The Effectiveness of School-Based Computer Language Intervention With Severely Handicapped Children

1992 ◽  
Vol 23 (1) ◽  
pp. 43-47 ◽  
Author(s):  
Teris K. Schery ◽  
Lisa C. O’Connor
Keyword(s):  
Communication Disorders ◽  
Computer Language ◽  
Handicapped Children ◽  
School Based ◽  
Severely Handicapped ◽  
Criterion Referenced ◽  
Language Measures ◽  
Teachers And Parents ◽  
Microprocessor Technology ◽  
Social Interaction Skills

Fifty-two severely handicapped children were trained on communication skills using microprocessor technology. A graduate student in Communication Disorders provided interactive supervision during the training. One-way analyses of covariance indicated positive effect for the additional computer language training when compared to regular classroom training alone. Effects were strongest on a direct criterion-referenced measure of the vocabulary taught. A cluster of more general language measures taken by the researchers, classroom teachers, and parents also indicated benefit to the computer enhancement condition. Additionally, the effect of this training was discernible on teacher and parent measures of social interaction skills.

Functional Vision Screening for Severely Handicapped Children

1976 ◽  
Vol 70 (8) ◽  
pp. 346-350
Author(s):  
Beth Langley ◽  
Rebecca F. Dubose
Keyword(s):  
Vision Screening ◽  
Handicapped Children ◽  
Severely Handicapped ◽  
Functional Vision ◽  
Teachers And Parents

Ophthalmologists traditionally have been unable to provide teachers and parents with useful information about a severely handicapped child's functional vision. Literature concerning the assessment of vision in handicapped children is reviewed and a guide is proposed for use by teachers in evaluating the severely handicapped child's functional vision.

Data Dilemma: Response and Measurement Units for Teachers of the Severely Handicapped

AAESPH Review ◽  
1976 ◽  
Vol 1 (5) ◽  
pp. 13-31 ◽  
Author(s):  
Kathleen Liberty
Keyword(s):  
Data Collection ◽  
Learning Stage ◽  
Handicapped Children ◽  
School Population ◽  
Data Collection And Analysis ◽  
Severely Handicapped ◽  
Measurement Units ◽  
Special Children ◽  
Specific Learning

Systems for data collection and analysis have been developed to help teachers systematically specialize and individualize their instruction for special children. The appearance of severely and profoundly handicapped children as regular members of the school population has led to questions concerning the applicability of traditional response and measurement units to this population. A review of units used by researchers with the severely handicapped was conducted. A discussion of the applicability of the various response units (e.g., percent) in reference to the desired effects of instruction or intervention and in regard to the specific learning stage are discussed. The author concludes that a careful application of traditional units with some reservations may prove effective for teachers of the severely handicapped.

The Social Competence Intervention Project: Developing Educational Procedures for Teaching Social Interaction Skills to Handicapped Children

1983 ◽  
Vol 8 (2) ◽  
pp. 120-127 ◽  
Author(s):  
Robert M. Day ◽  
James J. Fox ◽  
Richard E. Shores ◽  
David P. Lindeman ◽  
Joseph J. Stowitschek
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Social Withdrawal ◽  
Experimental Studies ◽  
Critical Aspect ◽  
Handicapped Children ◽  
Social Initiations ◽  
Training Materials ◽  
The Social ◽  
Social Interaction Skills

Social interaction with other children is a critical aspect of a child's development. Many handicapped children display pronounced deficits in this area of development. The Social Competence Intervention Project (SCIP) addressed the problem of social withdrawal of handicapped children by meeting four goals. These were (a) identify social behaviors that are likely to set the occasion for a positive social encounter, (b) evaluate the effectiveness of critical social initiations when used by handicapped children, (c) develop empirically valid teaching procedures, and (d) translate the results of the experimental studies of the first three goals into teacher training materials.

Diagnostic Decisions of Language Complexity Using Informal Language Assessment Measures

2021 ◽  
pp. 1-13
Author(s):  
Rebecca Bawayan ◽  
Jennifer A. Brown
Keyword(s):  
Decision Making ◽  
Measure Data ◽  
Assessment Data ◽  
Language Complexity ◽  
Narrative Assessment ◽  
School Based ◽  
Language Quality ◽  
Assessment Measures ◽  
Criterion Referenced ◽  
Language Sample

