scholarly journals Associative transfer as a function of conceptual similarity of stimuli in pre-school aged children

1968 ◽  
Vol 10 (4) ◽  
pp. 131-132
Author(s):  
Louis E. Price ◽  
Anne C. Saravo
Keyword(s):  
Conceptual Similarity ◽  
School Aged Children ◽  
Associative Transfer

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

Caregivers' Perceptions of Speech-Language Pathologist Talk About Child Language and Literacy Disorders

2020 ◽  
Vol 29 (4) ◽  
pp. 2049-2067
Author(s):  
Karmen L. Porter ◽  
Janna B. Oetting ◽  
Loretta Pecchioni
Keyword(s):  
Language And Literacy ◽  
Collective Case Study ◽  
Study Approach ◽  
School Aged Children ◽  
Speech Language Pathologist ◽  
Therapy Goals ◽  
Semistructured Interviews ◽  
Types Of Information

Purpose This study examined caregiver perceptions of their child's language and literacy disorder as influenced by communications with their speech-language pathologist. Method The participants were 12 caregivers of 10 school-aged children with language and literacy disorders. Employing qualitative methods, a collective case study approach was utilized in which the caregiver(s) of each child represented one case. The data came from semistructured interviews, codes emerged directly from the caregivers' responses during the interviews, and multiple coding passes using ATLAS.ti software were made until themes were evident. These themes were then further validated by conducting clinical file reviews and follow-up interviews with the caregivers. Results Caregivers' comments focused on the types of information received or not received, as well as the clarity of the information. This included information regarding their child's diagnosis, the long-term consequences of their child's disorder, and the connection between language and reading. Although caregivers were adept at describing their child's difficulties and therapy goals/objectives, their comments indicated that they struggled to understand their child's disorder in a way that was meaningful to them and their child. Conclusions The findings showed the value caregivers place on receiving clear and timely diagnostic information, as well as the complexity associated with caregivers' understanding of language and literacy disorders. The findings are discussed in terms of changes that could be made in clinical practice to better support children with language and literacy disorders and their families.

Grammatical Morpheme Intervention Issues for Students Who Use AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 62-68 ◽  
Author(s):  
Cathy Binger
Keyword(s):  
Special Interest ◽  
Augmentative And Alternative Communication ◽  
Intervention Program ◽  
Annual Conference ◽  
Alternative Communication ◽  
Research Results ◽  
School Aged Children ◽  
Grammar Acquisition ◽  
Device Use

Abstract Many children who use AAC experience difficulties with acquiring grammar. At the 9th Annual Conference of ASHA's Special Interest Division 12, Augmentative and Alternative Communication, Binger presented recent research results from an intervention program designed to facilitate the bound morpheme acquisition of three school-aged children who used augmentative and alternative communication (AAC). Results indicated that the children quickly began to use the bound morphemes that were taught; however, the morphemes were not maintained until a contrastive approach to intervention was introduced. After the research results were presented, the conference participants discussed a wide variety of issues relating to grammar acquisition for children who use AAC. Some of the main topics of discussion included the following: provision of supports for grammar comprehension and expression, intervention techniques to support grammatical morpheme acquisition, and issues relating to AAC device use when teaching grammatical morpheme use.

Direct Measurement of the Listening of Hearing-Impaired Children

1970 ◽  
Vol 13 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mary Mira
Keyword(s):  
Direct Measurement ◽  
Continuous Measurement ◽  
Hearing Impaired ◽  
Reinforcement System ◽  
School Aged Children ◽  
Conjugate Reinforcement ◽  
Impaired Children ◽  
Hearing Impaired Children

Listening, a significant dimension of the behavior of hearing-impaired children, may be measured directly by recording childrens' responses to obtain audio narrations programmed via a conjugate reinforcement system. Twelve hearing-impaired, school-aged children responded in varying ways to the opportunity to listen. Direct and continuous measurement of listening has relevance for evaluation of remediation methods and for discovery of variables potentially related to listening.

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

Cannabis use in Switzerland: The role of attribution of drug use to friends, urbanization and repression 1The study was supported by the Swiss Federal Office of Public Health (Bundesamt für Gesundheit BAG) Grant 316.96.5980.

2001 ◽  
Vol 60 (2) ◽  
pp. 99-107 ◽  
Author(s):  
Holger Schmid
Keyword(s):  
Drug Use ◽  
Urban Areas ◽  
Hierarchical Linear Model ◽  
Cannabis Use ◽  
School Aged Children ◽  
Structural Variables ◽  
Hbsc Study ◽  
Nationally Representative ◽  
Highly Correlated ◽  
Individual Use

Cannabis use does not show homogeneous patterns in a country. In particular, urbanization appears to influence prevalence rates, with higher rates in urban areas. A hierarchical linear model (HLM) was employed to analyze these structural influences on individuals in Switzerland. Data for this analysis were taken from the Switzerland survey of Health Behavior in School-Aged Children (HBSC) Study, the most recent survey to assess drug use in a nationally representative sample of 3473 15-year-olds. A total of 1487 male and 1620 female students indicated their cannabis use and their attributions of drug use to friends. As second level variables we included address density in the 26 Swiss Cantons as an indicator of urbanization and officially recorded offences of cannabis use in the Cantons as an indicator of repressive policy. Attribution of drug use to friends is highly correlated with cannabis use. The correlation is even more pronounced in urban Cantons. However, no association between recorded offences and cannabis use was found. The results suggest that structural variables influence individuals. Living in an urban area effects the attribution of drug use to friends. On the other hand repressive policy does not affect individual use.

