Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Students as Causal Agents: Engagement in Course Selection

  • Ms. Cathy Haarstad, MS (Author) Minot State University image/svg+xml
    Ms. Cathy Haarstad has been a special education classroom teacher, adult service provider, behavioral interventionist and family support specialist. Ms. Haarstad most recently served at the ND Center for Persons with Disabilities overseeing programs on safe and healthy social-sexual relationships and family engagement for the Deafblind project. Ms. Haarstad is the parent of an adult daughter with intellectual disabilities and an adjunct faculty member at Minot State University where she teaches a graduate course on students with high-intensity support needs.
  • Dr. Evan Borisinkoff, Ph.D. Ms. (Author) Minot State University
    Dr. Evan Borisinkoff is an Associate Professor at Minot State University, and teaches undergraduate and graduate level coursework for the Department of Special Education. He has a Ph.D. in Special Education with an emphasis in Intellectual Disability and Autism Spectrum Disorders from the University of New Mexico. His research interests focus on applied behavior analysis and transition to adult life.
  • Rhonda Weathers, MS (Author) Minot State University
    Ms. Rhonda Weathers is a High School Special Education Teacher employed at Divide County High School. Ms. Weathers previously served as a research associate at the ND Center for Persons with Disabilities. She has a M.ED. in Special Education from the University of North Dakota. Ms. Weather’s research interests are in self-determination, transition services and customized employment.
DOI
https://doi.org/10.64546/jaasep.460
Abstract
While significant evidence indicates that making complex choices and decisions contributes to self-determination, the authors found no studies to date in which the phenomenon of engaging students with disabilities in choosing their high school courses was examined as a dependent variable. This phenomenological study explored how course-selection might serve as a means of enabling self-determination, which contextual factors might influence student engagement in course selection and how students with disabilities typically participate in course-selection. The main findings point to the high readability demands of many high-school course descriptions and established proof-of-concept on the feasibility of having a small (n=15) group of students with autism and developmental disabilities use a newly developed website to select courses and share preferences. Recommendations for improving the site as well as suggestions for further research are included.
Keywords
Autism, Context Effect, Course Selection (Students), Decision Making, Developmental Disabilities, High School Students
References

Agran, M., Storey, K., & Krupp, M. (2010). Choosing and choice making are not the same: Asking “What do you want for lunch?” is not self-determination. Journal of Vocational Rehabilitation, 33, 77-88. https://doi.org/10.3233/JVR-2010-0517 DOI: https://doi.org/10.3233/JVR-2010-0517

Americans with Disabilities Act of 1990, 42 U.S.C. § 12101 et seq.

Antaki, C., Finlay, W., Walton, C., & Pate, L. (2008). Offering choices to people with intellectual disabilities: An interactional study. Journal of Intellectual Disability Research, 52, 1165-1175. https://doi.org/10.1111/j.1365-2788.2008.01101.x DOI: https://doi.org/10.1111/j.1365-2788.2008.01101.x

Arnstein-Kerslate, D., Watson, J., Browning, M., Martinis, J., & Blanck, P. (2017). Future directions in supported decision-making. Disability Studies Quarterly: International Journal of the Society for Disability Studies, 37, 1-20. https://dx.doi.org/10.18061/dsq.v37i1.5070 DOI: https://doi.org/10.18061/dsq.v37i1.5070

Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviors predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278. https://doi.org/10.1348/000709902158883 DOI: https://doi.org/10.1348/000709902158883

Baxter, P., & Jack, S. (2008). Qualitative case study methodology. Study design and implementation for novice researchers. The Qualitative Report, 13, 544-589. Retrieved from https://nsuworks.nova.edu/tqr/vol13/iss4/2

Blanck, P., & Martinis, J. G. (2015). The right to make choices: The national resource center for supported decision-making. Inclusion, 3, 24-33. https://doi.org/10.1352/2326-6988-3.1.24 DOI: https://doi.org/10.1352/2326-6988-3.1.24

Bratkovic, D., Bilic, M., & Nikolic, B. (2003). The possibilities for mentally retarded persons to make their own choices in everyday life. Hrvatska Revija Za Rehabilitacijska Istrazivanja [Croatia Review of Rehabilitation Research], 39, 117-127.

