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Creating a poster v2

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The document provides instructions for creating a research poster, including reviewing sample posters and an article on best practices. It discusses font size, logo placement, poster size, image and graphic quality, and elements that make a poster engaging. A sample student research poster is also included, with sections on the problem, methodology, results, conclusions, and references. The poster summarizes a study on the occupations of school-aged children who have siblings with cognitive or behavioral disabilities.

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Creating a Poster

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Creating a Poster • Review the following article with your group: Miller, J. E. (2007) Special Articles: Capacity Building for Health Services Research; Preparing and Presenting Effective Research Posters. HSR: Health Services Research 42:1, Part I. DOI: 10.1111/j. 1475-6773.2006.00588.x • What are the basics/rules for a poster? • Review the Thesis Manual for Stanbridge College Specific Instructions

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Review Sample Posters • How big is the font? • Where is the college logo? • How big is the poster? • Are the pictures and graphics high quality? • What makes the poster “pop”? • What would you do differently?

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OCCUPATIONS OF SCHOOL-AGED CHILDREN WITH SIBLINGS WITH COGNITIVE AND BEHAVIORAL DISABILITIES Courtney M. Harris Occupational Therapy Department, Dominican University of California Thesis advisor: Janis Davis, Ph.D., OTR/L Problem Occupations need to be addressed at the level of the family in family-centered care (Werner DeGrace, 2003). All members of the family, including siblings, play a vital role in the functioning of the entire family. The sibling relationship has a significant effect on the adjustment and development of the individual siblings (Pike, Coldwell, & Dunn, 2005). However, the impact of having a sibling with a disability has not been well addressed in the occupational therapy literature. Children who have a brother or sister with a cognitive or behavioral disability may experience a change in their occupations as a result of their role within their family. For example, siblings of children with Down syndrome, mental retardation, and autism may participate in caregiving activities to help meet some of their families’ needs (Benderix & Sivberg, 2007; Hannah & Midlarskly, 2005). Occupational therapy is a discipline well suited to examine the occupational impacts and changes in occupational performance as a result of having a sibling with a cognitive or behavioral disability. The goal of this study was to add to the growing family-centered literature and base of knowledge about occupations in a unique context. Methodology Research design: This study was a non-experimental, cross-sectional, descriptive qualitative design utilizing focus groups to explore the occupations of children with siblings with cognitive and behavioral disabilities. The study was guided by the Occupational Adaptation model of practice which asserts that when a person faces an occupational challenge, such as having a sibling with a disability, they experience internal and external role expectations that guide how they adapt to that occupational challenge (Schkade & Schultz, 1992). Participants: Eighteen participants age 7 to 13 participated in the study. All participants had a sibling with a cognitive or behavioral disability. Autism was the most common diagnosis followed by Down syndrome, mental retardation, and learning disability. Procedures: The participants’ parents gave informed consent for their child to participate in the study and the participants gave assent. The participants’ parents also filled out a demographic questionnaire. The researcher led three 1-hour focus groups of 3-12 participants using prompts to guide the discussion. The researcher guided the focus groups using the following questions which were guided by the literature review findings. The questions were open- ended to promote discussion between the study participants. •What is your everyday ‘day’ like? •Are there any activities you feel you should do because of your sibling? •Are there any special activities you get to do because of your sibling? •Are there any activities you cannot do? Analysis: Qualitative content analysis was used for this study. The researcher read each of the verbatim transcriptions and created a descriptive category scheme to identify underlying themes. The data was analyzed at the individual, group, and interaction levels. The demographics form was analyzed using descriptive statistics to establish basic information about the participants. Discussion Children with a sibling with a cognitive or behavioral disability engage in a variety of occupations typical for school-aged children. Two unique occupations described were play and caregiving. Play was often impacted by the participants teaching their siblings or their siblings playing differently. Participants described caregiving as a way to help both their sibling and their parents. The following chart demonstrates the internal and external role expectations described by the participants, the occupational adaptations they engaged in, and the evaluation of this response. Each of the responses required a different amount of energy and may or may not have been satisfying for the participants. Occupational Challenge Internal: External: My sibling is missing out Social expectations My sibling cannot do it My sibling is demanding I am missing out My parents expect my help I am responsible for my sibling Occupational Role Expectations Response: I give in to my sibling I teach my sibling I get to do special activities I defend my sibling Evaluation: It’s all about my sibling I did the right thing That was embarrassing Purpose and Research Questions The purpose of this research was to explore the occupations of children with siblings with a cognitive or behavioral disability and any occupational impacts they perceive as a result of living with their sibling. The research questions are: 1) What occupations does a child with a sibling with a cognitive or behavioral disability engage in? 2) What internal and external role expectations does the child perceive as a result of living with their sibling? 