scholarly journals Is Bilingual Receptive Vocabulary Assessment via Telepractice Comparable to Face-to-Face?

Author(s):  
Anny Castilla-Earls ◽  
Juliana Ronderos ◽  
Autumn McIlraith ◽  
Damaris Martinez

Purpose: This study investigated the effect of delivery method (face-to-face or telepractice), time, home language, and language ability on bilingual children's receptive vocabulary scores in Spanish and English. Method: Participants included bilingual children with ( n = 32) and without ( n = 57) developmental language disorders (DLD) that were assessed at 2 time points about 1 year apart. All children participated in face-to-face assessment at Time 1. At Time 2, 41 children were assessed face-to-face and 48 children were assessed using telepractice. Results: Delivery method was not a significant predictor of receptive scores in either Spanish or English. Spanish and English receptive vocabulary increased over time in both children with and without DLD. Children with DLD had lower receptive vocabulary raw scores than children with typical development. Children who spoke English-only at home had significantly higher English receptive scores than children who spoke Spanish-only or both Spanish and English at home. Conclusions: Face-to-face and telepractice assessments seem to be comparable methods for the assessments of Spanish and English receptive skills. Spanish and English receptive skills increased over time in children with and without DLD. Supplemental Material: https://doi.org/10.23641/asha.17912297

2012 ◽  
Vol 34 (6) ◽  
pp. 1219-1243 ◽  
Author(s):  
GABRIELA SIMON-CEREIJIDO ◽  
VERA F. GUTIÉRREZ-CLELLEN ◽  
MONICA SWEET

ABSTRACTWe investigated the factors that may help understand the differential rates of language development in the home language (i.e., Spanish) of Latino preschoolers with specific language impairment. Children were randomly assigned to either bilingual or English-only small group interventions and followed from preschool to kindergarten. Predictors of Spanish growth included the language of intervention, the child's level of language development or severity, the child's socioemotional skills, and the child's level of English use. Spanish performance outcomes were assessed over time using a series of longitudinal models with baseline and posttreatment measures nested within child. Children demonstrated growth on Spanish outcomes over time. The language of instruction and the child's level of vocabulary and socioemotional development at baseline were significant predictors of differences in rates of growth in the home language. Clinicians may need to take into consideration these factors when making clinical recommendations.


2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.


Rheumatology ◽  
2021 ◽  
Vol 60 (Supplement_1) ◽  
Author(s):  
Francesca Donadoni ◽  
Letizia Gionfrida ◽  
Benjamin Clarke ◽  
James Galloway

Abstract Background/Aims  In an era of increasingly stretched health care resources, accompanied by pressures to deliver more care for people with long term conditions remotely, we need innovative solutions to measure disease activity. In the case of monitoring rheumatoid arthritis (RA), a robust method of capturing reliable Disease Activity Score (DAS-28) information remotely could reduce patient visits to hospitals and free up clinic space. Information would ideally be captured from a home setting by a patient. However, self-reporting of DAS-28 has limited reliability especially at moderate or high levels of disease activity. A mechanism for remotely ascertaining DAS-28 which is both accurate and precise would improve remote management for people living with RA. Methods  We undertook a study to assess patient attitudes regarding a novel remote RA monitoring platform, which uses images and video captured movements to estimate DAS-28. The study involved a semi-structured 30-minutes video interview. Participants were adults with RA living in the UK. The interviews focused on these key areas: i) an overview of their history with the condition, ii) familiarity with DAS-28, iii) relationship with the clinical team, iv) relationship with technology and telemedicine, v) feedback on the RA monitoring platform. Results  Eleven subjects participated in the study. They reported a median disease duration of 11 years (range: 4 to 35), and all had experienced flares, with 10/11 familiar with the DAS-28 prior to the study interview. Since the start of the COVID-19 pandemic, most patients only had contact with clinicians or healthcare facilities over the phone, with only one patient having visited a hospital for a reason not directly related to RA, and one patient having no contact at all. Overall, patients expressed enthusiasm towards the RA monitoring platform and were confident that they would be able to use it at home. Access over the Internet was not perceived as a barrier, and the advantages of tracking disease progression regularly, sharing data with the consultant and saving time travelling to appointments far outweighed the disadvantages. Participants generally reported that they would most benefit from a blended interaction with the clinical team, combining face-to-face appointments with use of the platform at home rather than seeing the platform as a complete alternative to face-to-face assessment. Conclusion  This study provides the first insight into the perception and acceptance of the RA monitoring platform in a small sample of RA patients. Results are positive, and support further evaluation of the platform. Evidence to understand how technology can improve the quality of telemedicine for people with RA is urgently needed as the pandemic continues. Disclosure  F. Donadoni: None. L. Gionfrida: None. B. Clarke: None. J. Galloway: None.


