The Influence of Preschoolers' Speech Usage on Their Disfluency Frequency

1973 ◽  
Vol 16 (3) ◽  
pp. 474-481 ◽  
Author(s):  
Ellen-Marie Silverman
Keyword(s):  
Functional Analysis ◽  
Nursery School ◽  
Structured Interview ◽  
Language Usage ◽  
School Classroom

A relationship between the function of speech usage and disfluency as it interacts with the speaking situation was hypothesized to explain a previously observed situational difference in preschoolers' frequency of disfluency. To test this hypothesis, speech samples collected from 10 preschoolers in their nursery school classroom and in a structured interview were subjected to a functional analysis. The results revealed that the function of the children’s language usage influenced the frequency of their disfluency.

Syntactic Complexity of Preschoolers' Egocentric and Socialized Speech

1972 ◽  
Vol 35 (1) ◽  
pp. 247-249 ◽  
Author(s):  
Ellen-Marie Silverman
Keyword(s):  
Nursery School ◽  
Private Speech ◽  
Syntactic Complexity ◽  
Language Usage ◽  
Interval Scale ◽  
Interview Situation ◽  
School Classroom

The purpose of this study was to determine whether young children's socialized speech (their speech addressed to an auditor) is more syntactically complex than their egocentric (private) speech. 150 utterances produced by 10 4-yr.-old boys in their nursery school classroom and in an interview situation were randomly selected for analysis. 52 judges rated each utterance on a 7-point equal-appearing-interval scale of “intricacy of language usage.” No difference in intricacy was observed between the children's egocentric and socialized utterances.

scholarly journals Training Adequacy and Pedagogic Practices of Teachers in Reception Facilities for Refugee Education in Greece during the Economic Crisis: A Case Study

2018 ◽  
Vol 8 (3) ◽  
pp. 79
Author(s):  
Anna Asimaki ◽  
Archontoula Lagiou ◽  
Gerasimos S Koustourakis ◽  
Dimitris Sakkoulis
Keyword(s):  
Structured Interview ◽  
Classroom Teachers ◽  
Student Centered ◽  
Refugee Students ◽  
Refugee Education ◽  
Interview Research ◽  
School Classroom ◽  
Micro Level ◽  
Pedagogic Practices

This research paper, which uses Basil Bernstein’s theoretical framework, aims to search the training adequacy of the teachers who work in Reception Facilities for Refugee Education (RFRE) and to examine the pedagogic practices that they use at the micro-level of the school classroom. Teachers who worked in a RFRE in Greece participated in this research, which was conducted with the use of the semi-structured interview research tool. The findings showed the following: a) the insufficient training that the RFRE teachers had received from the official national bodies; the teachers’ effort to acquire the appropriate knowledge on their own initiative, in order to be able to teach refugee students; the teachers’ expressed need for training in matters of intercultural education, b) the pedagogic practices teachers used at the RFRE is linked to the implementation of an invisible form of pedagogy with a clear student-centered focus.

Word Position and Grammatical Function in Relation to Preschoolers' Speech Disfluency

1974 ◽  
Vol 39 (1) ◽  
pp. 267-272 ◽  
Author(s):  
Ellen-Marie Silverman
Keyword(s):  
Phase I ◽  
Speech Production ◽  
Nursery School ◽  
Spontaneous Speech ◽  
Grammatical Function ◽  
Word Position ◽  
Interview Situation ◽  
School Classroom ◽  
Speech Disfluency ◽  
Children's Speech

Spontaneous speech samples were tape-recorded from 10 4-yr.-old nonstutterers in their nursery school classroom and in an interview situation. The samples were analyzed to determine whether the children tended to be disfluent on initial words of utterances and on pronouns and conjunctions. The tendency for beginning stutterers to stutter on such words is considered part of the symptomatology of Phase I, or beginning, stuttering. The children in this study demonstrated a statistically significant tendency in both situations to be disfluent on these words. Thus, the tendency to produce speech interruptions at the beginning of utterances and on pronouns and conjunctions appears to be a characteristic of young children's speech production rather than an aspect of the symptomatology of beginning stuttering.

scholarly journals The Children’s and the Teacher’s Participation in the Constitution of Playing in School

2020 ◽  
Vol 30 ◽  
Author(s):  
Cristiane Amorim Martins ◽  
Silvia Helena Vieira Cruz
Keyword(s):  
Child Development ◽  
Low Income ◽  
Critical Reflection ◽  
Nursery School ◽  
Structured Interview ◽  
Free Play ◽  
Low Income Children ◽  
And Training

Abstract Considering the relations between play and child development and the marginalization of play at school, evidenced in previous studies, this case study aimed to analyze children’s and teacher’s participation in the constitution of playing in a public nursery school in Fortaleza. The following procedures were adopted: observation of the class (composed of 24 low-income children) routine; semi-structured interview; elaboration and explanation of drawings; story to be completed; and symbolic game, with analysis both of this game and of play experienced at school along with the children. Analysis of the data collected allowed concluding that the sort of play valued by the teacher is that which is planned and conducted by her aiming at learning and training skills. Free play, valued by children, is seen by her as “a mess.” The absence of critical reflection on the adult-centered posture of society, plus to the scarcity of knowledge of the relations between play and child development, compromise the quality of the teacher’s work.

