Expanding Norms for Narration

1995 ◽  
Vol 26 (4) ◽  
pp. 326-341 ◽  
Author(s):  
Cynthia J. Johnson
Keyword(s):  
Children And Adolescents ◽  
Present Article ◽  
Diagnostic Tests ◽  
Language Intervention ◽  
School Age Children ◽  
Narrative Development ◽  
Practical Consideration ◽  
School Age ◽  
Speech Language Pathologists ◽  
Time Information

Narrative development in school-age children and adolescents is important to speech-language pathologists providing language intervention. At this time, information on later narrative development and growth in particular dimensions of narration is only partially available. The purpose of the present article is to pave the way for the collection of a comprehensive set of norms for later narrative development. The article first considers the purposes and uses for norms in narration. Next, for practical consideration, it reviews information that currently exists for later narrative development, including published literature and diagnostic tests. Proceeding further, the article explores factors that make the expansion of current norms problematic, such as substantial ranges in storytelling ability at particular ages, situational variations, and the diversity of narrative genres. it concludes by suggesting factors to consider in future investigations undertaken in pursuit of an ideal set of norms.

Language Norms in School-Age Children and Adolescents

1995 ◽  
Vol 26 (4) ◽  
pp. 307-308 ◽  
Author(s):  
Marilyn A. Nippold
Keyword(s):  
Public School ◽  
Language Development ◽  
Language Learning ◽  
Children And Adolescents ◽  
Special Interest ◽  
Division I ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Language Norms

The four articles in this clinical forum developed out of a series of two miniseminars presented at the 1992 and 1993 Annual Conventions of the American Speech-Language-Hearing Association (ASHA). The miniseminars, entitled "School-Age Children and Adolescents: Establishing Language Norms" (Parts I and II), were sponsored by Special Interest Division I, now known as "Language Learning and Education." The sessions were offered in response to requests from a number of public school speech-language pathologists for additional normative information on various aspects of later language development. The authors of the forum (and their topics) are Cheryl M. Scott and Sharon L. Stokes (syntax), Marilyn A. Nippold (word definition), Cynthia J. Johnson (narration), and Janet A. Norris (pragmatics).

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

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.

Prevalence of vitamin A deficiency and dietary inadequacy in Indian school-age children and adolescents

2021 ◽  
Author(s):  
Geereddy Bhanuprakash Reddy ◽  
Tattari Shalini ◽  
Santu Ghosh ◽  
Raghu Pullakhandam ◽  
Boiroju Naveen Kumar ◽  
...  
Keyword(s):  
Vitamin A ◽  
Children And Adolescents ◽  
Vitamin A Deficiency ◽  
School Age Children ◽  
School Age ◽  
Indian School

scholarly journals Role of Serum Mycoplasma pneumoniae IgA, IgM, and IgG in the Diagnosis of Mycoplasma pneumoniae-Related Pneumonia in School-Age Children and Adolescents

2016 ◽  
Vol 24 (1) ◽  
Author(s):  
Wei-Ju Lee ◽  
Eng-Yen Huang ◽  
Chih-Min Tsai ◽  
Kuang-Che Kuo ◽  
Yi-Chuan Huang ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Mycoplasma Pneumoniae ◽  
Immunoglobulin A ◽  
Fold Increase ◽  
Laboratory Diagnosis ◽  
Diagnostic Value ◽  
Immunoglobulin M ◽  
School Age Children ◽  
School Age ◽  
Content Type

ABSTRACT Mycoplasma pneumoniae is an important causative pathogen of community-acquired pneumonia in children. Rapid and reliable laboratory diagnosis of M. pneumoniae infection is important so that appropriate antibiotic treatment can be initiated to reduce the misuse of drugs and resistance rates. Anti-M. pneumoniae immunoglobulin M (IgM) is an indicator of recent primary infection but can persist for several months after initial infection. It has been suggested that anti-M. pneumoniae immunoglobulin A (IgA) can be a reliable indicator for recent M. pneumoniae infection in adults. We investigated the clinical diagnostic value of M. pneumoniae IgA in school-age children and adolescents with M. pneumoniae-related pneumonia. Eighty children with pneumonia and seropositive for M. pneumoniae IgM or with a 4-fold increase of anti-M. pneumoniae immunoglobulin G (IgG) were enrolled from May 2015 to March 2016. The titers of M. pneumoniae IgA, IgM, and IgG, the clinical features, and laboratory examinations of blood, C-reactive protein, and liver enzymes were analyzed. The initial positivity rates for M. pneumoniae IgM and IgA upon admission to the hospital were 63.6 and 33.8%, respectively. One week after admission, the cumulative positivity rates for M. pneumoniae IgM and IgA increased to 97.5 and 56.3%, respectively. Detection of M. pneumoniae IgM was more sensitive than detection of M. pneumoniae IgA for the diagnosis of M. pneumoniae-related pneumonia in school-age children and adolescents; however, paired sera are necessary for a more accurate diagnosis.

Effect of Educational Program on Level of Self -Esteem of School Age Children and Adolescents Exposed to Bullying

2022 ◽  
Vol 2 (2) ◽  
pp. 98-106
Author(s):  
marwa zewiel ◽  
Zeinab El Sayed Hafez El Sayed ◽  
Mai Hassan Hassan El-Sharkawy ◽  
Amina Ahmed Wahba El salamony
Keyword(s):  
Children And Adolescents ◽  
Educational Program ◽  
Self Esteem ◽  
School Age Children ◽  
School Age
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