Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey

2016 ◽  
Vol 47 (3) ◽  
pp. 246-258 ◽  
Author(s):  
Stacey L. Pavelko ◽  
Robert E. Owens ◽  
Marie Ireland ◽  
Debbie L. Hahs-Vaughn
Keyword(s):  
High School Students ◽  
Real Time ◽  
Nationwide Survey ◽  
Sample Analysis ◽  
School Students ◽  
Factors Affecting ◽  
School Based ◽  
Language Sample Analysis ◽  
Evidenced Based ◽  
Language Sample

Purpose This article examines use of language sample analysis (LSA) by school-based speech-language pathologists (SLPs), including characteristics of language samples, methods of transcription and analysis, barriers to LSA use, and factors affecting LSA use, such as American Speech-Language-Hearing Association certification, number of years' experience, and caseload characteristics. Method School-based SLPs responded to an invitation to complete an electronic survey related to LSA. Results One third of respondents indicated they did not use LSA during the 2012–2013 school year. SLPs who served middle and high school students were less likely to use LSA. Most respondents reported using conversation to analyze fewer than 10 samples and transcribing in real time. Additional analyses revealed that SLPs who had 3 or fewer years of experience and who analyzed fewer than 20 language samples per year were statistically less likely to report using real-time transcription. The most frequently cited barrier to using LSA was “LSA is too time-consuming.” Conclusion Many school-based SLPs do not routinely use LSA. Further, many did not report engaging in evidence-based practices, such as recording samples, using established protocols, or using tasks designed to elicit complex syntax. These results indicate a continued need for professional development regarding evidenced-based practices relative to LSA use.

Assessing Functional Language in School-Aged Children Using Language Sample Analysis

2020 ◽  
Vol 5 (3) ◽  
pp. 622-636
Author(s):  
John Heilmann ◽  
Alexander Tucci ◽  
Elena Plante ◽  
Jon F. Miller
Keyword(s):  
Computer Hardware ◽  
School Age Children ◽  
Functional Language ◽  
School Age ◽  
Clinical Use ◽  
Sample Analysis ◽  
Validity And Reliability ◽  
Language Sample Analysis ◽  
Accuracy And Repeatability ◽  
Language Sample

Purpose The goal of this clinical focus article is to illustrate how speech-language pathologists can document the functional language of school-age children using language sample analysis (LSA). Advances in computer hardware and software are detailed making LSA more accessible for clinical use. Method This clinical focus article illustrates how documenting school-age student's communicative functioning is central to comprehensive assessment and how using LSA can meet multiple needs within this assessment. LSA can document students' meaningful participation in their daily life through assessment of their language used during everyday tasks. The many advances in computerized LSA are detailed with a primary focus on the Systematic Analysis of Language Transcripts (Miller & Iglesias, 2019). The LSA process is reviewed detailing the steps necessary for computers to calculate word, morpheme, utterance, and discourse features of functional language. Conclusion These advances in computer technology and software development have made LSA clinically feasible through standardized elicitation and transcription methods that improve accuracy and repeatability. In addition to improved accuracy, validity, and reliability of LSA, databases of typical speakers to document status and automated report writing more than justify the time required. Software now provides many innovations that make LSA simpler and more accessible for clinical use. Supplemental Material https://doi.org/10.23641/asha.12456719

Issues in Language Sample Collection and Analysis With Children Using AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove
Keyword(s):  
Clinical Practice ◽  
Augmentative And Alternative Communication ◽  
Language Production ◽  
Expressive Language ◽  
Sample Analysis ◽  
Alternative Communication ◽  
Sample Collection ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

Factors Affecting Substance Non-Use Behaviors of High School Students

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Dilek Konuk Şener ◽  
Dilek Akkuş ◽  
Aysel Karaca ◽  
Şengül Cangür
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Factors Affecting

Review of the Content Analysis of Physics School Books Coming From Different European Countries on Radioactivity and Nuclear Energy