Purpose: The current study aimed to understand the clinical decision-making skills of school-based speech-language pathologists (SLPs) using narrative and expository discourse information from three sources: perception of language through listening to language alone, standardized criterion-referenced narrative assessment data, and word- and morpheme-level language sample analysis data. Method: Twenty-eight current school-based SLPs participated in the study. During this study, participants rated language quality and made decisions regarding the provision of language services after being provided information from informal assessment measures. Results: SLPs' ratings of language quality and complexity varied across the story retell, wordless picture book generation, and expository samples. There was a lack of consistency in ratings within each context across areas of clarity, sample complexity, language complexity, and vocabulary across all SLPs. Self-reported factors that influenced SLPs' ratings included components of structure, syntax, and semantics. SLPs did not indicate a need for services after listening alone. When provided with criterion-referenced narrative assessment scores and word- and morpheme-level language sample data, more SLPs made a recommendation for services. Conclusions: The study demonstrates the need for objective language measure data during diagnostic decision making. Additionally, SLPs may not realize the information obtained from real-time perception, and analysis of language samples may be an unreliable and inconsistent picture of a child's language abilities. The results of this study highlight the need to continue to rely on multiple sources of assessment data. SLPs should continue to incorporate systematic methods to minimize variability of perceptions in the process of making diagnostic decisions. Supplemental Material: https://doi.org/10.23641/asha.17707451

Planning Buildings for Handicapped Children, by Ivan Nellist, A.R.I.B.A. Springfield, Illinois: Charles C Thomas, 1970, 120 pp., $12.75

PEDIATRICS ◽  
1972 ◽  
Vol 49 (2) ◽  
pp. 323-323
Author(s):  
Ronald C. Mackeith
Keyword(s):  
Specific Reference ◽  
Older Children ◽  
Mentally Handicapped ◽  
Handicapped Children ◽  
Severely Handicapped ◽  
Deep Thought

The author is a British architect who clearly feels for handicapped children and has given deep thought to his subject. The book deals primarily with mentally handicapped children with a brief chapter on the additional problems of those who also have physical handicaps. In general he describes what is necessary for older children including those in wheelchairs, with little very specific reference to those who, because they are younger or more severely handicapped, are not at all mobile. The parts on play areas, observation and recording facilities will be particularly valuable.

Mental Health Services

2005 ◽  
Author(s):  
Scott Bloom
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Family Counseling ◽  
Her Family ◽  
Social And Emotional ◽  
School Based ◽  
Counseling Group ◽  
Teachers And Parents

Mental health problems in children are a major deterrent to learning. Yet the President’s New Freedom Commission on Mental Health in 2002 pointed out that mental health services for children are so fragmented as to be ineffective in major ways. The commission’s report emphasizes the importance of using the school system as the means of delivering such services. The school-based approach to mental health helps accomplish several goals: • Minimizing barriers to learning • Overcoming stigma and inadequate access to care • Providing comprehensive on-site counseling services • Creating a school climate that promotes students’ social and emotional functioning • Promoting healthy psychological and social development This chapter will describe the mental health services at the Children’s Aid Society (CAS) community schools, focusing on staffing, structure, and strategies and describing the clinic at one school in greater detail. Questions of space, accountability, and funding will be explored, and some conclusions based on our work will be discussed. CAS’s school-based clinics, located in elementary and middle schools, provide individual and family counseling, group therapy, in-depth assessments and referrals, and crisis intervention for students and their family members. Referrals to the clinic are made by students, teachers, and parents. Assessment and intervention plans include the active participation of the child, his or her family, school staff, and anyone else who can help in understanding the child’s needs. Based on the assessment, the child and/or family are engaged in shortor long-term individual, group, or family counseling aimed at ameliorating the problems that precipitated the referral. An in-depth psychosocial assessment is the first step in developing a comprehensive treatment plan that includes short- and long-term goals. Psychological and psychiatric evaluations are scheduled as appropriate. Clinicians (social workers with M.S.W. or C.S.W. degrees) generally have caseloads of 18–22 students, with enough room in their schedules to see walk-ins and emergencies. Problems that have been successfully treated include suicide ideation, physical and sexual abuse, drug and alcohol use, disruptive school behaviors, academic delays, hyperactivity, family and peer conflicts, and depression.

Attitudes of Teachers and Parents in the Australian Capital Territory (A.C.T.) Towards the Integration of Moderately Intellectually Handicapped Children

1987 ◽  
Vol 11 (2) ◽  
pp. 26-31 ◽  
Author(s):  
Trevor R. Parmenter ◽  
Rieke Nash
Keyword(s):  
School Environment ◽  
Partial Report ◽  
Special Schools ◽  
Handicapped Children ◽  
Regular School ◽  
Regular Class ◽  
Positive Attitudes ◽  
Integration Program ◽  
Teachers And Parents ◽  
Effective Integration

This paper is a partial report of an investigation into the integration program at two A.C.T. special schools catering for moderately and severely intellectually handicapped children. Teachers and parents of the children at the special schools completed questionnaires concerning the conduct and outcomes of the program. The opinions of teachers at the regular schools were obtained by personal interview.Overall there were positive attitudes expressed towards the program. Areas of concern include the level of support required for the regular class teacher, the level of preparation the handicapped children required before integration commenced, a worry of parents that handicapped children may be exposed to unnecessary pressures in the regular school system, and the fact that mere exposure of a handicapped child to a regular school environment may not lead to effective integration in the larger community.

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