Louise M Yoho

Southern Illinois University, EDUCATION, Faculty Member

Claremont Graduate University, School of Educational Studies, Graduate Student

Black Hills State University, Education and Behavioral Sciences, Faculty Member

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Papers by Louise M Yoho

Missed Connections: Overcoming Barriers to Meaningful and Sustainable Relationships

Illinois Association for Supervision and Curriculum Development, 2025

The article emphasizes the importance of interpersonal relationships in enhancing student well-be... more The article emphasizes the importance of interpersonal relationships in enhancing student well-being, academic success, and school climate. It highlights the detrimental effects of disengagement, such as increased behavioral issues and lower academic achievement, while also recognizing that students who pose the greatest challenges often need these connections the most. Addressing various student needs, including behavioral challenges, special education requirements, and chronic absenteeism, the article provides strategies for creating inclusive, supportive environments. By embracing the principles of the Whole Child Framework, educators are empowered to build lasting connections that promote student growth, safety, and engagement.

Tangible Worth in Virtual Worlds: Leveraging Video Games for Play, Empowerment, and Community

The Journal of Special Education Apprenticeship , 2025

Video games are a mainstream form of entertainment that are enjoyed by people of all ages, are pl... more Video games are a mainstream form of entertainment that are enjoyed by people of all ages, are played regularly by over half (estimated between 191 million and 225 million) of Americans (Davis et al., 2022; Entertainment Software Association [ESA], 2024), and gross almost as much money annually as motion pictures (Williams, 2006; ESA, 2024). ESA's most recent (2024) report found that 61% of people in the United States reported playing video games for at least an hour a week, and individuals with disabilities are an important part of the growing and lucrative video game industry.

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Fostering growth in muddy waters: Leading Opportunities for Transition Under Supervision for the employment of youth with disabilities. The Journal of Rehabilitation, 3(89), 68-76.

by Louise M Yoho and Taryn VanderPyl

The Journal of Rehabilitation, 2023

Seeking to bring attention for further development and research, Leading Opportunities for Transi... more Seeking to bring attention for further development and research, Leading Opportunities for Transition Under Supervision (LOTUS) is an analytical conceptualization focused on youth with disabilities involved with the juvenile justice system (i.e., transition-age, youth under supervision ages 14 – 24 years old). Arguably, youth under supervision are one of the most vulnerable populations because their transition back to their communities and out of the school system too often results in unemployment and high levels of recidivism. LOTUS highlights the need and recommendations for system and action coordination. LOTUS depicts a potential structure to guide further development and investigation of strategies to bring systems of education, rehabilitation, justice, and workforce development together for coordinated preparation and planning. Rather than relying on deci-sions made from differing definitions, models, and responses to disability, advancing knowledge in this area could uncover the definitions of disability being used, models being applied (e.g., Religious-Moral, Biomedical, Functional, Eco-logical, Sociopolitical, Human & Civil Rights Combo, other), and the responses to disability impacting policy and practices. Without focused attention, youth under supervision will continue to transition back into their communities undereducated, underserved, and unprepared. LOTUS provides a beginning for consideration of combining strengths for interdisciplinary actions with implications for stimulating further leadership, development, and research. The potential bene-fits are linking approaches as the basis for change to generate transformative methods to overcome value-based challenges. Ultimately, using the suggested targets for coordinating systems and actions could better position transition-age youth under supervision for equitable transitional work experiences in preparation and planning for employment.

“There’s an Unspoken Set of Rules”: Rural Education in the Northern Plains

The Rural Educator, 2023

Teacher preparation programs that operate in rural areas need to consider the lived experiences o... more Teacher preparation programs that operate in rural areas need to consider the lived experiences of rural students when making instructional decisions. However, exploration of rural schools and educators is seriously limited. This study aims to gain an understanding of students enrolled in teacher preparation programs in rural areas of the Northern Plains and the unique experiences they bring to, and need from, preservice teacher training programs. Seventeen interviews were conducted with rural participants who were enrolled in teacher preparation programs.
Based on the data collected, we do not recommend changing the traditional canon of teacher preparation but do recommend contextualizing concepts to be relevant to future rural educators. The voices of these future educators are shared here, as are recommended next steps and needs for future research.