3) What adaptations, if any, has the child made to his/her occupations as a result of living with their sibling? Is this response functional or dysfunctional? Literature Review Sibling’s Role in the Family: •Parents may be unaware of how the disability of one child impacts the relationship between siblings •Children need to understand the nature of the disability •Children often have a role in handling the negative behaviors of the sibling with the disability (Unrah, 1992) •Children may have difficulty communicating with their sibling or expressing their feelings about their sibling to their family Potential Psychosocial Impacts: •Children who have a sibling with a cognitive or behavioral disability may experience stress and aggressive behavior •Children may be embarrassed about sibling (Benderix & Sivberg, 2007) •Children may worry about the future (Mascha & Boucher, 2006) Potential Occupational Impacts: •Leisure, school, social relationships may be impacted if the child is embarrassed about their sibling or has less time to devote to these activities(Unrah, 1992) •Children may act as a teacher instead of playmate (Trent-Stainbrook et al., 2007) •Children may help with caregiving activities (Hannah & Midlarsky, 2005) •Children may experience social isolation or withdrawal (Benderix & Sivberg, 2007) Results It’s All About My Sibling Participants described their lives as revolving around their sibling with a disability. Participants felt their families’ attention, schedule, and physical space was defined by their sibling. The participants also described their siblings getting special treatment, being embarrassed by their sibling, and their sibling demanding their way. “When he is there, I think my parents, they sometimes, they focus on him, and they seem to get stressed, and they seem to take it out on me. Not like harsh, but like, it seems like he gets his way more than I get my way, when he’s around” It’s Normal For Me Participants also described the outlook that their daily lives were typical for them even if different than their peers. The participants described giving in to their sibling, getting special activities, playing with their sibling, and an outlook that they could not imagine their life any other way. “It seems like the rest of my family just sees him as a kid who has special needs, I see him as my brother” It’s My Job to Help The participants felt they should help care for their sibling. The participants described a sense of responsibility for their sibling, defending their sibling, teaching their sibling, and helping with caregiving tasks. “I think I should maybe try to teach her how that game is supposed to be played. Like, my parents try to but I don’t think they have enough help” Conclusion Children with siblings with cognitive and behavioral disabilities experience unique expectations and occupations. This study identified changes in occupation as well as internal and external role expectations experienced by children with siblings with disabilities. Occupational therapists have a role to address the sibling of the child with a disability when looking at the family’s occupational functioning. References Benderix, Y. & Sivberg, B. (2007). Siblings’ experiences of having a brother or sister with autism and mental retardation: A case study of 14 siblings from five families. International Pediatric Nursing, 22(5), 410-418. Hannah, M. E. & Midlarsky, E. (2005). Helping by siblings of children with mental retardation. American Journal on Mental Retardation, 110(2), 87-99. Mascha, K. & Boucher, J. (2006). Preliminary investigation of a qualitative method of examining siblings’ experiences of living with a child with ASD. The British Journal of Developmental Disabilities, 52, 19-28. Pike, A., Coldwell, J. & Dunn, J.F. (2005). Sibling relationships in early/middle childhood: Links with individual adjustment. Journal of Family Psychology, 19(4), 523-532. Schkade, J. K. & Schultz, S. (1992). Occupational adaptation: Toward a holistic approach to contemporary practice, Part 1. American Journal of Occupational Therapy, 46(9), 829-837. Trent-Stainbrook, A., Kaiser, A. P., & Frey, J. R. (2007). Older siblings’ use of responsive interaction strategies and effects on their younger siblings with Down syndrome. Journal of Early Intervention, 29(4), 273-286. Unrah, A.M. (1992). Siblings of children with special needs. Canadian Journal of Occupational Therapy, 59(3), 151-158. Werner DeGrace, B. (2003). Occupation-based and family-centered care: A challenge for current practice. American Journal of Occupational Therapy, 57(3), 347-350. (IRBPHS # 7094, March 30, 2009)

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Creating a poster v2

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Creating a poster v2

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*Rocky Mountain University of Health Professions, Provo, Utah, 84606; (**OtherAuthors’Affiliations) Author’s Name and Credentials*; (**Additional Author’s Names and Credentials)* Title Background & Purpose Methods Table 1. Title Results (Text) (Text) (Table) (Text) Figure 1. Title Table 2. Title Table 3. Title Table 4. Title Table 5. Title Conclusions Literature Cited (Figure) (Table) (Table) (Table) (Table) (Text) (Text)