Brophy, J. (1998). Motivating students to learn. Madison, WI: McGraw Hill.

Browder, D., Wood, W. M., Test, D. T., Algozzine, B., & Karvonen, M. (2001). A map for teachers to follow in reviewing resources on self-determination. Remedial and Special Education, 22, 233-244. https://doi.org/10.1177/074193250102200407 DOI: https://doi.org/10.1177/074193250102200407

Brown, R. I., & Bullitis, E. (2006). The process of mental imagery in persons with or without intellectual disability: An exploratory project. Journal on Developmental Disabilities, 12, 1-18.

Bruhn, A., Hirsch, S., & Vogelgesang, K. (2017). Motivating instruction? There’s an APP for that. Intervention in School and Clinic, 52, 163-169. https://doi.org/10.1177/1053451216644825 DOI: https://doi.org/10.1177/1053451216644825

Burgstahler, S. (2003). The role of technology in preparing youth with disabilities for postsecondary education and employment. Journal of Special Education Technology, 18, 7-19. https://doi.org/10.1177/016264340301800401 DOI: https://doi.org/10.1177/016264340301800401

Bush, K., & Tasse, M. J. (2017). Employment and choice-making for adults with intellectual disability, autism and down syndrome. Research in Developmental Disabilities, 65, 23-34. https://doi.org/10.1016/j.ridd.2017.04.004 DOI: https://doi.org/10.1016/j.ridd.2017.04.004

Carter, E. W., Lane, K. L., Pierson, M. R., & Stang, K. K. (2008). Promoting self-determination for transition-age youth: Views of high school general and special educators. Exceptional Children, 78, 55-70. https://doi.org/10.1177/001440290807500103 DOI: https://doi.org/10.1177/001440290807500103

Cobb, B., Lehmann, J., Newman-Gonchar, R., & Alwell, M. (2009). Self-determination for students with disabilities: A narrative meta-synthesis. Career Development for Exceptional Individuals, 32, 108-114. https://doi.org/10.1177/0885728809336654 DOI: https://doi.org/10.1177/0885728809336654

Core Course of Study. (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from https://www.edglossary.org/core-course-of-study/

Creswell, J.W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. (4th ed.). Thousand Oaks, CA: SAGE Publications.

Crossley, S. A., Allen, D. B., & McNamara, D. S. (2011). Text readability and intuitive simplification: A comparison of readability formulas. Reading in a Foreign Language, 23, 84-101. DOI: https://doi.org/10.64152/10125/66657

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press. DOI: https://doi.org/10.1007/978-1-4899-2271-7

Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165-183. https://doi.org/10.1016/S1041-6080(96)90013-8 DOI: https://doi.org/10.1016/S1041-6080(96)90013-8

Denzin, N. K., & Lincoln, Y. S. (2011). Handbook of qualitative research. Thousand Oaks, CA: SAGE Publishing.

Dockett, S., Perry, B., & Kearney, E., (2013). Promoting children’s informed assent in research participation. International Journal of Qualitative Studies in Education, 26, 1-27. DOI: https://doi.org/10.1080/09518398.2012.666289

Eccles, M. P., & Mittman, B. S. (2006). Welcome to implementation science. Implementation Science, 1, 1-4. https://doi.org/10.1186/1748-5908-1-1 DOI: https://doi.org/10.1186/1748-5908-1-1

Evans, M. & Boucher, A. R. (2015). Optimizing the power of choice: Supporting student autonomy to foster motivation and engagement in learning. Mind, Brain and Education, 9, 87-91. https://doi.org/10.1111/mbe.12073 DOI: https://doi.org/10.1111/mbe.12073

