The effectiveness of student tutors in the treatment of speech articulation problems in young school children

1990 ◽  
Vol 4 ◽  
pp. 79-91
Author(s):  
James J. Jupp ◽  
Christine J. Svenson ◽  
K. Reed
Keyword(s):  
School Children ◽  
Speech Articulation ◽  
Positive Attitudes ◽  
Economically Deprived

This study investigated the effectiveness of well-adjusted and less well-adjusted fifth and sixth year level students used as tutors to treat the speech articulation problems of younger socio-economically deprived students. It was found that adjusted tutors were relatively more effective in reducing articulation problems. Both types of tutors were equally effective in promoting more positive attitudes towards “self”, “school” and “voice” in tutees. Both types of tutors were more positive about “self” and “school” following successful tutoring. These results suggest that some students may provide an efficient and effective resource for professionals in the treatment of functional articulation problems of other students.

scholarly journals School Children as Health Agent: An Explorative Study on Peers’ Perspectives

2017 ◽  
Vol 9 (5) ◽  
pp. 1 ◽  
Author(s):  
SM Suraiya ◽  
B Pises ◽  
B Faizal ◽  
M Shahnaz ◽  
M Nor Asiah
Keyword(s):  
Health Promotion ◽  
School Children ◽  
Group Discussion ◽  
Cross Sectional Study ◽  
Personal Hygiene ◽  
Peer Educators ◽  
Cross Sectional ◽  
School Based ◽  
Positive Attitudes ◽  
Selection Of

INTRODUCTION: School based programme known as ‘Doktor Muda’ was established to empower school children using their knowledge and health skills to achieve better health status. ‘‘Doktor Muda’’ (DM) is a group involved a selection of trained school children that met certain criteria as peer educators in order to influence their peers’ attitude and health practices.METHODOLOGY: A cross sectional study was carried out from March 2014 to January 2015. Qualitative data were collected by Focus Group Discussion (FGD) to identify peers perspective towards DM as a health promotion agent using a semi structured open ended questionnaire. The questionnaire was developed according to the relevant themes that identify the abilty of DM to influence their peers’ attitude and health practices.RESULTS: The findings showed that majority of participants admitted positive response towards information given by DM in their behavioural beliefs towards health. Majority of the participants agreed DM has succeeded in changing their attitudes toward the importance of health involving were participants’ concern on health. However, some of the participants claimed negative response showed by the peers during dissemination of information by DM and participants’ observations. Verification from the feedback groups regarding individual who influence their personal hygiene practice revealed 45.5% by their ownself, 36.4% by their parents/family and 36.4% by DM respectively.CONCLUSIONS: This study has succeeded in exploring peers’ perspectives on the efficacy of DM as health promotion agent. Strengthening in positive beliefs among peers towards health, influencing positive attitudes to accentuate health and encouraging health practices at a moderate level were established in this study.

The Attitudes of Primary School Children to Contemporary Health Issues

1991 ◽  
Vol 8 (2) ◽  
pp. 20-24
Author(s):  
Alison F. Garton ◽  
Jaqueline Pontre
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Health Issues ◽  
Media Campaigns ◽  
Positive Attitudes ◽  
Health And Fitness ◽  
Health Related ◽  
Children's Attitudes

ABSTRACTThe attitudes of 144 11-and 12-year-old primary school children to contemporary health issues were measured by a specially designed questionnaire. Levels of agreement and disagreement to the health-related statements indicated that the children held positive attitudes to health and fitness, were anti-smoking and anti-drinking and generally were prepared to accept responsibility for their health. The importance of monitoring children’s attitudes and changes to them as a result of educational and media campaigns discussed.

Awakening to chemistry through storytelling and practical activities: middle school students interacting with pre-school children

2019 ◽  
Vol 20 (1) ◽  
pp. 302-315 ◽  
Author(s):  
C. Morais ◽  
J. L. Araújo ◽  
I. Saúde
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Children ◽  
Early Years ◽  
School Students ◽  
Self Assessment ◽  
Pedagogical Intervention ◽  
Base Content ◽  
Positive Attitudes ◽  
Hands On

