Access to information technologies among school-age children: Implications for a democratic society

1994 ◽  
Vol 45 (6) ◽  
pp. 395-400 ◽  
Author(s):  
Michael E. Martinez
Keyword(s):  
Information Technologies ◽  
Democratic Society ◽  
School Age Children ◽  
School Age ◽  
Access To Information

scholarly journals Dietary diversity among school age children in Merawi town, Amhara region, Ethiopia, 2018: a community based cross-sectional study

2020 ◽  
Vol 78 (1) ◽  
Author(s):  
Tilahun Tewabe ◽  
Amare Belachew ◽  
Yihun Miskir ◽  
Getnet Mekuria
Keyword(s):  
Food Security ◽  
Dietary Diversity ◽  
Cross Sectional Study ◽  
School Age Children ◽  
School Age ◽  
Access To Information ◽  
Sectional Study ◽  
Community Based ◽  
Cross Sectional ◽  
Factors Associated

Abstract Background Malnutrition with its constituents of protein energy malnutrition and micro-nutrient deficiencies continues to be a major health burden in low and middle-income countries. To end all forms of malnutrition, we need to address poverty, which is associated with the insecure supply of food and diversified nutrition. The objective of this study was to determine the level of dietary diversity and household food security among urban school-age children in Merawi town, Ethiopia. Methods A community based cross-sectional study was conducted in Merawi town among 422 households having school age children from April 1 to June 15, 2018. The association between dietary diversity and determinants was assessed using binary logistic regression analysis. Socio-demographic, maternal and child related variables; food security and diversity determinants were studied. Results The overall level of good dietary diversity was 91.7%, i.e.; 8.3% had a low, 59.1% had a good, 32.6% had better dietary diversity, respectively. Most households (95.2%) were secured with food access. The factors associated with good dietary diversity were the age of the child [AOR = 0.31 (0.14, 0.70)], and access to information [AOR = 3.18 (1.07,9.47)]. Conclusion The prevalence of good dietary diversity was relatively high. Among different socio-cultural and economic factors studied, age of the child and access to information were the factors associated with dietary diversity. Increasing maternal and child awareness towards good dietary diversity practices through the mass media (radio and Television) and working with mothers with early school-age children to improve dietary diversity are recommended.

scholarly journals Implementation Innovative Technologies for the Dysgraphy Correction Computer Support

2017 ◽  
Vol 5 (4) ◽  
pp. 56-66
Author(s):  
Hanna Bryantceva ◽  
Eugen Dovbnya ◽  
Hanna Chemerys
Keyword(s):  
Information Technologies ◽  
Speech Therapy ◽  
Written Language ◽  
Computer Support ◽  
School Age Children ◽  
School Age ◽  
Learning Tools ◽  
Innovative Technologies ◽  
Modern Computer ◽  
Computer Technologies

In the article, based on the analysis of scientific and methodological literature and network sources, the main causes and peculiarities of dysgraphy emerged and innovative methods of its prevention and correction were investigated. We have analyzed the scientific provisions for the definition of the essence of the concept of dysgraphy, as a persistent violation of the child's writing process. The understanding of "dysgraphy" is given. The analysis of modern approaches, highlighted in foreign and domestic sources, concerning the methods of correction and prerequisites for dysraphies is carried out. The features of its origin and development are investigated. The problem of studying and correcting manifestations of dysgraphies and violations of written language in children of elementary school age as an actual issue of speech therapy. The peculiarities of using information technologies in correctional pedagogy and during correction of written language defects in particular are considered. Computer technology is a tool that creates great hopes in the field of correctional development work with children who have written spoken mistakes and at the same time is one of the most effective learning tools that are becoming more and more widely used in speech therapy and specialist pedagogy. Computer technologies are connected with unique possibilities of modern computer and technical means. It is because of this that the development of new methods, techniques and means of correctional pedagogical work with children of junior school age with dysraphy by means of computer technologies acts as one of the most perspective directions of the development of pedagogy and speech therapy. Also, the article presents the results of the development and description of the capabilities of the developed author software for computer support of innovative technologies for correcting the dictionbook “Master Pencil”. The developed software program is aimed at detecting and correcting the manifestations of dysgraphy in early school-age children. The implemented computer support of innovative technologies for the correction of dysraphies will help teachers, defectologists, speech therapists and even parents of children with manifestations of dysgraphy to improve the effectiveness of correctional work through game training. In the future prospects of the study, it is planned to carry out an experimental study to find out the effectiveness of the use of the developed software product in the process of dance correction.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

Assessing Functional Language in School-Aged Children Using Language Sample Analysis

2020 ◽  
Vol 5 (3) ◽  
pp. 622-636
Author(s):  
John Heilmann ◽  
Alexander Tucci ◽  
Elena Plante ◽  
Jon F. Miller
Keyword(s):  
Computer Hardware ◽  
School Age Children ◽  
Functional Language ◽  
School Age ◽  
Clinical Use ◽  
Sample Analysis ◽  
Validity And Reliability ◽  
Language Sample Analysis ◽  
Accuracy And Repeatability ◽  
Language Sample

Purpose The goal of this clinical focus article is to illustrate how speech-language pathologists can document the functional language of school-age children using language sample analysis (LSA). Advances in computer hardware and software are detailed making LSA more accessible for clinical use. Method This clinical focus article illustrates how documenting school-age student's communicative functioning is central to comprehensive assessment and how using LSA can meet multiple needs within this assessment. LSA can document students' meaningful participation in their daily life through assessment of their language used during everyday tasks. The many advances in computerized LSA are detailed with a primary focus on the Systematic Analysis of Language Transcripts (Miller & Iglesias, 2019). The LSA process is reviewed detailing the steps necessary for computers to calculate word, morpheme, utterance, and discourse features of functional language. Conclusion These advances in computer technology and software development have made LSA clinically feasible through standardized elicitation and transcription methods that improve accuracy and repeatability. In addition to improved accuracy, validity, and reliability of LSA, databases of typical speakers to document status and automated report writing more than justify the time required. Software now provides many innovations that make LSA simpler and more accessible for clinical use. Supplemental Material https://doi.org/10.23641/asha.12456719

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird
Keyword(s):  
Native American ◽  
Indigenous People ◽  
Culturally Sensitive ◽  
Literacy Skills ◽  
School Age Children ◽  
School Age ◽  
Reading Curriculum ◽  
Authentic Materials ◽  
Elementary School Age ◽  
Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

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