Rachel K Schuck

Dados Biográficos

ID5019569
NOMERachel K Schuck
PRENOMESRachel K
SOBRENOMESchuck
ASSINATURASCHUCK R K
AFILIAÇÕESStanford University
ORCID0000-0002-2621-1223
VERIFICADOSim
TOTAL DE OBRAS6
TOTAL DE CITAÇÕES3
OBRAS COMO AUTOR6
OBRAS COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2013
ANO MAIS RECENTE DE PUBLICAÇÃO2024
ÍNDICE H1

  • Assessment of Adverse Events, Side Effects, and Social Validity in Evidence-Based Behavioral Interventions for Autistic Students

    Open AccessRachel K Schuck, Kaitlynn M P Baiden et al.ARTICLEReview of Research in Education2024

    Research has demonstrated positive impacts of behavioral interventions on various educational outcomes for autistic youth, and implementation of these interventions in education settings has been widely advocated. However, recent studies have identified methodological shortcomings in the behavioral intervention evidence base, including lack of reporting on side effects and social validity. This review including 98 studies identified as evidence-b…

  • A dual design thinking – universal design approach to catalyze neurodiversity advocacy through collaboration among high-schoolers

    Open AccessRachel K Schuck, Lawrence K FungARTICLEFrontiers in Psychiatry2024

    This pilot investigation suggests that a virtual summer camp can be effective in improving attitudes toward and knowledge of neurodiversity. Qualitative analysis indicated participants became more accepting after the camp, both in terms of being less judgmental toward neurodiverse people and more self-accepting among neurodivergent campers. Future research should investigate the long-term effects of such a program, particularly with diverse sampl…

  • “UDL is a way of thinking”; theorizing UDL teacher knowledge, beliefs, and practices

    Open AccessRachel Lambert, Avery McNiff et al.ARTICLEFrontiers in Education2023

    Using design research methodology, we explored changes in experienced educators’ beliefs, knowledge, and practices related to Universal Design for Learning (UDL) following a professional development course for in-service teachers and teacher leaders on UDL and design thinking. Data included analysis of focus groups 9 months after the summer professional development course. Findings indicated shifts in educators’ beliefs about UDL, moving from con…

  • “Am I Doing Enough?” Special Educators’ Experiences with Emergency Remote Teaching in Spring 2020

    Open AccessRachel K Schuck, Rachel LambertARTICLEEducation Sciences2020

    While the COVID-19 pandemic radically changed all aspects of everyone’s life, the closure of schools was one of the most impactful, significantly altering daily life for school personnel, students, and families. The shift to Emergency Remote Teaching (ERT) presented particular challenges to special educators of students with significant support needs who often benefit from strong interpersonal connections, modeling, and the use of physical manipu…

  • Smokers with serious mental illness and requests for nicotine replacement therapy post-hospitalisation

    Rachel K Schuck, A Dahl et al.ARTICLETobacco Control2014

    NCT00968513

  • Do young toddlers act on their social preferences

    A Dahl, Rachel K Schuck et al.ARTICLEDevelopmental Psychology2013Citada por: 3

    From preschool age to adulthood, most humans prefer to help someone who has treated others well over helping someone who has treated others badly. Researchers have recently made opposing predictions about whether such observation-based preferential helping is present when children begin to help in the second year of life. In the present study, 84 toddlers (16-27 months) observed 1 experimenter (antisocial) take a ball from, and 1 experimenter (pr…