In-Service Training for Social Agency Practice. Martha Moscrop

Abstract Tomasello's moral psychology of obligation would be developmentally deepened by greater attention to early experiences of cooperation and shared social agency between parents and infants, evolved to promote infant survival. They provide a foundation for developing understanding of the mutual obligations of close relationships that contribute (alongside peer experiences) to growing collaborative skills, fairness expectations, and fidelity to social norms.

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Pragmatic versus Morphological/Syntactic Criteria for Language Referrals

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1102.85 ◽

1980 ◽

Vol 11 (2) ◽

pp. 85-94 ◽

Cited By ~ 25

Author(s):

Jack Damico ◽

John W. Oller

Keyword(s):

Grade Level ◽

The State ◽

Verb Agreement ◽

Remedial Programs ◽

Service Training ◽

Traditional Approaches ◽

Communicative Effectiveness

Two methods of identifying language disordered children are examined. Traditional approaches require attention to relatively superficial morphological and surface syntactic criteria, such as, noun-verb agreement, tense marking, pluralization. More recently, however, language testers and others have turned to pragmatic criteria focussing on deeper aspects of meaning and communicative effectiveness, such as, general fluency, topic maintenance, specificity of referring terms. In this study, 54 regular K-5 teachers in two Albuquerque schools serving 1212 children were assigned on a roughly matched basis to one of two groups. Group S received in-service training using traditional surface criteria for referrals, while Group P received similar in-service training with pragmatic criteria. All referrals from both groups were reevaluated by a panel of judges following the state determined procedures for assignment to remedial programs. Teachers who were taught to use pragmatic criteria in identifying language disordered children identified significantly more children and were more often correct in their identification than teachers taught to use syntactic criteria. Both groups identified significantly fewer children as the grade level increased.

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Teachers' Stereotypes of Children Who Wear Hearing Aids

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1203.139 ◽

1981 ◽

Vol 12 (3) ◽

pp. 139-144 ◽

Cited By ~ 3

Author(s):

Cletus G. Fisher ◽

Kenneth Brooks

Keyword(s):

Elementary School ◽

School Child ◽

Hearing Aids ◽

Hearing Aid ◽

Social Implications ◽

Elementary School Child ◽

Classroom Teachers ◽

Frequency Of Occurrence ◽

Service Training

Classroom teachers were asked to list the traits they felt were characteristic of the elementary school child who wears a hearing aid. These listings were evaluated according to the desirability of the traits and were studied regarding frequency of occurrence, desirability, and educational, emotional, and social implications. The results of the groupings are discussed in terms of pre-service and in-service training.

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Computer Usage by Speech-Language Pathologists in Public Schools

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1904.423 ◽

1988 ◽

Vol 19 (4) ◽

pp. 423-427 ◽

Cited By ~ 5

Author(s):

Gail Ruppert Houle

Keyword(s):

Public Schools ◽

Public School ◽

Computer Technology ◽

Computer Usage ◽

Attitudes Toward Computers ◽

Speech Language Pathologists ◽

Frequent Users ◽

Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

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