Adult-Directed Communications of Youth With Mental Retardation Using the System for Augmenting Language

1994 ◽  
Vol 37 (3) ◽  
pp. 617-628 ◽  
Author(s):  
Mary Ann Romski ◽  
Rose A. Sevcik ◽  
Byron Robinson ◽  
Roger Bakeman
Keyword(s):  
Mental Retardation ◽  
Speech Output ◽  
Communication Device ◽  
Daily Interactions ◽  
Second Year ◽  
At Home

This study characterizes the success and effectiveness of adult-directed communications of youth with mental retardation and little or no functional speech who used the System for Augmenting Language (SAL), in concert with vocalizations and gestures, to communicate over a 2-year period. Subjects were introduced to the SAL, a speech-output communication device used during daily interactions, to encourage attempts at communication either at home or school. All subjects used the SAL at home and at school during the second year. Results indicate that subjects used the SAL with their extant forms of communication, particularly vocalizations. Extant communications were more successful than SAL communications, although the environment influenced the success of all of the youth’s communications. The SAL, however, was more effective than vocalizations or gestures in conveying information and interacting with adults in both environments. Maintenance, generalization, and implications for practice are discussed.

Symbol Vocabulary and the Focus of Conversations

1992 ◽  
Vol 35 (6) ◽  
pp. 1333-1343 ◽  
Author(s):  
Lauren B. Adamson ◽  
Mary Ann Romski ◽  
Kim Deffebach ◽  
Rose A. Sevcik
Keyword(s):  
Mental Retardation ◽  
Language Use ◽  
Language Disability ◽  
Spoken Language ◽  
Language Intervention ◽  
Intervention Programs ◽  
Severe Mental Retardation ◽  
Early Language ◽  
Speech Output ◽  
Communication Devices

Communication devices designed to augment the language development of individuals with severe cognitive disabilities and little or no functional speech typically contain primarily nouns because they seem easiest to acquire and evaluate. In this study, the effect of a more diverse vocabulary was assessed. Systematic observations of the use of computerized speech-output devices by 12 youth with moderate or severe mental retardation and severe spoken language disability and by their partners were made over a 2-year period. Social-regulative symbols (e.g., "please," "I’m finished") were used as soon as they were introduced, and their availability expanded the focus of conversations both at home and at school. Implications for conceptualizing variation in early language use and for the design of language intervention programs are discussed.

Aboriginal Studies at an Aboriginal College?

1980 ◽  
Vol 8 (2) ◽  
pp. 52-54
Author(s):  
A. Phillips ◽  
R. Lister
Keyword(s):  
Female Students ◽  
Male And Female ◽  
Learning To Read ◽  
Native Peoples ◽  
Aboriginal Culture ◽  
Second Year ◽  
Aboriginal Groups ◽  
At Home

One of the criticisms voiced against Aboriginal Residential Colleges such as Yirara is that we “take the students away from their culture”. I don’t necessarily agree with this comment for a number of reasons.Aspects of life at Yirara suggest to me that male and female students who attend could in fact be exposed to more traditional Aboriginal culture than they would normally experience at home. This, of course, applies to some communities more than to others.Yirara College is in its second year of conducting an Aboriginal Studies course for its students. During this course students have the opportunity ofa) Learning to read and write their own language.b) Learning traditional and contemporary Aboriginal skills.c) Learning about other non-Centralian Aboriginal groups and native peoples from other cultures.

scholarly journals Neurophysiological aspect of the work of an oligophrenopedagogue with a schoolchild's family at home

2021 ◽  
Author(s):  
Lyubov M. Lapshina ◽  
Keyword(s):  
Mental Retardation ◽  
Personal Experience ◽  
The Family ◽  
Home Schooled ◽  
At Home

The article summarizes and describes the personal experience of interaction between an oligophrenopedagogue and students with pronounced degrees of mental retardation and home-schooled students. In modern conditions, such students are effectively taught only in the conditions of interaction between the teacher and the family, taking into account the neurophysiological approach.

