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  • Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs

    Lansey, Kirsten R.; MacFarland, Stephanie Z. C.; Antia, Shirin D.; The University of Arizona (SAGE Publications, 2024-03-13)
    Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students’ perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants’ employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant’s employment, education, and social goals. Implications for practice and research and study limitations are described.
  • A novel computational platform to analyze left atrial voltage acquired from electroanatomic mapping

    Indik, Julia H; Altamirano Ufion, Alvaro; Whitaker, Bradford; Geyer, Travis; Balakrishnan, Mahesh; Butt, Khurram; Klewer, Jacob; Indik, Robert A; Hutchinson, Mathew D; Department of Mathematics, University of Arizona; et al. (Elsevier B.V., 2024-02-13)
  • Transcatheter Treatment of Right Ventricular Outflow Tract Compression by a Pseudoaneurysm in Tetralogy of Fallot

    Takamatsu, Chelsea; Ibrahim, Ramzi; Corban, Michel T; Klewer, Scott E; Seckeler, Michael D; Department of Medicine, University of Arizona Tucson; Sarver Heart Center, University of Arizona; Department of Pediatrics (Cardiology), University of Arizona (Elsevier Inc., 2023-07-05)
  • Glucocorticoid response to naturalistic interactions between children and dogs

    Gnanadesikan, Gitanjali E; Carranza, Elizabeth; King, Katherine M; Flyer, Abigail C; Ossello, Gianna; Smith, Paige G; Steklis, Netzin G; Steklis, H Dieter; Connelly, Jessica J; Barnett, Melissa; et al. (Academic Press Inc., 2024-03-13)
    Although research has shown that pets appear to provide certain types of social support to children, little is known about the physiological bases of these effects, especially in naturalistic contexts. In this study, we investigated the effect of free-form interactions between children (ages 8–10 years) and dogs on salivary cortisol concentrations in both species. We further investigated the role of the child-dog relationship by comparing interactions with the child's pet dog to interactions with an unfamiliar dog or a nonsocial control condition, and modeled associations between survey measures of the human-animal bond and children's physiological responses. In both children and dogs, salivary cortisol decreased from pre- to post-interaction; the effect was strongest for children interacting with an unfamiliar dog (compared to their pet dog) and for the pet dogs (compared to the unfamiliar dog). We found minimal evidence for associations between cortisol output and behaviors coded from video, but children scoring higher on survey measures of the human-animal bond exhibited the greatest reductions in cortisol when interacting with dogs. Self-reported loneliness was not related to cortisol or the human-animal bond, but measures of both loneliness and the human-animal bond were higher among children who participated after the onset of the COVID-19 pandemic, relative to those who participated before the pandemic. This study builds on previous work that investigated potential stress-buffering effects of human-animal interaction during explicit stressors and demonstrates important physiological correlates of naturalistic interactions between children and dogs, similar to those that occur in daily life.
  • Analysis of Literacy Content in IEPs of Students With Complex Support Needs

    Zagona, Alison L.; Lansey, Kirsten R.; Kurth, Jennifer A.; Loyless, Roxanne; Stevens, Elizabeth A.; The University of Arizona (SAGE Publications, 2024-02-14)
    The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students’ IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K–2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements.

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