Feldman, M. A., Battin, S. M., Shaw, O. A., & Luckasson, R. (2013). Inclusion of children with disabilities in mainstream child development research. Journal of Disability & Society, 28, 997-1011. https://doi.org/10.1080/09687599.2012.748647 DOI: https://doi.org/10.1080/09687599.2012.748647

Field, S. S., Martin, J. E., Miller, R. J., Ward, M., & Wehmeyer, M. (1998). Self-determination for persons with disabilities: A position statement of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 21, 113-128. https://doi.org/10.1177/088572889802100202 DOI: https://doi.org/10.1177/088572889802100202

Flesch, R. (1948). A new readability yardstick. Journal of Applied Psychology, 32, 221-233. http://dx.doi.org/10.1037/h0057532 DOI: https://doi.org/10.1037/h0057532

Fowler, C. H., Konrad, M., Walker, A. R., Test, D. W., & Wood, W. M. (2007). Self-determination interventions’ effects on the academic performance of students with developmental disabilities. Education and Training in Developmental Disabilities, 42, 270-285.

Freedman, R. I. (2001). Ethical challenges in the conduct of research involving persons with mental retardation. Mental Retardation, 39, 130-141. DOI: https://doi.org/10.1352/0047-6765(2001)039<0130:ECITCO>2.0.CO;2

Gillespie, E. B., & Turnbull, A. P. (1983). It’s my IEP! Involving students in the planning process. Teaching Exceptional Children, 16, 26-29. DOI: https://doi.org/10.1177/004005998301600107

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42, 1-14. DOI: https://doi.org/10.17161/foec.v42i8.6906

Individuals with Disabilities Education Improvement Act, 20 U.S.C. §1400 et seq. (2004).

Izzo, M., & Lamb, P. (2002). Self-Determination and career development: Skills for successful transitions to postsecondary education and employment, NCSET, http://www.ncset.hawaii.edu/publications/pdf/self_determination.pdf

Karvonen, M., Test, D., Wood, W. M., Browder, D., & Algozzine, B. (2004). Putting self-determination into practice. Exceptional Children, 71, 23-41. https://doi.org/10.1177/001440290407100102 DOI: https://doi.org/10.1177/001440290407100102

Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19, 429-442. http://doi.org/10.1007/s10648-006-9027-y DOI: https://doi.org/10.1007/s10648-006-9027-y

Kendig, C. E. (2016). What is proof of concept research and how does it generate epistemic and ethical categories for future scientific practice? Science Engineering Ethics, 22, 735-753. https://doi.org/10.1007/s11948-015-9654-0 DOI: https://doi.org/10.1007/s11948-015-9654-0

Lachappelle Y., Wehmeyer, M. L., Haelewyck, M. C., Courbous, Y., Keith K. D., Schalock, R., Verdugo, M. A., & Walksh, P. N. (2005). The relationship between quality of life and self-determination: An international study. Journal of Intellectual Disability Research, 49, 740-744. https://doi.org/10.1111/j.1365-2788.2005.00743.x DOI: https://doi.org/10.1111/j.1365-2788.2005.00743.x

Lee, S. H., Wehmeyer, M. L., Soukup, J. H., & Palmer, S. B. (2010). Impact of curriculum modifications on access to the general education curriculum for students with disabilities. Exceptional Children, 76, 213-233. https://doi.org/10.1177/001440291007600205 DOI: https://doi.org/10.1177/001440291007600205

Li, H. (2014). The effects of the read-aloud accommodations for students with and without disabilities: A meta-analysis. Educational Measurement: Issues and Practices, 33, 3-16. https://doi.org/10.1111/emip.12027. DOI: https://doi.org/10.1111/emip.12027

Martin, J. E., Marshall, L. H., & DePry, R. L. (2001). Participatory decision-making: Innovative practices that increase student self-determination. In R. W. Flexer, T. J. Simmons, P. Luft, & R. M. Baer (Eds.), Transition planning for secondary students with disabilities (pp. 304-332). Columbus, OH: Merrill Prentice Hall.

