Papers by Angela Blackwell
Many developed sports leagues are tailored toward non-disabled children and adults, even though, ... more Many developed sports leagues are tailored toward non-disabled children and adults, even though, in the United States, about 26 percent of the population live with a disability and one out of every three people within this population want to participate in sports (Centers for Disease Control and Prevention [CDC], 2020a; Activity Alliance, 2018). This ultimately leads to decreased sporting opportunities for individuals with disabilities. This higher rate of development of sports leagues for children without disabilities is due to the competitive environment of sports. This competitive environment leads to the marginalization of children with disabilities who want to participate in sports, due to individuals with a disability being considered not suitable to participate. However, inclusion is one of the many factors that the profession of occupational therapy strives to implement within their practice. Especially due to the American Occupational Therapy Association’s (AOTA) vision for...
Introduction: There is a lack of understanding about the accessibility needs of elderly borderlan... more Introduction: There is a lack of understanding about the accessibility needs of elderly borderland residents, and the barriers that they face when they try to maintain their health and well-being. Objectives: To analyze transportation and community engagement in a rural community on the US-Mexico border. To analyze the findings of transportation and community engagement in a rural community on the US-Mexico border. Methodology: A triangulated study using the Place Standard Assessment, Semi-Structured Interviews, and a walking survey with the theoretical framework of the Person, Occupation, Environment, Performance (N=3). Data analysis consisted of comparing means generated by the PSA on 14 topics ranging from feelings of safety to self-control in their community setting, to emerging themes from SSIs on participants\u27 perceptions on the same topics. Walking Survey findings were analyzed for emergent themes and used to support or refute the superordinate themes. Findings: Feelings o...
Researchers identify early childhood as a critical period for the development of academic enabler... more Researchers identify early childhood as a critical period for the development of academic enablers (Feil & Frey, 2013). Academic enablers include social behaviors essential to social competence and effective learning such as cooperating, sharing, helping, listening to others, and focusing attention. These academic enablers are highly related to academic achievement (Gresham, Cook, Crews, & Kern, 2004). Early childhood represents a time to develop healthy, prosocial behaviors that prevent development of antisocial behaviors before they become chronic and intractable (Feil & Frey, 2013). If children develop these academic enablers as three, four, and five year olds, they are better able to take advantage of the learning environment now and in their future years as students. We use self-regulation skills to produce these important academic enablers. Selfregulation is a multifaceted concept described differently throughout the literature. It encompasses management of physiological arousal, emotions, attention, and behavior. Simply put, self-regulation involves the ability to stop doing something and start doing something else (even when you do not want to). My dissertation research involves implementation of a complex Tier 1 intervention, the Ready CLASS Project (RCP), designed to teach self-regulation skills to young children. A series of papers lead to this culminating dissertation study. The first manuscript entitled "A Literature Review of Parent-Child Interventions with Families with Young Children," reviewed parent-child intervention literature from early childhood, infant mental health, and early intervention programs. The findings yielded five quality indicators that described effective parent-child relationship interventions. Although many parent-child interventions exist, only three intervention packages address all five quality indicators. Each of the interventions offered unique approaches to developing positive parentiv child relationships, which includes distinctive principles, protocols, theory, and evidence-based outcomes. Consequently, each approach addressed the quality indicators with different methods. Ultimately, I found that these exemplary parent-child intervention approaches offered common themes that we can endorse to foster positive relationship development. I applied this evidence on positive relationship development to my final dissertation study as it relates to relationship building between the occupational therapist, parents and the teachers. The second manuscript, entitled, "Teaching Children Self-Regulation Skills within the Early Childhood Education Environment: A Feasibility Study" (Blackwell, Yeager, Mische-Lawson, Byrd, & Cook, 2014), explored the feasibility of the RCP. The results of this feasibility study contributed to our understanding of the practicality of implementing a selfregulation program within the early childhood environment. I learned that we can influence children's vocabulary about self-regulation and feelings recognition capacity when the activities and experiences become embedded into the daily routine. Further, this new vocabulary gave teachers more opportunities to be in tune with children about their feelings or activity levels. Although desired outcomes relating to self-regulation were not fully realized, the intervention showed sufficient promise for refinement and replication. These learned lessons were applied to this dissertation study. Data collected during the above feasibility study was used to develop the third manuscript entitled, "Active Ingredients for an Embedded Intervention within the Early Childhood Classroom". The findings from this study revealed three active ingredients for implementing an embedded intervention in an early childhood environment. Findings from this study suggested an interaction of these ingredients that influenced each other and affected the v immediate outcome of an embedded intervention. Based on these findings, recommendations to improve implementation in a replication of RCP were made. The fourth manuscript entitled, "The Role of Occupational Therapy with Response to Intervention (Tier 1) in Early