DELIVERY OF CARE TO HEMOPHILIC CHILDREN: HOME CARE VERSUS HOSPITALIZATION

PEDIATRICS ◽  
1973 ◽  
Vol 51 (6) ◽  
pp. 986-991
Author(s):  
Hanna Strawczynski ◽  
Andrew Stachewitsch ◽  
Gert Morgenstern ◽  
Marjorie E. Shaw
Keyword(s):  
Home Care ◽  
School Attendance ◽  
Great Majority ◽  
Social Aspects ◽  
First Year ◽  
Delivery Of Care ◽  
Children And Parents ◽  
Second Year ◽  
Hospital Days ◽  
At Home

Medical, economic, and social aspects of home care versus hospitalization in treatment of hemophiliacs were assessed in a two-year study. Thirty-six children were divided into two groups. During the first year of study half the patients were hospitalized when bleeding was reported, the other half were treated at home by Home Care, a team of physicians and paramedical personnel. During the second year groups changed assignments, thus each served as its own control. Home Care provided a 24-hour telephone service; treatment was carried out by a nurse at home or school. Results showed that great majority of bleedings did not require hospitalization. No complications were noted. While on Home Care more bleedings were reported and they were reported faster; school attendance was better. Home Care, preferred by children and parents, provided an excellent model for teaching and a new role for a nursepractitioner. Hospital days were reduced by 85%.

FREQUENCY OF SOCIAL EVALUATION IN SELF-OBSERVED DAILY INTERACTIONS

1983 ◽  
Vol 11 (1) ◽  
pp. 77-80 ◽  
Author(s):  
Thomas J. Schoeneman
Keyword(s):  
Social Interaction ◽  
Negative Feedback ◽  
Positive Feedback ◽  
Family Members ◽  
Social Feedback ◽  
Social Evaluation ◽  
Daily Interactions ◽  
At Home

This study evaluated the widely-held assumption that social evaluations (and especially negative feedback) are infrequent in daily interactions. Whereas previous investigations have asked about evaluative interactions using a one-sitting questionnaire format, this research requested undergraduates to self-observe, in a structured way, five different hours of social interaction and to report on sources and content of social feedback. Instances of evaluation were counted and judged as being positive or negative feedback. Participants reported an average of 2.6 evaluations per rated hour of interaction. Of the reports that were clearly classifiable as positive or negative feedback, an average of 61.4% were rated as positive. Students living at home with family members reported fewer instances of positive feedback (51.3%) than those living away from home (70.1%), and family members gave positive evaluations more infrequently (39.1%) than did friends (64.6%) and all other evaluators (66.2%). Limitations and implications of these findings are discussed briefly.

Safe Food at Home: Education for Staff and Consumers in Homes for People with Mental Retardation

1996 ◽  
Vol 28 (4) ◽  
pp. 243-244 ◽  
Author(s):  
Nancy L. Cohen ◽  
Rachel C. Swicker ◽  
David A. Evans
Keyword(s):  
Mental Retardation ◽  
Home Education ◽  
Safe Food ◽  
At Home

Silence and Censure: A Qualitative Analysis of Young Adults’ Reflections on Communication With Parents Prior to First Sex

2015 ◽  
Vol 39 (1) ◽  
pp. 28-54 ◽  
Author(s):  
Eva Goldfarb ◽  
Lisa Lieberman ◽  
Samantha Kwiatkowski ◽  
Paul Santos
Keyword(s):  
Young Adults ◽  
Gender Roles ◽  
Qualitative Analysis ◽  
Sexual Debut ◽  
Message Content ◽  
Sex And Sexuality ◽  
Males And Females ◽  
Second Year ◽  
Parental Messages ◽  
At Home

Seventy-four first- and second-year students, participating in focus groups at a northeastern U.S. university, discussed recollections of messages received at home, prior to sexual debut, about sex and sexuality. Responses were categorized as Characteristics of Communication (nature of interactions participants had at home about sexuality) and Major Message Content (actual themes of those conversations). Commonly reported characteristics were trouble talking with parents; most conversations happened with mothers; participants feared parents’ reactions; and among lesbian, gay, bisexual groups, feared parents’ discovering their nonheterosexual orientation. Commonly reported message content included use protection and, among women, wait. Women reported messages that were at best, mixed, and at worst, threatening or moralistic. Men reported fewer conversations, and those recalled were more neutral or encouraging, especially from fathers. Parental messages to males and females differed qualitatively, reflected stereotypical assumptions about gender roles, desire, and appropriate conditions under which to have sex, and lacked support for nonheterosexual orientations.

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