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There's land between us: Rurality in the Northern Great Plains

by Jarrett Moore and Louise M Yoho

The Rural Educator, 2023

While there is a significant body of educational literature addressing the character and needs of... more While there is a significant body of educational literature addressing the character and needs of rural communities in the Appalachian and southern regions of the US, there is a need for a better understanding of rural communities outside of this region. Existing literature focused on US rurality revolves around four main themes: the rural idyllic, isolation and deficits, rural identity, and community. The voices, experiences, and needs of future teachers of the Northern Great Plains are missing from this dominant narrative and this study begins to address this gap. This
qualitative study is based on data collected from 16 semi-structured interviews with students enrolled in a preservice teacher preparation program about their experiences growing up and living in rural Northern Plains communities. Interview transcripts were transcribed, coded, and compared to the themes of the existing literature. The analysis resulted in several stable themes similar to the prevailing narratives on rural communities, with specific and nuanced differences. Specifically, participants held a nostalgic rather than idyllic view of their
communities, internalized an agrarian identity even if they did not lead an agrarian lifestyle, and described communal ties as essential to their distinct lifestyle. Future research on Northern Plains rurality should seek to include non-white and Native American participants and perspectives

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Improving approaches to behavior change: Applying the ASCD Whole Child tenets

Journal of the Illinois Association for Supervision and Curriculum Development, 2022

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Academic discourse surrounding college students with disabilities in the United States

Disability & Society, 2020

The attainment of a college degree is an opportunity for upward social and economic mobility. The... more The attainment of a college degree is an opportunity for upward social and economic mobility. The benefits of a college degree are wide-ranging and include lower rates of unemployment, higher income, increased job security, and a higher quality of life. Historically underrepresented students, including students with disabilities, are attending college and attaining degrees in increasing numbers in the United States. However, there is evidence from prior research suggesting that not all underrepresented students are being discussed equally by the higher education academic community. For all students to succeed in college and beyond, they must all be part of the important conversations surrounding the American higher education system. This research project investigated the academic discourse of four major academic organizations by analyzing the topics presented at their national annual conferences. ARTICLE HISTORY Points of interest Students with disabilities are going to college in increasing numbers, but are not finding success at the same rates as students without disabilities. Research explored the conversations that are occurring in academic circles related to the needs of college students with disabilities by analyzing the topics presented during the conference sessions of four academic organizations in the United States. A lack attention to the needs of students with disabilities was found, which is out of step with college enrollment trends. For students with disabilities to succeed in college, they must be part of important academic conversations. This research is important because the ability of individuals with disabilities to attain college degrees, and the lifelong benefits they bring, is a social justice and equity issue.

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Band-Aids for Barriers: Key Transition Policies as Experienced by Incarcerated Youth

Journal of Forensic Vocational Analysis, 2019

Almost all incarcerated youth will someday be released back into the community, yet their time sp... more Almost all incarcerated youth will someday be released back into the community, yet their time spent "inside'' typically makes them more prone to not only reoffend, but to escalate in their criminal activity. Further, as high as 85% of incarcerated youth have disabilities, making them arguably the most vulnerable population when it comes to transition, yet the least supported in legislation. The purpose of this study was to understand how the key factors of the Individuals with Disabilities Education·Act;· the Carl D. Perkins Career and Technical Education Act; the Workforce Innovation and Opportunity Act; and Juvenile Justice and Delinquency Prevention Act are experienced by incarcerated youtk Very few of the challenges faced by incarcerated youth with disabilities are considered in these pieces of legislation , ending with mere Band-Aids for the barriers they will inevitably face. A problem-driven content analysis was completed using written responses from incarcerated youth in biweekly publications from the writing program, 1'he Beat Within. Themes were analyzed in the areas of dream jobs/goals, skills, hopes/predictions, and barriers. Finally, the youth shared what they believe they need and what should be addressed in legislation that may actually help them. Their voices guide policy, program, and research recommendations.