Exploring Students' Perceptions of Academic Disengagement and Reengagement in a Dropout Recovery Charter School Setting

Seventeen 9th-grade students at a charter school were selected to participate in a 3-week stress management/peak performance training program that integrated biofeedback into the overall educational schedule. The training program included a weekly visit by the facilitator, who discussed with the students the psychophysiology of stress and neuropsychology of attention, as well as the beneficial aspects of relaxation on the mind and body. These factors have been studied with peripheral biofeedback and EEG biofeedback for over 30 years and are known to facilitate peak performance during tests, social interaction, and various other performance scenarios, such as general academic performance, sports, and music. Students were guided through relaxation exercises and were then asked to think about how and why these exercises fit in to their own personal goals as students and performers. They were instructed to practice at home with an audio CD and worked with the emWave PC®, a heart rate variability biofeedback instrument. The Test Anxiety Quiz was administered pre- and posttraining, and the Behavioral Change Survey was administered posttraining. The students showed mild to moderate improvement on test anxiety and behavioral measures. Overall, significant gains were made in reduction of test anxiety and other behavioral measures. This study suggests that, consistent with the peak performance literature, integration of relaxation techniques into a secondary school setting can improve important measures of students' scholastic achievement.

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One student at a time: How an innovative charter school succeeds with dropout recovery

National Youth-At-Risk Journal ◽

10.20429/nyarj.2020.040104 ◽

2020 ◽

Vol 4 (1) ◽

Author(s):

Joe Lewis ◽

Letitia Basford

Keyword(s):

Charter School ◽

Dropout Recovery

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Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00085 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1327-1336

Author(s):

Tiffany R. Cobb ◽

Derek E. Daniels ◽

James Panico

Keyword(s):

High School ◽

Middle School ◽

Peer Relationships ◽

Speech Therapy ◽

School Setting ◽

Image Data ◽

School Experiences ◽

Adolescent Students ◽

Therapy Decision ◽

Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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Mentoring as a Communication Coach in a Public School Setting

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac21.3.115 ◽

2012 ◽

Vol 21 (3) ◽

pp. 115-121

Author(s):

Catherine George ◽

Faye Warren

Keyword(s):

Public School ◽

Role Models ◽

School Setting

Abstract People using speech generating devices face many challenges, one of which is the lack of role models. They seldom have the opportunity to meet and interact with other proficient SGD users. This article addresses key considerations for initiating an AAC mentoring position as a Communication Coach in a public school setting. Outcomes and considerations to facilitate the likelihood of success are discussed from both administrative and mentor perspectives.

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Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

Perspectives on Issues in Higher Education ◽

10.1044/ihe18.1.16 ◽

2015 ◽

Vol 18 (1) ◽

pp. 16-31 ◽

Cited By ~ 1

Author(s):

Flora Keshishian ◽

Rebecca Wiseheart

Keyword(s):

Qualitative Study ◽

Undergraduate Students ◽

Critical Role ◽

School Setting ◽

The United States ◽

Bilingual Students ◽

Speech Language Pathology ◽

Diverse Environment ◽

Language Pathology ◽

Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

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Taking Care of Children After Traumatic Brain Injury

Perspectives on School-Based Issues ◽

10.1044/sbi13.3.79 ◽

2012 ◽

Vol 13 (3) ◽

pp. 79-86 ◽

Cited By ~ 1

Author(s):

Julie Haarbauer-Krupa

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Literature Review ◽

School Setting ◽

Leadership Role ◽

Speech Language Pathologists ◽

Educational Information ◽

Taking Care

AbstractPurpose: The purpose of this article is to inform speech-language pathologists in the schools about issues related to the care of children with traumatic brain injury.Method: Literature review of characteristics, outcomes and issues related to the needs serving children.Results: Due to acquired changes in cognition, children with traumatic brain injury have unique needs in a school setting.Conclusions: Speech-Language Pathologists in the school can take a leadership role with taking care of children after a traumatic brain injury and coordination of medical and educational information.

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The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

Perspectives on School-Based Issues ◽

10.1044/sbi11.2.60 ◽

2010 ◽

Vol 11 (2) ◽

pp. 60-65

Author(s):

Francine Wenhardt

Keyword(s):

Public Schools ◽

School Setting ◽

Real Life ◽

Effective School ◽

Program Coordinator ◽

Educational Preparation ◽

The Public ◽

Speech Language Pathologist ◽

New Graduate ◽

Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

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