Stickwriting Stories

1998 ◽  
Vol 29 (4) ◽  
pp. 197-206 ◽  
Author(s):  
Teresa A. Ukrainetz
Keyword(s):  
Time Sequence ◽  
Language Intervention ◽  
Oral Narratives ◽  
Inclusive Classroom ◽  
Stick Figure ◽  
Story Content ◽  
Important Target ◽  
Narrative Intervention ◽  
Figure Drawings ◽  
Notational System

Narrative is an important target of language intervention. However, oral narratives are difficult to remember, review, and revise because of their length and complexity. Writing is an option, but is often frustrating for both student and clinician. This article introduces a notational system called pictography that can be useful for temporarily preserving story content. Children represent the characters, settings, and sequences of actions with simple, chronologically or episodically organized stick-figure drawings. As a quick and easy representational strategy, pictography is applicable to both individual language intervention and inclusive classroom settings. This article describes benefits observed in narrative intervention, including facilitation of a time sequence, increased length and quality, and a greater focus on narrative content rather than on the mechanics of writing.

scholarly journals The Effect of Narrative Language Intervention on the Language Skills of Children With Hearing Loss

2021 ◽  
pp. 1-13
Author(s):  
Stephanie M. Raymond ◽  
Trina D. Spencer
Keyword(s):  
Hearing Loss ◽  
Visual Analysis ◽  
Language Skills ◽  
Language Intervention ◽  
Story Grammar ◽  
Baseline Design ◽  
Narrative Intervention ◽  
Children With Hearing Loss ◽  
Bilateral Sensorineural Hearing Loss ◽  
Narrative Language

Purpose Narrative intervention has not been extensively investigated with children with hearing loss, but it has been shown to improve a broad range of language skills of children with a variety of disabilities and language needs. Therefore, the purpose of this study was to investigate the effect of narrative language intervention on the narrative retelling skills and vocabulary use of children with hearing loss. Method A multiple baseline design (for retelling) and a repeated acquisition design (for vocabulary) were used to fulfill the purpose of the study. Participants included two children ages 5 and 9 years diagnosed with bilateral sensorineural hearing loss, fitted to an amplification device. Each child received one 70-min session of individual narrative language intervention per week for at least 6 weeks that focused on teaching less common vocabulary words in addition to story grammar and complex sentences. Results Both participants demonstrated weekly increases in narrative retell scores and repeated pretest to posttest gains in the use of targeted vocabulary. Evidenced through visual analysis, both participants showed some growth in retell once intervention was introduced, with at least a modest upward trend each week. Moreover, vocabulary use scores, collected directly after intervention, showed both participants improved vocabulary use in familiar and untrained contexts. Conclusions Results suggest narrative language intervention improved the narrative retell ability and vocabulary use of children with hearing loss. Narrative intervention is a promising approach for promoting the language skills of children with hearing loss, but this finding requires replication.

Re-Conceptualizing Expository Language as Narration

2016 ◽  
Vol 1 (1) ◽  
pp. 109-117
Author(s):  
Douglas B. Petersen ◽  
Jeffrey W. Petersen
Keyword(s):  
Language Intervention ◽  
Real Possibility ◽  
Personal Story ◽  
Story Generation ◽  
Narrative Intervention ◽  
Distal Outcome ◽  
The Relationship ◽  
Narrative Language

There is the very real possibility that narrative-based language intervention may not only improve narrative-specific outcomes such as narrative retelling and personal story generation, but also expository language, which has traditionally been perceived as a dissimilar, distal outcome. In this paper we discuss the relationship between narrative language and expository language, propose that apprehending the elements that are essential to good narration is not only helpful for the production and comprehension of expository language, but is in a sense, even required. We also discuss how narrative intervention, when properly shaped, can logically lead to growth in expository language.

Dynamic Scanning Electron Microscopy of Small Particles

1975 ◽  
Vol 33 ◽  
pp. 280-281
Author(s):  
W. Krakow ◽  
W. C. Nixon
Keyword(s):  
Electron Microscopy ◽  
Low Noise ◽  
Time Sequence ◽  
Field Of View ◽  
Video Tape ◽  
Small Particles ◽  
Polystyrene Spheres ◽  
Field Distributions ◽  
Dynamic Scanning ◽  
Scanning Electron

The scanning electron microscope (SEM) can be run at television scanning rates and used with a video tape recorder to observe dynamic specimen changes. With a conventional tungsten source, a low noise TV image is obtained with a field of view sufficient to cover the area of the specimen to be recorded. Contrast and resolution considerations have been elucidated and many changing specimens have been studied at TV rates.To extend the work on measuring the magnitude of charge and field distributions of small particles in the SEM, we have investigated their motion and electrostatic interaction at TV rates. Fig. 1 shows a time sequence of polystyrene spheres on a conducting grating surface inclined to the microscope axis. In (la) there are four particles present in the field of view, while in (lb) a fifth particle has moved into view.

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.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

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