provide training to medical students and professionals. SPs primarily use written scripts and additional paper-based training for preparation of practical and board exams. Many institutions use various methods for training such as hiring preceptors for reenactment of scenarios, viewing archived videos, and computer based training. Currently, the training that is available can be enhanced to improve the level of quality of standardized patients. The following research is examining current processes in standardized patient training and investigating new methods for clinical skills education in SPs. The modality that is selected for training can possibly affect the performance of the actual SP case.This paper explains the results of a study that investigates if there is a difference in the results of an SP performance assessment. This difference can be seen when comparing a virtual human modality to that of a pre-recorded human modality for standardized patient training. The sample population navigates through an interactive computer based training module which provides informational content on what the roles of an SP are, training objectives, a practice session, and an interactive performance assessment with a simulated Virtual Human medical student. Half of the subjects interact with an animated virtual human medical student while the other half interacts with a pre-recorded human. The interactions from this assessment are audio-recorded, transcribed, and then graded to see how the two modalities compare. If the performance when using virtual humans for standardized patients is equal to or superior to pre-recorded humans, this can be utilized as a part task trainer that brings standardized patients to a higher level of effectiveness and standardization. In addition, if executed properly, this tool could potentially be used as a part task trainer which could provide savings in training time, resources, budget, and staff to military and civilian healthcare facilities.
Show less
Date Issued: 2011
Identifier: CFE0004149, ucf:49037
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004149

Social Skills (4)	+ -
social skills (4)	+ -
Simulation (3)	+ -
Skills (3)	+ -
social skill (3)	+ -

21st century skills (2)	+ -
Assessment (2)	+ -
Autism Spectrum Disorders (2)	+ -
Information Literacy (2)	+ -
Learning (2)	+ -
Training (2)	+ -
Video Games (2)	+ -
adolescents (2)	+ -
autism (2)	+ -
autism spectrum disorder (2)	+ -
communication (2)	+ -
communication skills (2)	+ -
education (2)	+ -
hospitality (2)	+ -
interpersonal skills (2)	+ -
non-cognitive factors (2)	+ -
skills (2)	+ -
social anxiety disorder (2)	+ -
training (2)	+ -
video modeling (2)	+ -
ADDIE (1)	+ -
AOS schools (1)	+ -
AOS sponsored schools (1)	+ -
ASOS (1)	+ -
Abilities (1)	+ -

ETD Collection (50)	+ -
Honors Collection (1)	+ -

University of Central Florida (51)	+ -
Dieker, Lisa (6)	+ -
Hopp, Carolyn (6)	+ -
Boote, David (5)	+ -
Vitale, Thomas (5)	+ -

Beidel, Deborah (4)	+ -
Hirumi, Atsusi (3)	+ -
Hughes, Charles (3)	+ -
Little, Mary (3)	+ -
Martin, Suzanne (3)	+ -
Beile, Penny (2)	+ -
Border, Harold (2)	+ -
Bowers, Clint (2)	+ -
Cerasale, Mark (2)	+ -
Chase, Susan (2)	+ -
Cintron Delgado, Rosa (2)	+ -
Doherty, Walter (2)	+ -
Foroosh, Hassan (2)	+ -
Hines, Rebecca (2)	+ -
Kincaid, John (2)	+ -
Marino, Matthew (2)	+ -
Pearl, Cynthia (2)	+ -
Robinson, Edward (2)	+ -
Scharfstein, Lindsay (2)	+ -
Sims, Valerie (2)	+ -
Smith, Roger (2)	+ -
Vasquez, Eleazar (2)	+ -
, E. H. (1)	+ -
Allen, Kay (1)	+ -
Allen, Kay W. (1)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner