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Journal Article 1: Oriel, K. N., Kanupka, J. W., DeLong, K. S., & Noel, K. (2016). The impact of aquatic exercise on sleep behaviors in children with autism spectrum disorder: A pilot study. Focus on Autism and Other Developmental Disabilities, 31, 254–261.

Abstract: The purpose of this pilot study was to determine if participation in an aquatic exercise program improves sleep in children with Autism Spectrum Disorder (ASD). Participants included 8 children. An A-B-A withdrawal design was utilized. Each phase lasted for 4 weeks. The treatment included 60 min of aquatic exercise 2X/week. Phone calls to parents of the participants were made throughout the duration of the study. Parents were asked questions related to sleep latency, nighttime wakenings, and sleep duration. A one way repeated-measures analysis of variance (ANOVA) was utilized to determine if differences existed between phases. Statistically significant difference existed for sleep latency (p < .001) and sleep duration (p < .001). These results suggest that participation in aquatic exercise may improve the sleep habits of children with ASD.

Journal Article 2: deBettencourt, L. U., and Nagro, S. A. (2018). Tracking special education teacher candidates’ reflective practices over time. Remedial and Special Education.

Abstract: Clinical teacher preparation programs often incorporate reflective practices to promote critical thinking and professional growth. The purpose of this study was to determine whether special education teacher candidates’ reflective abilities changed from repeated exposure to reflective practice as they completed two field experiences. We sought to analyze patterns in candidates’ reflective practices by investigating both types of and topics for reflection. Six initial certification candidates completed two clinical experiences and wrote 30 reflection journal entries. Entries were sampled and reviewed to determine both a reflective ability score and reflective practice patterns over time. Results from a one-way repeated measures analysis of variance indicated no change in special education candidates’ reflective ability over time. Candidates’ reflections were descriptive and focused mostly on themselves. Results suggest professional growth in reflective ability does not occur through maturation. Teacher educators need to consider supplementing reflective practices with learning supports to see substantive growth.