Bringing Tech, Teens, and Talent Together: Recording Audiobooks for Children with Disabilities

Lynn Vroblick

doi:10.5860/cal.18.1.28

Bringing Tech, Teens, and Talent Together: Recording Audiobooks for Children with Disabilities

Children and Libraries ◽

10.5860/cal.18.1.28 ◽

2020 ◽

Vol 18 (1) ◽

pp. 28

Author(s):

Lynn Vroblick

Keyword(s):

High School ◽

High School Students ◽

Children With Disabilities ◽

Electronic Monitoring ◽

School Students ◽

Monitoring Equipment ◽

Recording Studio ◽

Friday Afternoon ◽

Children's Book ◽

Physically Handicapped

It’s Friday afternoon and, rather than embarking on weekend recreational plans, a group of high school students have arrived at Carnegie Library of Pittsburgh’s Library for the Blind and Physically Handicapped (LBPH) to get down to work. They filter into the library’s recording studio and two students take their places at the microphones in soundproof recording booths, while others settle in front of the electronic monitoring equipment just outside and follow the text of the children’s book that is being recorded.

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Using Technology to Create Children's Books for Students by Students

Handbook of Research on Literacy in Technology at the K-12 Level ◽

10.4018/978-1-59140-494-1.ch024 ◽

2011 ◽

pp. 425-436

Author(s):

Lyn C. Howell

Keyword(s):

High School ◽

High School Students ◽

Reading Skills ◽

Writing Skills ◽

Letter Writing ◽

Children's Books ◽

Older Students ◽

School Students ◽

Children's Book ◽

Do So

This chapter describes a children’s book project in which high school students used technology to create e-books for younger students. The benefits of the project for both younger and older students are discussed. Older students developed technology and writing skills; younger students developed letter writing and reading skills. The process is also detailed in the hope that others who might be interested in replicating the project in their own classroom would be able to do so.

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Articulatory Intervention for the Visually Impaired

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1003.139 ◽

1979 ◽

Vol 10 (3) ◽

pp. 139-144

Author(s):

Cheri L. Florance ◽

Judith O’Keefe

Keyword(s):

High School ◽

High School Students ◽

Behavior Change ◽

Visually Impaired ◽

School Students ◽

Handicapped Children ◽

Paired Stimuli ◽

Visually Handicapped ◽

Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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The Relationship Between Cognitive Career Maturity and Self-Reported Career Maturity of High School Students

Measurement and Evaluation in Counseling and Development ◽

10.1080/07481756.1987.12022850 ◽

1987 ◽

Vol 20 (2) ◽

pp. 51-61 ◽

Cited By ~ 11

Author(s):

Bert W. Westbrook ◽

Eleanor E. Sanford ◽

Marion Youngblood

Keyword(s):

High School ◽

High School Students ◽

Career Maturity ◽

School Students ◽

The Relationship

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A Triarchic Analysis of an Aptitude-Treatment Interaction

European Journal of Psychological Assessment ◽

10.1027//1015-5759.15.1.3 ◽

1999 ◽

Vol 15 (1) ◽

pp. 3-13 ◽

Cited By ~ 96

Author(s):

Robert J. Sternberg ◽

Elena L. Grigorenko ◽

Michel Ferrari ◽

Pamela Clinkenbeard

Keyword(s):

High School ◽

High School Students ◽

Introductory Psychology ◽

College Level ◽

School Students ◽

Treatment Interaction ◽

Aptitude Treatment Interaction ◽

Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

European Psychologist ◽

10.1027/1016-9040.11.4.268 ◽

2006 ◽

Vol 11 (4) ◽

pp. 268-276 ◽

Cited By ~ 2

Author(s):

Aida Orgocka ◽

Jasna Jovanovic

Keyword(s):

High School ◽

High School Students ◽

Identity Development ◽

Youth Development ◽

Female Students ◽

Male Students ◽

Opportunity Structure ◽

School Students ◽

Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

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Mobilizing for Some

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000199 ◽

2016 ◽

Vol 28 (3) ◽

pp. 123-135 ◽

Cited By ~ 7

Author(s):

Raffael Heiss ◽

Jörg Matthes

Keyword(s):

High School ◽

Social Media ◽

High School Students ◽

Experimental Design ◽

Collective Efficacy ◽

Political Efficacy ◽

Negative Effects ◽

School Students ◽

Positive Effects ◽

Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

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