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All Journal International Journal of Public Health Science (IJPHS) International Journal of Evaluation and Research in Education (IJERE)

Karen H Larwin

Youngstown State University

Author-ID : 2411079

Education Health Professions

Published : 10 Documents Claim Missing Document

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Articles

The obesity gap: An investigation using the behavioral risk factor surveillance system data for Ohio Karen H Larwin; Sherri Harper Woods
International Journal of Public Health Science (IJPHS) Vol 10, No 1: March 2021
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijphs.v10i1.20569

This investigation examined potential predictors of obesity and whether an “obesity gap” is present for different demographic groups. The behavioral risk factor surveillance system (BRFSS) data was used for this investigation. This secondary data set provides self-reported and measured biometric information on residents from each state in the United State of America. Results indicated that different income level is not related to body mass index (BMI). However, BMI was significantly different if the individual had a previous diagnosis of diabetes. BMI was also found to be significantly different for different races, as well as the interaction between race and diabetes are associated with BMI.

The effects of hearing deficits on student self-perceptions of social belonging, difficulty at school, and self-image Lindsy Cox; Brittany Ruffo; Julian Laird; Benjamin P Schade; Karen H Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 2: June 2019
Publisher : Institute of Advanced Engineering and Science

A paucity of research exists that examines how well hearing-impaired students function in the primary and secondary grades when attending a general education setting. The research that does exists to suggest that issues of poor self-perception, challenges regarding a sense of belonging, and self-image may be amplified for the non-hearing student. The current investigation examines the self-reported feelings of the hearing-impaired students relative to the student with no identified hearing difficulties. Results suggest that while social belonging may be a problem for the hearing-impaired students relative to their hearing peers, no differences were found on the responses associate with self-image or trouble at school.

Effects of School Absences on GPAs for Disabled Students Elizabeth Christani; Laura Revetti; Ashleigh Sue Young; Karen H Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 4: December 2015
Publisher : Institute of Advanced Engineering and Science

Chronic absences, suspensions, and expulsions can all be detrimental to students’ GPAs. Students with disabilities have a disadvantage with learning and require additional services making it crucial that they are present in school. There are various reasons why students miss school and the study examined a few specific research questions. The current investigation examined students’ current GPA scores in the core content areas compared to the number of days absent from school, the frequency of health related school absences, and the number of days spent out of school due to suspensions and expulsions, using data from a national data set. This investigation examines whether or not attendance is related to students’ academic success, when specifically considering students with identified disabilities.

Identification with School and Head Trauma: Parental Perceptions on Student’s Experiences BreAnna Jones; Lindsay Robinson; Karen H Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 3: September 2015
Publisher : Institute of Advanced Engineering and Science

In the United States 40% of all traumatic brain injuries (TBI) are in children under the age 14 (Broque et. al 2012). This means a portion of the school age population is exposed to head injury every year. The effect this injury and experience can have on a child varies, but it is important for educators, counselors, and family to understand the psychosocial experiences that follow after TBI. Research has shown that head injury in childhood can have severe psychosocial effects if the injury is not treated, recognized, and planned for (Broque et. al 2012).This research is intended to shed light on what educators, counselors, and families can do to help children who have experienced a TBI. Previous research shows that a loss of sense of self after TBI in three categories; loss of self-knowledge, loss of self by comparison, and loss of self in the eyes of others (Nochi, 1998). This investigation suggests that identification as “disabled” can impact how students identify with their school.

Measuring the Impact of a Summer Pre-Kindergarten Program on Academic Gains and School Readiness: Success by Six! Debra Gratz; Karen H Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 1: March 2014
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (209.749 KB)

Early intervention prior to kindergarten is an effective strategy in closing the gaps in pre-readiness skills and appropriate behavior which may occur because of disparity in socioeconomic status, parenting styles, and preschool experience. This current investigation was designed to determine if the pre-kindergarten intervention had an impact on the student success in kindergarten. At the end of the academic year, results reveal that the achievement gap for students who were academically delayed was diminished; no significant differences exist between academically delayed students relative to students not identified as academically delayed. Results reveal that the impact of socioeconomic status was also diminished for participants in the summer pre-kindergarten program.DOI: http://dx.doi.org/10.11591/ijere.v3i1.5577