Martin, J. E., Marshall, L. H., & Sale, P. (2004). A 3-year study of middle, junior high, and high school IEP meetings. Exceptional Children, 70, 285-297. https://doi.org/10.1177/001440290407000302 DOI: https://doi.org/10.1177/001440290407000302

Martin, J. E., Woods, L. L., Sylvester, L., & Gardner, J. E. (2005). A challenge to self-determination: Disagreement between the vocational choices made by individuals with severe disabilities and their caregivers. Journal on Research & Practice for Persons with Severe Disabilities, 30, 147-153. https://doi.org/10.2511/rpsd.30.3.147 DOI: https://doi.org/10.2511/rpsd.30.3.147

Martin, J. E., Van Dycke, J. L., Christensen, W. R., Greene, B. A., Gardner, J. E., & Lovett, D. L. (2006). Increasing student participation in IEP meetings: Establishing the self-directed IEP as an evidence-based practice. Exceptional Children, 72, 299-316. https://doi.org/10.1177/001440290607200303 DOI: https://doi.org/10.1177/001440290607200303

Masson, J. (2004). The legal context. In S. Fraser et al. (Eds.), Doing research with children and young people (pp. 43-58). London, UK: Sage.

McDougall, J., Evans, J., & Baldwin, P. (2010). The importance of self-determination to perceived quality of life for youth and young adults with chronic conditions and disabilities. Remedial and Special Education, 31, 252-260. https://doi.org/10.1177/0741932509355989 DOI: https://doi.org/10.1177/0741932509355989

McDonald, K. E., Conroy, N. E., Olick, R. S., & Panel, T. P. (2017). What's the harm? Harms in research with adults with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 122, 78-92. https://doi.org/10.1352/1944-7558-122.1.78 DOI: https://doi.org/10.1352/1944-7558-122.1.78

McFarland, J., Hussar, B., Zhang, J., Wang, X., Wang, K., Hein, …Barmer, A. (2019). The Condition of Education 2019. U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [07/01/2019] from: https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019144

McGee, J. (2010) Toolkit for making written material clear and effective. Bethesda, MD: U.S. Department of Health and Human Services, Centers for Medicare and Medicaid Services. Retrieved from: https://www.montefiore.org/documents/ToolkitPart06Chapter02.pdf

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing. Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis. A Methods Sourcebook. (3rd ed.) Thousand Oaks, CA: SAGE Publishing.

National Center for Education Statistics (2017). National Assessment of Educational Progress: An overview of NAEP. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education.

Palmer, S. B., Wehmeyer, M. L., Shogren, K., Williams-Diehm, K., & Soukup, J. (2012). An evaluation of the Beyond High School model on the self-determination of students with intellectual disability. Career Development for Exceptional Individuals, 35, 76-84. https://doi.org/10.1177/0885728811432165 DOI: https://doi.org/10.1177/0885728811432165

Powers, L. E., Geenen, S., Powers, J., Pommier-Satya, S., Turner, A., Dalton, L., . . . Swand, P. (2012). My life: Effects of a longitudinal, randomized study of self-determination enhancement on the transition outcomes of youth in foster care and special education. Children and Youth Services Review, 34, 2179-2187. https://doi.org:10.1016/j.childyouth.2012.07.18 DOI: https://doi.org/10.1016/j.childyouth.2012.07.018

Repetto, J. R., Cavanaugh, C., Wayer, N., & Feng L. (2010). Virtual high schools: Improving outcomes for students with disabilities. The Quarterly Review of Distance Education, 11, 91-104.

