Toilet training children with sensory impairments in a residential school setting

1994 ◽  
Vol 9 (2) ◽  
pp. 105-114 ◽  
Author(s):  
James K. Luiselli
Keyword(s):  
School Setting ◽  
Toilet Training ◽  
Residential School ◽  
Sensory Impairments

A Novel Enuresis Alarm for Toilet Training Students With Intellectual Disability

2016 ◽  
Vol 31 (4) ◽  
pp. 217-227 ◽  
Author(s):  
Daniel W. Mruzek ◽  
Stephen McAleavey ◽  
Suzanne Engel ◽  
Tristram Smith
Keyword(s):  
Intellectual Disability ◽  
Behavioral Interventions ◽  
School Setting ◽  
Toilet Training ◽  
Conductive Ink ◽  
Severe Intellectual Disability ◽  
Education School ◽  
Frequency Module ◽  
Special Education School ◽  
Enuresis Alarm

In this study, a novel enuresis alarm device using a miniaturized radio frequency module and disposable sensors made with inexpensive conductive ink was used to teach toilet use for urination with three participants with severe intellectual disability (two males and one female; aged 7–15 years) in a private special education school setting. At study entry, the participants did not use the toilet for urination independently, despite prior training attempts using standard behavioral interventions. For each participant, the enuresis alarm was used as part of a manualized behavior modification program. Two of the participants progressed markedly in the acquisition of toileting skills during participation in the program, but results for the third participant were less clear. Data suggest high staff satisfaction with the device and procedure and several possible advantages over standard behavioral intervention. Thus, an enuresis alarm that comprises state-of-the-art technology may be useful for teaching toileting skills in classroom settings for some individuals with developmental disabilities.

Examining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school setting

2018 ◽  
Vol 23 (3) ◽  
pp. 284-295 ◽  
Author(s):  
Tia Navelene Barnes ◽  
Christina Cipriano ◽  
Kathleen McCallops ◽  
Cara Cuccuini-Harmon ◽  
Susan E. Rivers
Keyword(s):  
Self Efficacy ◽  
School Setting ◽  
School Support ◽  
Residential School ◽  
Perceptions Of Teaching ◽  
The Relationship

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

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.

Mentoring as a Communication Coach in a Public School Setting

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.

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

2015 ◽  
Vol 18 (1) ◽  
pp. 16-31 ◽  
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.

Taking Care of Children After Traumatic Brain Injury

2012 ◽  
Vol 13 (3) ◽  
pp. 79-86 ◽  
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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