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Sample Templates • https://www.scientificphoto.com/Poster%20Creation.htm • http://www.posterpresentations.com/html/free_poster_templates.ht ml • https://postersmith.com/

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Creating a poster v2

  • 2. Creating a Poster • Review the following article with your group: Miller, J. E. (2007) Special Articles: Capacity Building for Health Services Research; Preparing and Presenting Effective Research Posters. HSR: Health Services Research 42:1, Part I. DOI: 10.1111/j. 1475-6773.2006.00588.x • What are the basics/rules for a poster? • Review the Thesis Manual for Stanbridge College Specific Instructions
  • 3. Review Sample Posters • How big is the font? • Where is the college logo? • How big is the poster? • Are the pictures and graphics high quality? • What makes the poster “pop”? • What would you do differently?
  • 4. OCCUPATIONS OF SCHOOL-AGED CHILDREN WITH SIBLINGS WITH COGNITIVE AND BEHAVIORAL DISABILITIES Courtney M. Harris Occupational Therapy Department, Dominican University of California Thesis advisor: Janis Davis, Ph.D., OTR/L Problem Occupations need to be addressed at the level of the family in family-centered care (Werner DeGrace, 2003). All members of the family, including siblings, play a vital role in the functioning of the entire family. The sibling relationship has a significant effect on the adjustment and development of the individual siblings (Pike, Coldwell, & Dunn, 2005). However, the impact of having a sibling with a disability has not been well addressed in the occupational therapy literature. Children who have a brother or sister with a cognitive or behavioral disability may experience a change in their occupations as a result of their role within their family. For example, siblings of children with Down syndrome, mental retardation, and autism may participate in caregiving activities to help meet some of their families’ needs (Benderix & Sivberg, 2007; Hannah & Midlarskly, 2005). Occupational therapy is a discipline well suited to examine the occupational impacts and changes in occupational performance as a result of having a sibling with a cognitive or behavioral disability. The goal of this study was to add to the growing family-centered literature and base of knowledge about occupations in a unique context. Methodology Research design: This study was a non-experimental, cross-sectional, descriptive qualitative design utilizing focus groups to explore the occupations of children with siblings with cognitive and behavioral disabilities. The study was guided by the Occupational Adaptation model of practice which asserts that when a person faces an occupational challenge, such as having a sibling with a disability, they experience internal and external role expectations that guide how they adapt to that occupational challenge (Schkade & Schultz, 1992). Participants: Eighteen participants age 7 to 13 participated in the study. All participants had a sibling with a cognitive or behavioral disability. Autism was the most common diagnosis followed by Down syndrome, mental retardation, and learning disability. Procedures: The participants’ parents gave informed consent for their child to participate in the study and the participants gave assent. The participants’ parents also filled out a demographic questionnaire. The researcher led three 1-hour focus groups of 3-12 participants using prompts to guide the discussion. The researcher guided the focus groups using the following questions which were guided by the literature review findings. The questions were open- ended to promote discussion between the study participants. •What is your everyday ‘day’ like? •Are there any activities you feel you should do because of your sibling? •Are there any special activities you get to do because of your sibling? •Are there any activities you cannot do? Analysis: Qualitative content analysis was used for this study. The researcher read each of the verbatim transcriptions and created a descriptive category scheme to identify underlying themes. The data was analyzed at the individual, group, and interaction levels. The demographics form was analyzed using descriptive statistics to establish basic information about the participants. Discussion Children with a sibling with a cognitive or behavioral disability engage in a variety of occupations typical for school-aged children. Two unique occupations described were play and caregiving. Play was often impacted by the participants teaching their siblings or their siblings playing differently. Participants described caregiving as a way to help both their sibling and their parents. The following chart demonstrates the internal and external role expectations described by the participants, the occupational adaptations they engaged in, and the evaluation of this response. Each of the responses required a different amount of energy and may or may not have been satisfying for the participants. Occupational Challenge Internal: External: My sibling is missing out Social expectations My sibling cannot do it My sibling is demanding I am missing out My parents expect my help I am responsible for my sibling Occupational Role Expectations Response: I give in to my sibling I teach my sibling I get to do special activities I defend my sibling Evaluation: It’s all about my sibling I did the right thing That was embarrassing Purpose and Research Questions The purpose of this research was to explore the occupations of children with siblings with a cognitive or behavioral disability and any occupational impacts they perceive as a result of living with their sibling. The research questions are: 1) What occupations does a child with a sibling with a cognitive or behavioral disability engage in? 2) What internal and external role expectations does the child perceive as a result of living with their sibling? 