Childhood Education: An Analysis of Classroom-Based Programs for Young Children" reviewed classroom-based intervention research in inter-professional early childhood literature. Specifically, intervention research that addressed skill acquisition/development, social-emotional development, or sensory-based strategies for young children was explored. Within the discussion, the relationship between present classroom-based literature and occupational therapy theory was underscored. I stress the relevant implementation characteristics of various intervention studies as they relate to outcomes. I highlighted some supporting evidence in the literature in addition to some of the gaps in evidence. The findings from this manuscript directly informed my dissertation study in developing a Tier 1 intervention. My dissertation study will ultimately be divided into two manuscripts. Part 1 of the dissertation reveals the child outcomes of the RCP. I found improved self-regulation, decreased behavior concerns, and increased self-regulation knowledge compared to the control teachers (Blackwell & Dunn, in progress). I plan to submit 'Part 1' to the American Journal of Occupational Therapy. Part 2 of the dissertation explores the teacher outcomes of the Ready CLASS Project. I discovered notable changes in the intervention teachers after implementation of the Ready CLASS Project when compared to the control teachers (Blackwell, Delahunt, Wallisch, & Dunn, in progress). I plan to submit 'Part 2' to the Early Childhood Research Quarterly. vi During this journey, I have developed an understanding of complex intervention research. Given the importance of self-regulation in early childhood, I intend to continue exploration of this topic as I advance toward a career in research. vii Acknowledgements Completing this dissertation has been an amazing (though oft times painful) journey. I would like to acknowledge the numerous individuals who helped me through it. I extend my sincere gratitude to all my professors for your time and dedication. To my dissertation chairperson, Winnie Dunn, who provided my earliest example of an occupational therapy scholar, for offering me guidance and wisdom. You showed patience in the ups and downs of my journey, including lots of reading and long meetings. In addition, your starting of the WOW group was instrumental to my finishing in a timely manner. To Lisa Mische-Lawson for providing guidance and honest feedback whenever I asked. The fact that you would check on me periodically was much appreciated. In addition, you offered me valuable opportunities that I would not have otherwise gotten. To Scott Tomchek for offering that voice of calm and reason during WOW group meetings. I appreciate your thorough written feedback as well. To Susan Bazyk, whose scholarly work inspires me, for providing your expertise. You challenged me in ways that led to significant improvements to this project. To Jeff Radel for providing prompt and direct advise. Without you, I certainly would have missed several key deadlines. To Judy Carta for the direction, vision, and knowledge you offered. Your feedback led to noteworthy advancements in this project. To Steve Jernigan for agreeing to participate in my committee with very late notice. A special thanks goes to the department of Occupational Therapy Education. I would like to especially acknowledge LouAnn Rinner, Kelli Reiling, Jane Cox, Becky Nicholson, Wendy Hildenbrand , and Lauren Little for varied roles they played in my success. To Andy Wu for helping me prepare for both oral presentations. Your feedback was critical to my preparation. To the WOW group (
Urban Social Work, 2019
BackgroundMental health is a serious public health concern that is uniquely devastating for Afric... more BackgroundMental health is a serious public health concern that is uniquely devastating for African American families.ObjectiveThis study systematically critiques the body of work documenting the mediating role of social support and neighborhood context on the psychological well-being of African American families.MethodsThis review used the PRISMA multistate process.FindingsSeveral important findings are drawn from this study: a) social support and neighborhood context shape psychological well-being, b) existing studies are limited in capacity to capture context despite having contextualized frameworks, c) African centered theory is missing.ConclusionsSocial support and neighborhood context matter. Future researchers must employ methods to capture this context and the link to mental health in African American communities where disproportionate risks exist.
Journal of Occupational Therapy, Schools, & Early Intervention, 2014
This study explores the feasibility of teaching self-regulation skills in an early childhood sett... more This study explores the feasibility of teaching self-regulation skills in an early childhood setting. Based on the concepts of the Alert Program, one early childhood classroom of 19 students (ages 3–5 years) and two classroom teachers took part in the Ready CLASS Project. The 8-week intervention focused on increasing self-regulation skills in young children through intentional group instruction and embedded experiences. This study utilized a time-series, quasi-experimental design. The results indicate that children’s vocabulary about self-regulation and feelings recognition capacity can be influenced when the activities and experiences become embedded into the daily routine of the classroom.
Journal of Occupational Therapy, Schools, & Early Intervention, 2012
This quasi-experimental study examined the effects of yoga on fine- and gross-motor performance, ... more This quasi-experimental study examined the effects of yoga on fine- and gross-motor performance, classroom behavior, and academic performance of preschool children with and without disabilities. Children ages 3 to 5 in the intervention classrooms participated in a 10-minute yoga DVD; children in the control classroom received instruction as usual. Pre- and posttest measures included work samples, yoga poses, behavior corrections, and children's grade reports. Results indicated children participating in yoga improved more than the control on some fine-motor and academic measures. There were no significant differences between groups on most measures. Yoga participation resulted in minimal school-related benefits for children.
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Papers by Angela Blackwell