Effect of Selected Word Attributes on Preschoolers' Speech Disfluency: Initial Phoneme and Length

1975 ◽  
Vol 18 (3) ◽  
pp. 430-434 ◽  
Author(s):  
Ellen-Marie Silverman
Keyword(s):  
Word Length ◽  
Nursery School ◽  
Spontaneous Speech ◽  
Initial Phoneme ◽  
Interview Situation ◽  
School Classroom ◽  
Monosyllabic Words ◽  
Word Attributes ◽  
Speech Disfluency

This study was designed to determine whether preschool nonstutterers tend to be disfluent on words that begin with consonants or on words that begin with vowels and whether they tend to be disfluent on long or on short words. Analyses of the spontaneous speech of 10 four-year-old boys sampled both in their nursery school classroom and in an interview situation indicated that initial phoneme exerted no influence on the distribution of their speech disfluencies. Word length, however, exerted an influence in the interview situation where the children tended to be disfluent on monosyllabic words. These data raise questions with respect to the applicability of Bloodstein’s (1974) model of the development of stuttering to the disfluency behavior of nonstutterers.

Case Formulation and Design of Behavioral Treatment Programs

2003 ◽  
Vol 19 (3) ◽  
pp. 164-174 ◽  
Author(s):  
Stephen N. Haynes ◽  
Andrew E. Williams
Keyword(s):  
Functional Analysis ◽  
Behavior Problems ◽  
Behavioral Treatment ◽  
Clinical Case ◽  
Relative Magnitude ◽  
Mechanisms Of Action ◽  
Treatment Programs ◽  
Case Formulation ◽  
Functional Relations ◽  
Causal Variables

Summary: We review the rationale for behavioral clinical case formulations and emphasize the role of the functional analysis in the design of individualized treatments. Standardized treatments may not be optimally effective for clients who have multiple behavior problems. These problems can affect each other in complex ways and each behavior problem can be influenced by multiple, interacting causal variables. The mechanisms of action of standardized treatments may not always address the most important causal variables for a client's behavior problems. The functional analysis integrates judgments about the client's behavior problems, important causal variables, and functional relations among variables. The functional analysis aids treatment decisions by helping the clinician estimate the relative magnitude of effect of each causal variable on the client's behavior problems, so that the most effective treatments can be selected. The parameters of, and issues associated with, a functional analysis and Functional Analytic Clinical Case Models (FACCM) are illustrated with a clinical case. The task of selecting the best treatment for a client is complicated because treatments differ in their level of specificity and have unequally weighted mechanisms of action. Further, a treatment's mechanism of action is often unknown.

Structured Interview for Hoarding Disorder (SIHD)

2019 ◽  
Vol 35 (4) ◽  
pp. 512-520
Author(s):  
Caterina Novara ◽  
Paolo Cavedini ◽  
Stella Dorz ◽  
Susanna Pardini ◽  
Claudio Sica
Keyword(s):  
Convergent Validity ◽  
Structured Interview ◽  
Diagnostic Process ◽  
Schizophrenia Spectrum Disorders ◽  
Clinical Environment ◽  
Obsessive Compulsive ◽  
Rater Reliability ◽  
Hoarding Disorder ◽  
Compulsive Disorder ◽  
Schizophrenia Spectrum

Abstract. The Structured Interview for Hoarding Disorder (SIHD) is a semi-structured interview designed to assist clinicians in diagnosing a hoarding disorder (HD). This study aimed to validate the Italian version of the SIHD. For this purpose, its inter-rater reliability has been analyzed as well as its ability to differentiate HD from other disorders often comorbid. The sample was composed of 74 inpatients who had been diagnosed within their clinical environment: 9 with HD, 11 with obsessive-compulsive disorder (OCD) and HD, 22 with OCD, 19 with major depressive disorder (MDD), and 13 with schizophrenia spectrum disorders (SSD). The results obtained indicated “substantial” or “perfect” inter-rater reliability for all the core HD criteria, HD diagnosis, and specifiers. The SIHD differentiated between subjects suffering from and not suffering from a HD. Finally, the results indicated “good” convergent validity and high scores were shown in terms of both sensitivity and specificity for HD diagnosis. Altogether, the SIHD represents a useful instrument for evaluating the presence of HD and is a helpful tool for the clinician during the diagnostic process.

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