Looking at the Social Activity for Adolescents with Orthopedic Impairments Leslie Biastro; Heather Frank; Karen H Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 3: September 2015
Publisher : Institute of Advanced Engineering and Science

Adolescents with identified orthopedic impairments are often less likely to participate in social activities outside of the school setting. However, the adolescents who are able to participate in activities have higher social skills, more academic successes, and show more satisfaction in their roles as family member or friend. The aim of this study was to look at adolescents with orthopedic impairments and their level of participation in social activities. Also looked at was the adolescent’s report of a higher level of fulfillment in their family or friend role if they participated in social activities. Responses of adolescents from a national school-based survey were used in the study. The results revealed that students with orthopedic impairments were just as happy as their peers when they participated in social activities.

Predictors of Educational Outcomes of Students with Multiple Disabilities: Results from a National Study Kymberly Bowlen; Kristen Osiniak; Tyler Syms; Karen H Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018
Publisher : Institute of Advanced Engineering and Science

Parents, siblings, and peers have an immeasurable effect on shaping children into who they become as individuals. Many factors, such as one’s relationships with these individuals, may have lasting effects on the educational and vocational outcomes of children who have multiple disabilities. The purpose of the present study is to investigate the relationships of children with multiple disabilities, as well as their perceptions regarding their educational experiences to determine the effects these factors may have on their future outcomes. The goal of the present study is to determine how potential correlations may influence children with multiple disabilities during transition and vocational programs, as well as their outcomes in life beyond formal schooling.

The impact of parental involvement and education on academic achievement in elementary school Miranda Avnet; David Makara; Karen H Larwin; Matthew Erickson
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019
Publisher : Institute of Advanced Engineering and Science

The academic achievement of students in schools is subject to a variety of factors, many of which are beyond the control of the student. Factors such as parental involvement, parental level of education, and disability all influence the academic achievement and learning of students. The study analyzed nation-wide survey data on students in elementary school and investigates the relationship between student achievement and multiple variables. The variables were parental involvement, and the existence of Autism Spectrum Disorder (ASD) or other disability. Results indicated that students, both ASD and typically developing, have lower parent involvement if they are successful in school.

The Impact of Visual Impairment on Perceived School Climate Benjamin P. Schade; Karen H Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 3: September 2015
Publisher : Institute of Advanced Engineering and Science

The current investigation examines whether visual impairment has an impact on a student’s perception of the school climate. Using a large national sample of high school students, perceptions were examined for students with vision impairment relative to students with no visual impairments. Three factors were examined: self-reported level of happiness, perception of a positive school climate, and negative school affect. Results revealed no differences for the seeing and visually impaired students on self-reported happiness and perception of a positive school climate factors, however significant differences were found on the negative school affect factor. Additionally, gender was significantly related to the negative school affect factor.

The Potential Impact of Structured Read-Aloud on Middle School Reading Achievement Jennifer Kohart Marchessault; Karen H Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 3, No 3: September 2014
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (189.054 KB)

Read-aloud is a technique predominantly utilized at the elementary level. This study was designed to research the effectiveness of this technique at the middle school level, specifically, students who were not receiving special education or additional reading intervention services. For the current investigation, students in two middle schools within the same Virginia school district were assigned to receive the treatment of Structured Read-Aloud or received traditional middle-school reading instruction. These students were tested using the Diagnostic Online Reading Assessment (DORA) both in the fall before the intervention was implemented, and then again in the spring of the same year to assess gains. Results indicate that the use of Read-Aloud instruction had an impact on student DORA scores and implications of the research are considered. DOI: http://dx.doi.org/10.11591/ijere.v3i3.6463

Co-Authors Ashleigh Sue Young Benjamin P Schade Benjamin P. Schade BreAnna Jones Brittany Ruffo David Makara Debra Gratz Elizabeth Christani Heather Frank Jennifer Kohart Marchessault Julian Laird Kristen Osiniak Kymberly Bowlen Laura Revetti Leslie Biastro Lindsay Robinson Lindsy Cox Matthew Erickson Miranda Avnet Sherri Harper Woods Tyler Syms

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