2017 ◽  
Author(s):  
Genevieve Baumont ◽  
Tanja Perko ◽  
Grażyna Zakrzewska ◽  
Metka Kralj ◽  
Daniela Diaconu ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Ionizing Radiation ◽  
School Students ◽  
School Based ◽  
Communication Processes ◽  
Information And Communication ◽  
International Data ◽  
Communication Needs ◽  
School Books

The EAGLE project was a Euratom FP7 which helped to identify and disseminate good practices in information and communication processes related to ionizing radiation. For this purpose, the consortium reviewed national and international data, tools and methods as well as institutional work in order to identify education, information and communication needs. Generally in high school the first concepts on radioactivity and ionizing radiation (IR) are introduced mainly in the subjects of physics or physical chemistry. There are a number of concepts in relation with IR and nuclear topics, and different ways to teach them: theoretical, mathematical, historical or practical. The question also rose, to what extend the various topics related to ionizing radiation (health, environment, history) are dealt with. As already mentioned, all these questions let to the idea to compare the content dealing with radioactivity and nuclear topics in different physics school books and more specifically schoolbooks for high school students (in the age 17 to 18). The method was as follows: - For the review the different partners of EAGLE have sent the schoolbooks used for the target group, or scanned documents. - Spanish schoolbooks and English schoolbooks were purchased to extend the review to other EU countries. - IRSN works in partnership with a high school based in the French town Vichy. - Each book was analyzed in detail to list with precision the content. A matrix helped to compare them. The paper presents the comparison of the contents of these books and their analysis. Some recommendations coming from the Eagle project will be discussed.

scholarly journals School-Based and PRECEDE-PROCEED-Model Intervention to Promote Physical Activity in the High School Students: Case Study of Iran

2016 ◽  
Vol 8 (9) ◽  
pp. 271 ◽  
Author(s):  
Baratali Rezapour ◽  
Firoozeh Mostafavi ◽  
Hamid Reza Khalkhali
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Positive Impact ◽  
Vigorous Physical Activity ◽  
School Students ◽  
School Based Intervention ◽  
School Based ◽  
Sedentary Life Style

<p><strong>OBJECTIVES:</strong> Students attend sedentary life style and less like vigorous physical activity. This study investigated the effects of School-based intervention<strong> </strong>on increasing physical activity for decreasing obesity among high-school obese and overweight boys, based on the components of PRECEDE PROCEED Model, to participate in median - vigorous physical activity among the first Period of high school boys in the city of Urmia, Iran</p><p><strong>METHODS:</strong> This study was an experimental intervention that conducted at 4 high schools that were divided into 2 groups of intervention (40) and the control (40) male students, schools in junior high schools in Urmia.</p><p><strong>RESULTS:</strong> Three and six months after the intervention, significant differences were found between the experimental and control groups of schools, in the amount of students’ participation in vigorous physical activity (p&lt;0.01).</p><p><strong>CONCLUSIONS:</strong> According to the results, the school-based intervention and components of PRECEDE PROCEED Model had a positive impact on the improvement of physical activity and decrease in physical inactivity among the students.</p>

scholarly journals High School Students Voice Regarding School-based Physical Activity: Perceived Barriers and Facilitating Factors

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Marie Dubuc ◽  
Seira Fortin-Suzuki ◽  
Sylvie Beaudoin ◽  
Felix Berrigan ◽  
Sylvain Turcotte
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Focus Groups ◽  
Qualitative Content Analysis ◽  
School Students ◽  
Online Questionnaire ◽  
Physical Activity Interventions ◽  
School Based ◽  
Facilitating Factors

