Theory-Guided Spelling Assessment and Intervention

2001 ◽  
Vol 32 (3) ◽  
pp. 182-195 ◽  
Author(s):  
Kenn Apel ◽  
Julie J. Masterson
Keyword(s):  
Group Intervention ◽  
Intervention Program ◽  
Morphological Awareness ◽  
Orthographic Knowledge ◽  
Clinical Settings ◽  
Spelling Development ◽  
Word Level ◽  
Clinically Significant ◽  
Intensive Group

Purpose : Current research and theory in spelling development and best practices for literacy instruction were reviewed to develop a set of theoretically guided assessment and intervention procedures. These procedures were applied to the case of a 13-year-old student with spelling difficulties. Method : The student was involved in an intensive group intervention program that focused on increasing foundational skills for spelling and on oral word-level reading. Assessment results led to an intervention program targeting phonemic and morphological awareness skills and orthographic knowledge. Results : The student demonstrated clinically significant growth in phonemic and morphological awareness, orthographic knowledge, spelling, and word-level reading. Conclusion : Results of the case study suggest that assessment and intervention procedures guided by theory and research can lead speech-language pathologists to effective participation in aspects of spelling remediation. Additionally, the case study may serve as a model for clinical services and evidence-based practice within clinical settings.

Supervision: A Case Study

1977 ◽  
Vol 8 (4) ◽  
pp. 256-263
Author(s):  
Roberta Chapey ◽  
Geraldine Chapey
Keyword(s):  
Organizational Communication ◽  
Behavioral Changes ◽  
Personal Problems ◽  
Clinically Significant

Occasionally, it is the responsibility of a supervisor to help a staff speech clinician resolve professional and or personal problems that interfere with the delivery of quality services. To deal with this situation, the supervisor must be equipped with the techniques and procedures for effective organizational communication. This article presents a case study in which a speech clinician demonstrated irresponsibility in various job areas. The supervisor’s philosophy and the procedures used in managing these problems are presented. The behavioral changes suggest that the supervisor’s interventive procedures were clinically significant and warrant further investigation.

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

Developing Reading Skills in Prelingually Deaf Preschool Children: Fingerspelling as a Strategy to Promote Orthographic Learning

2021 ◽  
Author(s):  
Paul Miller ◽  
Efrat Banado-Aviran ◽  
Orit E Hetzroni
Keyword(s):  
Intervention Program ◽  
Orthographic Knowledge ◽  
Single Subject ◽  
Initial Development ◽  
Semantic Categories ◽  
Single Subject Research ◽  
Phonological Knowledge ◽  
Multiple Probe ◽  
Orthographic Learning ◽  
Prelingually Deaf

Abstract The aim of this study was to clarify whether fingerspelling provides a sophisticated mechanism that promotes the development of detailed orthographic knowledge for deaf individuals even in the absence of paralleling phonological knowledge. An intervention program comprised of various procedures chaining between fingerspelled sequences; their written correlates and meaning were administered in a multiple probe single-subject research design across semantic categories to four children with severe to profound prelingual hearing loss (age 4.2–6 years). Results demonstrate the occurrence of rapid orthographic learning during intervention and reliable retention of it in maintenance checks, despite the participants’ insufficiently developed phonological skills. Observations of the participants’ behavior further suggest fingerspelling to function as an effective mediator in the initial development of robust detailed orthographic lexicon. Analyzes also indicate that “learning through action” and “relevance to the task” provide two key factors in relation to the promotion of orthographic learning, with their absence creating an obvious vacuum in this regard. Insights from the study are discussed with reference to their implication for the development of learning materials and learning environments for prelingually deaf and other novice learners.

Rational-Emotive Therapy and Depression: A Clinical Case Study

1980 ◽  
Vol 51 (3) ◽  
pp. 853-854
Author(s):  
Arthur Mac Neill Horton ◽  
Carl H. Johnson
Keyword(s):  
Depressed Patient ◽  
Test Data ◽  
Clinical Setting ◽  
Clinical Case ◽  
Clinical Settings ◽  
Dramatic Improvement ◽  
Rational Emotive Therapy ◽  
Clinical Case Study ◽  
Rational Emotive

Rational-emotive group and bibliotherapy were used to treat a depressed patient in a clinical setting. Psychological test data document a dramatic improvement. It is suggested that rational-emotive therapy may prove efficacious for the treatment of some depressed patients in clinical settings.

scholarly journals Belongingness and maladaptive schemas: A wellbeing group intervention program for high-school teachers

Educatia 21 ◽  
2020 ◽  
pp. 24-31
Author(s):  
Raul V. Lupaș ◽  
Alina S. Rusu
Keyword(s):  
High School ◽  
High School Teachers ◽  
Private School ◽  
Group Intervention ◽  
Social Connectedness ◽  
Intervention Program ◽  
Maladaptive Schemas ◽  
School Teachers ◽  
Moderator Variable ◽  
The Social

Belongingness has been related with several positive aspects in the life of an individual, including academic and psychosocial success. The current paper aims to review the theoretical foundations of belongingness and to present the results of the implementation of a 2-months wellbeing-based program targeting the development of belongingness for high school teachers in a private school in Romania. The targeted variables were the social connectedness (as a measure of social belongingness), social assurance, and, as a moderator variable, the number of maladaptive cognitive schemas. The results indicate that the number of cognitive maladaptive schemas did moderate the intervention effect. Also, the efficiency of the wellbeing-training program in the direction of improving the social connectedness (belongingness) was supported by the data.

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