Reeve, J., Nix, G., & Hamm, D. (2003) Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375-392. http://dx.doi.org/10.1037/0022-0663.95.2.375 DOI: https://doi.org/10.1037/0022-0663.95.2.375

Rivet, A. E., & Krajcik, J. S. (2008). Contextualizing instruction: Leveraging students’ prior knowledge and experiences to foster understanding of middle school science. Journal of Research in Science Teaching, 45, 79-100. https://doi.org/10.1002/tea.20203 DOI: https://doi.org/10.1002/tea.20203

Rusch, F. R., & Dattilo, S. J. (2012). Employment and self-management: A meta-evaluation of seven literature reviews. Intellectual and Developmental Disabilities, 50, 69-75. https://doi.org/10.1352/1934-9556-50.1.69 DOI: https://doi.org/10.1352/1934-9556-50.1.69

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78. http://dx.doi.org/10.1037/0003-066X.55.1.68 DOI: https://doi.org/10.1037//0003-066X.55.1.68

Saaty, T. L. (2008). Decision making with the analytic hierarchy process. Journal of Services Sciences, 1, 83-98. https://doi.org/10.1504/IJSSci.2008.01759 DOI: https://doi.org/10.1504/IJSSCI.2008.017590

Shogren, K. A. (2013). A social-ecological analysis of the self-determination literature. Intellectual and Developmental Disabilities, 51, 496-511. https://doi.org/10.1352/1934-9556-51.6.496 DOI: https://doi.org/10.1352/1934-9556-51.6.496

Shogren, K. A., Palmer, S., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. (2012). Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education, 33, 320-330. https://doi.org/10.1352/1934-9556-51.6.496 DOI: https://doi.org/10.1177/0741932511410072

Shogren, K. A., Luckasson, R., & Schalock, R. (2014). The definition of “context” and its application in the field of intellectual disability. Journal of Policy and Practice in Intellectual Disabilities, 11, 109-116. https://doi.org/10.1111/jppi.12077 DOI: https://doi.org/10.1111/jppi.12077

Shogren, K. A., & Wehmeyer, M. L. (2017). Self-determination and goal attainment. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 151-166). New York, NY: Routledge. DOI: https://doi.org/10.4324/9781315736198

Shogren K.A., Wehmeyer M.L., Palmer S. B. (2017). Causal agency theory. In Wehmeyer M., Shogren K., Little T., Lopez S. (Eds.), Development of Self-determination through the life-course. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-94-024-1042-6_5 DOI: https://doi.org/10.1007/978-94-024-1042-6

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B. Soukup, J. H., Little, T. D., Garner, N., & Lawrence, M. (2007). Examining individual and ecological predictors of the self-determination of students with disabilities. Exceptional Children, 73, 488-509. https://doi.org/10.1177/001440290707300406 DOI: https://doi.org/10.1177/001440290707300406

Sparks, S. L. (2013). Increasing choice-making and choice awareness for students with intellectual disabilities. (Doctoral Dissertation). Retrieved from University of Nevada, Las Vegas, Theses, Dissertations, Professional Papers, and Capstones. https://digitalscholarship.unlv.edu/thesesdissertations/1953

Sparks, S. L., Pierce, T., Higgins, K., Miller, S., & Tandy, T. (2016). Increasing choice making in students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 51, 331-343. Retrieved from: https://www.jstor.org/stable/26173861?seq=1#page_scan_tab_contents

Stancliffe, R. J. (2001). Living with support in the community: Predictors of choice and self-determination. Mental Retardation and Developmental Disabilities Research Reviews, 7, 91-98. https://doi.org/10.1002/mrdd.1013 DOI: https://doi.org/10.1002/mrdd.1013

Thoma, C. A., Pannozzo, G. M., Fritton, S. C., & Bartholomew, C. C. (2008). A qualitative study of preservice teachers’ understanding of self-determination for students with significant disabilities. Career Development for Exceptional Individuals, 31, 94-105. https://doi.org/10.1177/0885728808317444 DOI: https://doi.org/10.1177/0885728808317444