3) What adaptations, if any, has the child made to his/her occupations as a result of living with their sibling? Is this response functional or dysfunctional? Literature Review Sibling’s Role in the Family: •Parents may be unaware of how the disability of one child impacts the relationship between siblings •Children need to understand the nature of the disability •Children often have a role in handling the negative behaviors of the sibling with the disability (Unrah, 1992) •Children may have difficulty communicating with their sibling or expressing their feelings about their sibling to their family Potential Psychosocial Impacts: •Children who have a sibling with a cognitive or behavioral disability may experience stress and aggressive behavior •Children may be embarrassed about sibling (Benderix & Sivberg, 2007) •Children may worry about the future (Mascha & Boucher, 2006) Potential Occupational Impacts: •Leisure, school, social relationships may be impacted if the child is embarrassed about their sibling or has less time to devote to these activities(Unrah, 1992) •Children may act as a teacher instead of playmate (Trent-Stainbrook et al., 2007) •Children may help with caregiving activities (Hannah & Midlarsky, 2005) •Children may experience social isolation or withdrawal (Benderix & Sivberg, 2007) Results It’s All About My Sibling Participants described their lives as revolving around their sibling with a disability. Participants felt their families’ attention, schedule, and physical space was defined by their sibling. The participants also described their siblings getting special treatment, being embarrassed by their sibling, and their sibling demanding their way. “When he is there, I think my parents, they sometimes, they focus on him, and they seem to get stressed, and they seem to take it out on me. Not like harsh, but like, it seems like he gets his way more than I get my way, when he’s around” It’s Normal For Me Participants also described the outlook that their daily lives were typical for them even if different than their peers. The participants described giving in to their sibling, getting special activities, playing with their sibling, and an outlook that they could not imagine their life any other way. “It seems like the rest of my family just sees him as a kid who has special needs, I see him as my brother” It’s My Job to Help The participants felt they should help care for their sibling. The participants described a sense of responsibility for their sibling, defending their sibling, teaching their sibling, and helping with caregiving tasks. “I think I should maybe try to teach her how that game is supposed to be played. Like, my parents try to but I don’t think they have enough help” Conclusion Children with siblings with cognitive and behavioral disabilities experience unique expectations and occupations. This study identified changes in occupation as well as internal and external role expectations experienced by children with siblings with disabilities. Occupational therapists have a role to address the sibling of the child with a disability when looking at the family’s occupational functioning. References Benderix, Y. & Sivberg, B. (2007). Siblings’ experiences of having a brother or sister with autism and mental retardation: A case study of 14 siblings from five families. International Pediatric Nursing, 22(5), 410-418. Hannah, M. E. & Midlarsky, E. (2005). Helping by siblings of children with mental retardation. American Journal on Mental Retardation, 110(2), 87-99. Mascha, K. & Boucher, J. (2006). Preliminary investigation of a qualitative method of examining siblings’ experiences of living with a child with ASD. The British Journal of Developmental Disabilities, 52, 19-28. Pike, A., Coldwell, J. & Dunn, J.F. (2005). Sibling relationships in early/middle childhood: Links with individual adjustment. Journal of Family Psychology, 19(4), 523-532. Schkade, J. K. & Schultz, S. (1992). Occupational adaptation: Toward a holistic approach to contemporary practice, Part 1. American Journal of Occupational Therapy, 46(9), 829-837. Trent-Stainbrook, A., Kaiser, A. P., & Frey, J. R. (2007). Older siblings’ use of responsive interaction strategies and effects on their younger siblings with Down syndrome. Journal of Early Intervention, 29(4), 273-286. Unrah, A.M. (1992). Siblings of children with special needs. Canadian Journal of Occupational Therapy, 59(3), 151-158. Werner DeGrace, B. (2003). Occupation-based and family-centered care: A challenge for current practice. American Journal of Occupational Therapy, 57(3), 347-350. (IRBPHS # 7094, March 30, 2009)
  • 7. *Rocky Mountain University of Health Professions, Provo, Utah, 84606; (**OtherAuthors’Affiliations) Author’s Name and Credentials*; (**Additional Author’s Names and Credentials)* Title Background & Purpose Methods Table 1. Title Results (Text) (Text) (Table) (Text) Figure 1. Title Table 2. Title Table 3. Title Table 4. Title Table 5. Title Conclusions Literature Cited (Figure) (Table) (Table) (Table) (Table) (Text) (Text)
  • 8. Sample Templates • https://www.scientificphoto.com/Poster%20Creation.htm • http://www.posterpresentations.com/html/free_poster_templates.ht ml • https://postersmith.com/