Objective: To contribute to the development of tailored school-based physical activity interventions, in this study, we aimed to identify the perceived facilitating factors and barriers of high school students toward their physical activity in the school environment. Methods: A total of 139 students from 4 different high schools completed an online questionnaire comprising open-ended questions on their perceived facilitating factors and barriers toward their physical activity at school. Thereafter, 100 of these students participated in one of the 16 focus groups designed to deepen students’ responses regarding their perceived facilitating factors and barriers. Qualitative content analysis was performed to classify data according to the Social-Ecological Model. Results: Through questionnaires, students mostly identified intrapersonal elements as facilitating factors and barriers to their practice of physical activity, as opposed to institutional factors during the focus groups. Girls strongly valued the characteristics of the interventions and of the involved school stakeholders. Conclusions: Our results allow us to qualify the current understanding of high school students’ perceived facilitating factors and barriers toward school-based physical activity and strengthen the relevance of surveying students prior to the development and implementation of physical activity interventions.

scholarly journals Factors Affecting MERS-related Health Behaviors among Male High School Students

2015 ◽  
Vol 28 (3) ◽  
pp. 150-157 ◽  
Author(s):  
Jeong Sil Choi ◽  
Jun Young Ha ◽  
Jun Soo Lee ◽  
Yeon Tack Lee ◽  
Se Ung Jeong ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Health Behaviors ◽  
School Students ◽  
Factors Affecting ◽  
Male High School

scholarly journals PENGEMBANGAN BAHAN AJAR KIMIA RINTISAN SMA BERTARAF INTERNASIONAL KELAS XI MATERI LAJU REAKSI

2012 ◽  
Vol 13 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Inova Putri Carera ◽  
I Wayan Dasna
Keyword(s):  
High School ◽  
High School Students ◽  
Reaction Mechanism ◽  
Reaction Rate ◽  
Reaction Order ◽  
Average Score ◽  
School Students ◽  
Factors Affecting ◽  
Rate Law

This study was aimed to develop teaching materials about chemical reaction rate which covered materials adapted to A-Level High School students of grade XI in Pioneer International Standard High School (RSMA-BI). The developmental research was adopting the instructional development model 4D which include four stages of development, namely define, design, develop, and disseminate. Instructional materials were written in English consist of seven topics titled: Reaction Rate Concept, The Exchange's Expressions, Rate Law and Reaction Order, Experimental Determination of a Rate Law, Reaction Mechanism, Theories of Reaction Rate, Factors Affecting Reaction Rate. Results of content validation from content experts obtained the average score of 3. 56 of 14 range of scores which means valid / good / decent. Test limited to high school students of RSBI obtained an average score of 3.35 (valid / good / decent). The results of the use of teaching materials obtained a score of 77.8 which is above the minimal passing grade (75). Therefore it can be concluded that the materials were feasible to be used in the classroom.Penelitian ini bertujuan untuk mengembangkan bahan ajar laju reaksi dengan cakupan materi yang disesuaikan dengan A-Level untuk siswa kelas XI Rintisan Sekolah Menengah Atas Bertaraf Internasional (RSMA-BI. Rancangan penelitian pengembangan mengadaptasi model pengembangan bahan ajar Model 4D yang meliputi empat tahap pengembangan, yaitu define, design, develop dan disseminate. Produk pengembangan adalah bahan ajar kimia RSMA-BI kelas XI materi laju reaksi yang ditulis dalam bahasa Inggris menggunakan pendekatan kontekstual. Bahan ajar terdiri atas empat bagian utama yaitu pendahuluan, materi, evaluasi dan penutup. Materi tersusun atas tujuh sub materi yaitu Reaction Rate Concept, The Rates Expressions, Rate Law and Reaction Order, Experimental Determination of a Rate Law, Reaction Mechanism, Theories of Reaction Rate, Factors Affecting Reaction Rate. Hasil validasi isi dari ahli materi diperoleh nilai rata-rata 3,56 dari rentang skor 1-4 dengan kriteria valid/baik/layak. Hasil uji terbatas pada siswa SMA RSBI diperoleh nilai rata-rata 3,35 dari rentang skor 1-4 dengan kriteria valid/baik/layak. Hasil uji penggunaan bahan ajar diperoleh skor sebesar 77,8. Skor ini diatas SKM (Skor Kelulusan Minimal) yaitu 75 sehingga dapat disimpulkan bahwa bahan ajar telah layak dan dapat digunakan dalam pembelajaran di kelas.

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