Thompson, J. R., Bradley, V., Buntinx, W. H. E., Schalock, R. L., Shogren, K. A., Snell, M. E., …Yeager, M. H. (2009). Conceptualizing supports and the support needs of people with intellectual disability. Intellectual and Developmental Disabilities, 47, 135-146. https://doi.org/10.1352/1934-9556-47.2.135 DOI: https://doi.org/10.1352/1934-9556-47.2.135

Wehman, P. (2012). Life beyond the classroom: Transition strategies for young people with disabilities (5th ed.). Baltimore, MD: Paul H. Brookes Publishing Co.

Wehmeyer, M.L., Field, S., Doren, B., Jones, B., & Mason, C. (2004). Self-determination and student involvement in standards-based reform. Exceptional Children, 70, 413-425. DOI: https://doi.org/10.1177/001440290407000402

Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30, 113-120. https://doi.org/10.2511/rpsd.30.3.113 DOI: https://doi.org/10.2511/rpsd.30.3.113

Wehmeyer, M. L. (2007). Promoting self-determination in students with developmental disabilities. New York, NY: Guilford Press.

Wehmeyer, M. L., & Mithaug, D. E. (2006). Self-determination, causal agency, and mental retardation. International Review of Research in Mental Retardation, 31, 31-71. https://doi.org/10.1016/S0074-7750(05)31002-0 DOI: https://doi.org/10.1016/S0074-7750(05)31002-0

Wehmeyer, M. L., Palmer, S., Shogren, K. A., Williams-Diehm, K., & Soukup, J. (2012). Establishing a causal relationship between interventions to promote self-determination and enhanced student self-determination. Journal of Special Education, 46, 195-210. https://doi.org/10.1177/0022466910392377 DOI: https://doi.org/10.1177/0022466910392377

Wehmeyer, M. L., & Shogren K. A. (2016) Self-determination and choice. In N. Singh (Eds.), Handbook of evidence-based practices in intellectual and developmental disabilities. Evidence-based practices in behavioral health (pp. 561-584). Augusta, GA: Springer. DOI: https://doi.org/10.1007/978-3-319-26583-4_21

Wehmeyer, M., Shogren, K., Palmer, S., Williams-Diehm, K., Little, T., & Boulton, A. (2014). Impact of the Self-Determined Learning Model of instruction on student self-determination: A randomized-trial placebo control group study. Exceptional Children, 78, 135-153. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4170950/ DOI: https://doi.org/10.1177/001440291207800201

Werner, S. (2012). Individuals with intellectual disabilities: A review of the literature on decision-making since the Convention on the Rights of People with Disabilities (2008). Public Health Reviews, 34, 1-24. https://doi.org/10.1007/BF03391682 DOI: https://doi.org/10.1007/BF03391682

Williams-Diehm, K., Wehmeyer, M. L., Palmer, S., Soukup, J. H., & Garner, N. (2008). Self-determination and student involvement in transition planning: A multivariate analysis. Journal on Developmental Disabilities, 14, 25-36.

Wood, S. G., Moxley, J. H., & Tighe, S. (2017). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51, 73-84. https://doi.org/10.1177/0022219416688170 DOI: https://doi.org/10.1177/0022219416688170

There are 81 references in total.
How to Cite
Haarstad, C., Borisinkoff, E., & Weathers, R. (2021). Students as Causal Agents: Engagement in Course Selection. Journal of the American Academy of Special Education Professionals, 16(2), 113-132. https://doi.org/10.64546/jaasep.460

Spring/Summer 2021

Article Information

  • Article Type Articles
  • Submitted May 7, 2021
  • Published June 15, 2021
  • Issue Spring/Summer 2021
  • Section Articles
  • File Downloads 0
  • Abstract Views 0
  • Altmetrics
  • Share
Download data is not yet available.