2021 ◽  
pp. 009862832199543
Author(s):  
Catherine M. Reich ◽  
Lara J. LaCaille ◽  
Katherine E. Axford ◽  
Natalina R. Slaughter

Background: Although undergraduate psychology curriculum should cultivate performance-based skills to prepare students for helping professions, little work to date has addressed this standard. Objective: This research replicates the methods used in a previous study by examining pre-post changes in empathic communication skills and perceived communication competence across two applied psychology courses: Basic Helping Skills and Internship. This study extended this work by also exploring learning gains from different formats (i.e., face-to-face vs. online), internship types (mental health-related vs. not mental health-related), and the longevity of learning gains. Method: Psychology students ( N = 171) completed a measure of communication competence and provided written empathic responses on a vignette-based performance measure at the start and end of the semester. Results: Students perceived their communication skills as improving over time; however, only students in the Basic Helping Skills course showed improved empathic communication skills, especially when the instruction was in a face-to-face format. Students with previous skill training maintained their learning gains over time. Conclusion: Student empathic communication improves most with face-to-face instruction in Basic Helping Skills rather than an internship experience. Teaching Implications: For the development of empathic communication skills, prerequisite requirements for Internship and instructive scaffolding for the application of skills may be recommended.


2004 ◽  
Vol 184 (5) ◽  
pp. 448-449 ◽  
Author(s):  
Mark Kenwright ◽  
Isaac M. Marks ◽  
Lina Gega ◽  
David Mataix-Cols

SummaryIn an open study, ten people with phobia or panic disorder who could not travel repeatedly to a therapist accessed a computer-aided exposure self-help system (Fear Fighter) at home on the internet with brief therapist support by telephone. They improved significantly, and their outcome and satisfaction resembled those in patients with similar disorders who used Fear Fighter in clinics with brief face-to-face therapist support.


Author(s):  
Anshu Bamney ◽  
Hisham Jashami ◽  
Sarvani Sonduru Pantangi ◽  
Jayson Ambabo ◽  
Megat-Usamah Megat-Johari ◽  
...  

The COVID-19 pandemic has had far-reaching impacts on public health and safety, economics, and the transportation system. To reduce the spread of this disease, federal and local governments around the world have introduced stay-at-home orders and other restrictions on travel to “non-essential” businesses to implement social distancing. Preliminary evidence suggests substantial variability in the impacts of these orders in the United States, both across states and over time. This study examines this issue using daily county-level vehicle miles traveled (VMT) data for the 48 continental U.S. states and the District of Columbia. A two-way random effects model is estimated to assess changes in VMT from March 1 to June 30, 2020 as compared with baseline January travel levels. The implementation of stay-at-home orders was associated with a 56.4 percent reduction in VMT on average. However, this effect was shown to dissipate over time, which may be attributable to “quarantine fatigue.” In the absence of full shelter-in-place orders, travel was also reduced where restrictions on select businesses were introduced. For example, restrictions on entertainment, indoor dining, and indoor recreational activities corresponded to reductions in VMT of 3 to 4 percent while restrictions on retail and personal care facilities showed 13 percent lower traffic levels. VMT was also shown to vary based on the number of COVID case reports, as well as with respect to other characteristics, including median household income, political leanings, and how rural the county was in nature.