A storytelling approach has been seen as a powerful way to teach science and arouse interest and promote positive attitudes toward learning science in the early years. The purpose of our study was to determine how middle school students – Key Stage 3 (KS3) aged 12–14 in Portuguese schools – experienced learning chemistry through storytelling and how they, in turn, experienced creating stories using a storytelling approach with pre-school children. We aimed to perceive the appropriation of concepts of chemistry by the pre-school children through their drawings, the results collected during the pedagogical intervention and the recordings of the discussions between the pre-school children, the students and the pre-school teachers. The KS3 students were also given a self-assessment questionnaire as a way of assessing the pedagogical dynamics and the drive and motivation to learn chemistry. The study involved 53 children: 16 from KS3 and 37 from pre-school. The intervention took place during the KS3 students’ chemistry classes and during the pre-schoolers’ “storytelling moment”, a weekly 1 hour activity that took place at their kindergarten. We found that the use of a storytelling approach complemented with hands-on activities, as a strategy to teach acid–base content to KS3 students, contributed to their learning. Moreover, it was an important experience, which motivated them to write their stories and to prepare the activities for the pre-schoolers. We also found that the interaction of the older students with the pre-schoolers was profitable for both parts, since this type of activity promotes the acquisition of knowledge. During the “storytelling moment” and the hands-on activities with the pre-schoolers, we were able to witness that the younger students understood the concepts, enjoyed the interaction and felt captivated to learn science, through the questions they posed, the informal conversations and the drawings they made. This study showed us that the use of stories and hands-on activities is an effective strategy in motivating young people to learn chemistry.

scholarly journals Spies and security: Assessing the impact of animated videos on intelligence services in school children

Comunicar ◽  
2018 ◽  
Vol 26 (56) ◽  
pp. 81-89
Author(s):  
Antonio-M. Díaz-Fernández ◽  
Cristina del-Real-Castrillo
Keyword(s):  
School Children ◽  
Armed Forces ◽  
Redes Sociales ◽  
Negative Attitudes ◽  
Diffusion Of Information ◽  
Positive Attitudes ◽  
Intelligence Services ◽  
Before And After ◽  
The Impact ◽  
Medios De Comunicacion

Making the work of security organizations known to school children is a means of mitigating feelings of insecurity provoked by the diffusion of information on terrorist attacks in communications media and through social media. Whilst there is a longer tradition of projects to educate school children on the police and the armed forces, no comparable projects have been found on the intelligence services. With the objective of filling this gap, the authors designed and produced two animated educational videos for Spanish school children on the Spanish intelligence service: The National Intelligence Center (CNI). In this paper, the impact of the videos is measured in relation to the knowledge, the stereotypes, and the attitudes of school children towards the CNI. To do so, two questionnaires were administered to 1,092 school children aged 8 and 12, before and after viewing the videos. The results of the questionnaire prior to screening the videos showed that the school children held no knowledge of the intelligence services, and expressed highly developed stereotypes, and moderately negative attitudes towards them. Student-t tests for related samples were used to confirm the responses, on the basis of which it was found that the videos modified both knowledge and stereotyping, as well as attitudes towards the CNI. Specifically, following the screenings the knowledge of the school children improved, stereotyping diminished, and positive attitudes increased. Dar a conocer a los escolares las organizaciones de seguridad es un medio para reducir la inseguridad generada por la difusión de los atentados terroristas en los medios de comunicación y redes sociales. Mientras que hay una mayor tradición en proyectos para educar a los escolares sobre la policía y los militares, no se han encontrado proyectos análogos sobre los servicios de inteligencia. Con el objetivo de suplir esta carencia, los autores diseñaron y produjeron dos vídeos animados educativos destinados a escolares españoles sobre el servicio de inteligencia español, el Centro Nacional de Inteligencia (CNI). Este artículo mide cuál es el impacto de los vídeos en el conocimiento, los estereotipos y las actitudes de los escolares hacia el CNI. Para ello, se aplicaron dos cuestionarios a 1.092 escolares de 8 a 16 años, antes y después de la visualización de los vídeos. Los resultados previos a la visualización mostraron un conocimiento nulo, alto grado de estereotipos y actitudes moderadamente negativas hacia los servicios de inteligencia. Se comprobaron las respuestas mediante pruebas T para muestras relacionadas, a partir de las cuales se obtuvo que los vídeos modificaban el conocimiento, los estereotipos y las actitudes hacia el CNI. Específicamente, tras la visualización mejoró el conocimiento de los escolares, disminuyó el grado de estereotipos y aumentaron las actitudes positivas.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

1986 ◽  
Vol 17 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Lou Tomes ◽  
Dixie D. Sanger
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Elementary School Principals ◽  
Team Member ◽  
Interdisciplinary Team ◽  
Survey Study ◽  
Language Programs ◽  
Team Members ◽  
Positive Attitudes ◽  
State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

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