Evaluation of Intraverbal Responses in Five- to Seven-Year-Old Children

1972 ◽  
Vol 15 (2) ◽  
pp. 303-307 ◽  
Author(s):  
William Poon ◽  
Katharine G. Butler
Keyword(s):  
School Children ◽  
Developmental Pattern ◽  
Intraverbal Behavior ◽  
Intraverbal Responses ◽  
Language Sample

The development of gestural usage as a response to intraverbal stimuli was investigated in 89 five- to seven-year-old school children. A modified version of the Intraverbal Gesture subtest of the Parsons Language Sample was employed. A significant developmental pattern of intraverbal responses was obtained. Implications in terms of the Skinnerian concept of intraverbal behavior are discussed.

Simultaneous and Successive Presentation of Elements of the Mueller-Lyer Figure and Chronological Age

1964 ◽  
Vol 19 (1) ◽  
pp. 303-310 ◽  
Author(s):  
Robert H. Pollack
Keyword(s):  
School Children ◽  
Visual Stimuli ◽  
Developmental Pattern ◽  
Chronological Age ◽  
Type I ◽  
Type Ii ◽  
Successive Presentation ◽  
Receptor System ◽  
Geometrical Illusions ◽  
Intellectual Capacity

Optico-geometrical illusions may be dichotomized into those whose magnitudes decrease with an increase in chronological age (Type I) and those whose magnitudes increase with chronological age (Type II). The former illusions appear to be determined largely by stimulus variables and the state of the receptor system, and not at all by intellectual functions. The latter appear to depend upon the comparison of visual stimuli separated by space or time, such comparisons seeming to necessitate intellectual functioning. In this experiment the method of presentation of a Type I illusion was altered so that its parts were presented in succession rather than simultaneously. It was predicted that such alteration would reverse the direction of illusion, reverse its developmental pattern, and would produce a correlation with measured intellectual capacity, all of which would be characteristic of a Type II illusion. Ss were school children in Grades 2 to 5. All predictions were confirmed. The implications of the results for an overview of perception in general were discussed.

Children's Understanding of Class Inclusion and their Ability to Reason with Implication

1986 ◽  
Vol 9 (1) ◽  
pp. 45-63 ◽  
Author(s):  
Venant J.E. Haars ◽  
Emanuel J. Mason
Keyword(s):  
School Children ◽  
Eighth Graders ◽  
Developmental Pattern ◽  
Logical Implication ◽  
Class Inclusion ◽  
Level Of Understanding ◽  
High Degree ◽  
The Relationship ◽  
Do So

Fifty-six Dutch school children (aged 6-0 and 14-4 years) participated in a study designed to investigate the relationship between class inclusion and reasoning with logical implication. Subjects each answered a total of 32 syllogisms containing conditional implication premises. Before or after each question they were asked a class inclusion question. Results suggested a high degree of correspondence between class inclusion responses and reasoning with logical implication. The child's understanding of the subordinate and superordinate characteristics of the premises appeared to contribute to evaluation of the arguments, although many correct responses appeared to be based on incorrect understanding of premises. Further, there appeared to be a developmental pattern of understanding of implication with exclusion being the first level of understanding, then equivalence, and finally inclusion appearing most consistently in eighth graders. It was concluded that when children fail to respond correctly to questions about the validity of syllogisms, they may do so because they lack sufficient understanding of the premises.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children
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