CSD Theses and Dissertations

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Now showing 1 - 5 of 52
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    Advertising to empower: Exploring women’s responses to world impact program ads through social identity and narrative analysis
    (Wichita State University, 2024-05) Busenitz, Tina; Parcell, Lisa
    This research explores women's responses to World Impact's program advertising through 15 in-depth interviews with women of diverse levels of program engagement. Although there is substantial research on the impact of narrative persuasion and social identity on advertising, more research needs to be conducted on how faith-based nonprofits can best utilize the power of story and social identity in their marketing efforts to engage clients, especially female clients. This research focuses on women's perceptions of World Impact's advertisements for its four principal programs and identifies the critical factors influencing their engagement with these ads. The analysis, grounded in social identity and narrative persuasion, demonstrates that women are more likely to engage with ads featuring stories of empowered female figures, particularly those depicted as mothers, leaders, and pastors. Conversely, women often disregard ads featuring only men as they imply exclusivity to male participants. This research concludes with several suggestions for World Impact's marketing department to effectively engage more women through their program advertisements.
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    Exploring telepractice perceptions and needs of school stakeholders across Kansas
    (Wichita State University, 2023-05) Roth, Blake W.; Self, Trisha L.
    Several studies have demonstrated the reliability, efficiency, and effectiveness of telepractice, and stakeholders have previously found engaging in telepractice to be a positive experience. However, recent studies have shown that after the sudden and temporary shift to telepractice during COVID-19, there is a mismatch between stakeholders’ experiences and the positive pre-pandemic data. This study investigated the perceived and empirical metrics of Kansas school-based stakeholders’ regarding telepractice to better contextualize this change. The study followed a mixed method research design consisting of an online survey and online focus group sessions. A growing gap between the telepractice literature and school-based stakeholders’ perceptions of telepractice was identified. Concerningly, stakeholders demonstrated worsening sentiment towards telepractice associated with poor competence and confidence across a variety of telepractice-related variables. The overwhelmingly negative perceptions strongly correlated with the sudden shift to telepractice due to COVID-19. It appears the mandated and rapid transition to telepractice forced stakeholders into using a model of service delivery that they were reportedly ill-prepared for. Future research should consider how to best implement telepractice in the event of future emergency transitions. Additionally, it is important to determine if education, training, and dissemination of telepractice literature can address the stakeholder limitations observed and reverse the damage done to their perceptions of telepractice during this time.
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    The effect of auditory stimuli presented during the sleep of children with delayed speech
    (Wichita State University, 1950-05) Hedges, Thayne A.
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    Wideband acoustic reflex growth function: Normative study and comparison with conventional single-frequency acoustic reflex growth function
    (Wichita State University, 2022-07) Jiang, Jingjiao; Sun, Xiao-Ming
    The acoustic reflex growth function (ARGF) tested with single-frequency probe signals has been utilized as a noninvasive, objective measure in evaluating integrity of the auditory nervous system at the brainstem level. Wideband acoustic reflex (AR) procedure has shown advantages over single-frequency AR procedure. No study has systematically investigated the wideband ARGF. The objectives of this study were: (1) to characterize wideband ARGFs, which were quantified in energy absorbance change (EA ARGF) at three probe frequencies (397, 630, and 1000 Hz) and in relative AR-Level (AR-Level ARGF) for low- and high-frequency passbands for five activators, (2) to evaluate the test-retest reliability of wideband ARGFs, and (3) to compare the wideband ARGF to single-frequency ARGFs for five activators. The slope of EA ARGF at 630 Hz was the steepest among three probe frequencies. The slope of EA ARGF for 2000 Hz activator was the steepest among five activators. Low-frequency passband provided steeper slope of AR-Level ARGF than high-frequency passband. The slope of low-frequency AR-Level ARGF was the shallowest for BBN activator. The low-frequency passband provided ARGF with the smallest variability in all measures. The immediate test-retest reliability of wideband ARGF was excellent. The descriptive statistics of wideband and singlefrequency ARGF slope was performed. The dynamic range of wideband ARGF was wider (10 to 20 dB) than that of single-frequency ARGF. The slope of 630-Hz EA ARGF with less variability was significantly steeper than that of 678-Hz single-frequency ARGF for five activators. The present study demonstrates that the 630-Hz probe frequencies and low-frequency passband is more appropriate for testing wideband ARGF. The wideband ARGF might have greater potential in clinical application than single-frequency ARGF, for example, it could provide more precise comparison of the individual’s wideband ARGF with normative data.
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    Identifying optimal educational parameters for augmentative and alternative communication users: Stakeholders' perspectives
    (Wichita State University, 2021-12) Almutairi, Mohammed A.; O'Bryan, Erin
    Research involving parameters for designing and developing an appropriate educational program for students who use augmentative and alternative communication (AAC) in school settings is considered a relatively recent development in the field of science. The purpose of the study was to a) identify parameters for developing an educational program for AAC users in school settings, b) identify intervention options that maximize AAC users’ participation in schools, c) identify aspects of educational opportunities for promoting AAC users’ learning and academic success, d) identify potential obstacles to positive outcomes in educating AAC users in school settings and e) identify differences in communication partner skills among stakeholders. The findings identified parameters for the education of AAC users in school settings as a solution to the fundamental problem of developing and designing appropriate educational programs for students who use AAC. Additionally, the findings revealed an agreement among the stakeholders on the survey items, meaning that the identified key considerations in AAC and educational opportunities for AAC users would potentially enhance AAC users’ participation and academic success in the school settings. Participants also agree on the potential obstacles that negatively impact educating AAC users in school settings, eliminating the positive outcomes of any educational program trying to serve AAC users in schools. The high level of agreement on key considerations and barriers suggests that a plan can be made for improving education with AAC in the classroom, and the plan is outlined. Lastly, there was a significant difference among the stakeholders in the communication partner skills at a 95% confidence interval, indicating that some specific stakeholders are significantly better communication partners than others.
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