2019 ◽  
Vol 18 (1) ◽  
pp. 213-237
Author(s):  
Kaisa Kuurne (Ketokivi) ◽  
M. Victoria Gómez

Drawing on multisited ethnographic fieldwork in two historic, attractive, and socially mixed neighborhoods, Kumpula in Helsinki and Malasaña in Madrid, this paper examines what makes people feel at home (or not) in their neighborhood. Marrying the literatures on social belonging and materiality, we analyze the interactions through which local places, people, and materials become familiar and personal. We identify the house in Kumpula and the plaza in Madrid as “everyday totems” that weave local life and community together. In both neighborhoods, the testimonies of home are accompanied with an attachment to the local totem and related lifestyle, but the house and the plaza generate different everyday politics of belonging. House–based belonging in Kumpula requires resources and long–term engagement that over time contributes to a personal, but rather exclusive web of belonging. Plaza–based belonging in Malasaña is more inclusive and elastic, but joining the web of belonging requires time and sociability.


PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0250960
Author(s):  
Michael T. Warren ◽  
Kimberly A. Schonert-Reichl ◽  
Randip Gill ◽  
Anne M. Gadermann ◽  
Eva Oberle

Scholars have only just begun to examine elements of young adolescents’ social ecologies that explain naturalistic variation in trait mindfulness and its development over time. We argue that trait mindfulness develops as a function of chronically encountered ecologies that are likely to foster or thwart the repeated enactment of mindful states over time. Using data from 4,593 fourth and seventh grade students (50% female; MageG4 = 9.02; 71% English first language) from 32 public school districts in British Columbia (BC), Canada, we examined links from peer belonging, connectedness with adults at home, and peer victimization to mindfulness over time. Variable-centered analyses indicated that young adolescents with lower victimization in fourth grade reported higher mindfulness in seventh grade, and that cross-sectionally within seventh grade victimization, peer belonging, and connectedness with adults at home were each associated with mindfulness. Contrary to our hypothesis, connectedness with adults at home moderated the longitudinal association between victimization and mindfulness such that the negative association was stronger among young adolescents with high (vs. low) levels of connectedness with adults at home. Person-centered analysis of the fourth graders’ data confirmed our variable-centered findings, yielding four latent classes of social ecology whose mindfulness levels in seventh grade largely tracked with their victimization levels (from highest to lowest mindfulness): (1) flourishing relationships, (2) unvictimized but weak relationships with adults, (3) moderately victimized but strong relationships, and (4) victimized but strong relationships. Overall, our findings contribute to a growing body of evidence indicating that trait mindfulness may develop as a function of ecologically normative experiences in young adolescents’ everyday lives.


2021 ◽  
Vol 3 (2) ◽  
pp. 149-166
Author(s):  
Nurul Fatehah ◽  
Teddy Dyatmika

The COVID-19 pandemic has had a profound impact on all areas of life, including education. The education system, which was originally face-to-face, had to be replaced with online learning. Various problems arise related to the implementation of the Distance Learning or PJJ system. This system makes parents have to participate more in supervising as well as being a substitute for teachers at home in the learning process of their children. In addition, homeschooling also raises problems where students find it difficult to understand the material given by the teacher. The decrease in enthusiasm for learning becomes a problem when the PJJ system seems monotonous and boring. To support the government's program in breaking the chain of the spread of COVID-19 without reducing the effectiveness of online learning implemented by the Ministry of Education and Culture, this activity was carried out. This activity is expected to help reduce the anxiety of parents who are afraid that their children are not serious and have difficulty in learning. In addition, it is hoped that this activity will help participants to easily understand the material that has not been mastered. The methods of socialization, demonstration, and mentoring are carried out directly. The success of this activity can be seen from the assistance of the participants in solving the problems faced and the enthusiasm of the participants during the activity.


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