Radikalisierung? Ein Interpretationsmodell jugendlichen Alkoholkonsums von 1986 bis 1998 in der Schweiz

2001 ◽  
Vol 47 (6) ◽  
pp. 393-403 ◽  
Author(s):  
Emmanuel N. Kuntsche
Keyword(s):  
Health Behaviour ◽  
School Aged Children

Fragestellung: Gesundheitssurveys stellen unabdingbare Informationsquellen für Präventionsmaßnahmen dar. Aufgrund der Fülle an Informationen in solchen Umfragen ist es oftmals jedoch schwer, übergreifende und handlungsleitende Tendenzen zu entnehmen. Ausgehend von Annahmen zu abnehmenden Geschlechterdifferenzen und einem veränderten Einstiegsalter in Bezug auf regelmäßigen Alkoholkonsum versucht die vorliegende Studie ein Interpretationsmodell zu entwickeln. </P><P> Methodik: Die Daten stammen aus dem schweizerischen Teil des internationalen Projekts »Health Behaviour in School-Aged Children (HBSC)«, in welchem 17.142 Schulkinder im Alter von 11, 13 und 15 Jahren von 1986 bis 1998 alle vier Jahre in der Schweiz national repräsentativ befragt wurden. </P><P> Ergebnisse: Es zeigt sich, dass der Anteil regelmäßig Alkoholkonsumierender unter Jüngeren leicht abgenommen hat, während er bei 15-Jährigen stark gestiegen ist. Analog hat sich der Anteil wiederholt betrunken Gewesener unter älteren Schulkindern drastisch erhöht. </P><P> Schlussfolgerungen: Aufgrund der Ergebnisse lässt sich von einer Radikalisierung jugendlichen Alkoholkonsums sprechen, deren präventive Implikationen abschließend erörtert werden.

Sozioökonomische Unterschiede im Substanzkonsum von Jugendlichen

2004 ◽  
Vol 50 (4) ◽  
pp. 258-268 ◽  
Author(s):  
Matthias Richter ◽  
Klaus Hurrelmann
Keyword(s):  
Health Behaviour ◽  
School Aged Children ◽  
Präventive Maßnahmen

<B>Fragestellung:</B> Der Beitrag geht der Frage nach, ob der Konsum psychoaktiver Substanzen im Jugendalter mit dem sozioökonomischen Status der Eltern und dem Schultyp der Jugendlichen variiert. </P><P> <B>Methodik:</B> Die Daten stammen aus dem deutschen Teil der internationalen WHO-Studie »Health Behaviour in School-aged Children«, in der 5.650 Schulkinder im Alter von 11 bis 15 Jahren im Jahr 2002 befragt wurden. </P><P> <B>Ergebnisse:</B> Während der Berufsstatus der Eltern und der familiäre Wohlstand nur einen schwachen Einfluss auf den Substanzkonsum von Jugendlichen aufweisen, steht der Schultyp in einer engeren Beziehung zum Tabak-und Alkoholkonsum. Für den Cannabiskonsum konnten weder sozioökonomische noch schulformspezifische Unterschiede nachgewiesen werden. </P><P> <B>Schlussfolgerungen:</B> Die Ergebnisse weisen darauf hin, dass präventive Maßnahmen, die auf eine Reduzierung aktueller ebenso wie späterer gesundheitlicher Ungleichheiten abzielen, verstärkt im schulischen Kontext – insbesondere in den Haupt- und Realschulen – zu implementieren sind.

Dreamlike and Playful Virtual Environments to Inspire Children’s Divergent Thinking

2020 ◽  
pp. 1-11
Author(s):  
Jérôme Guegan ◽  
Claire Brechet ◽  
Julien Nelson
Keyword(s):  
Virtual Environments ◽  
Divergent Thinking ◽  
Idea Generation ◽  
Combined Processes ◽  
Office Environment ◽  
School Aged Children

Abstract. Computers have long been seen as possible tools to foster creativity in children. In this respect, virtual environments present an interesting potential to support idea generation but also to steer it in relevant directions. A total of 96 school-aged children completed a standard divergent thinking task while being exposed to one of three virtual environments: a replica of the headmistress’s office, a replica of their schoolyard, and a dreamlike environment. Results showed that participants produced more original ideas in the dreamlike and playful environments than in the headmistress’s office environment. Additionally, the contents of the environment influenced the selective exploration of idea categories. We discuss these results in terms of two combined processes: explicit references to sources of inspiration in the environment, and the implicit priming of specific idea categories.

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