Iara Maria Segarra ( In ) Neuro-Linguistic Programming for Literacy Enhancement and Intrinsic Motivation Through Stimulation of Sensory Modalities in the Undergraduate ESL Classroom English as a second language ( ESL ) education serves as a foundation for learners to develop personally and professionally . The problem to be addressed is to explore the need for innovative approaches to aim at the challenges that many undergraduate ELLs face in the language learning classroom . Neuro-Linguistic Programming ( NLP ) was considered for this research . This quantitative study involved an experimental design with two student groups to examine the impact that NLP techniques with sensorial sub-modalities have on literacy and intrinsic motivation in the classroom . Results demonstrated that there was no significant difference in literacy but significant for motivation between groups .
Occupational Therapy
Adrianna Acosta , Crystal Paco , Kyle Maska , Inez Williams and Keirsten Hickey ( P ) Exploring Social Participation in Community-Based Programming for Adolescents with Autism Spectrum Disorder : A Scoping Review The purpose of this scoping review is to understand the evidence of the benefits of social participation groups / programs on adolescents and young adults with autism spectrum disorder ( ASD ). Electronic resources such as occupational therapy journals , research and review of relevant literature will focus on social participation through community-based programs for adolescents with ASD . Inclusion criteria for the literature search will encompass studies , articles , and reports related to community-based programs that promote social participation for adolescents with ASD .
Katelyn Barker , Christian Campbell , Cynthia Dawson , Hugh Lynch , Caleb Schultz and Christian Shissler ( P ) Mindfulness at the Mill Our quantitative research study examined the effects of mindfulness activities on self-regulation , academic performance , and cognition among kindergarten students . We hypothesized that there would be improvements in the participant ’ s self-regulation , academic performance , and cognition from participating in mindfulness activities . Although our outcomes were statistically insignificant ( p≤0.05 ), self-regulation and cognition did show marginal statistical significance ( p < 0.10 ).
27