Accuracy of Teacher Referrals of Speech Handicapped Children

1966 ◽  
Vol 33 (1) ◽  
pp. 29-33 ◽  
Author(s):  
Harriett P. James ◽  
Eugene B. Cooper
Keyword(s):  
Large Percentage ◽  
Third Grade ◽  
Classroom Teachers ◽  
Handicapped Children ◽  
Speech Problem ◽  
Teacher Referrals

This study investigated the ability of 30 third grade teachers to identify speech handicapped children and the extent to which this ability was related to the type and/or the severity of the speech problem. Results indicated that classroom teachers identified approximately two out of five children with speech problems; however, teachers referred four out of five children whose speech problems were severe enough to warrant therapy. The percentage of accurate referrals tended to rise as the severity of the disorder increased. These results, when considered with those obtained in similar studies, may be interpreted two ways: (a) teachers consistently fail to identify a large percentage of speech handicapped children, and (b) therapists' judgments as to what constitutes a speech problem are unnecessarily severe.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

Group Time-Out from Rock and Roll Music and Out-of-Seat Behavior of Handicapped Children While Riding a School Bus

1972 ◽  
Vol 31 (3) ◽  
pp. 967-973 ◽  
Author(s):  
Carlo Ritschl ◽  
John Mongrella ◽  
Robert J. Presbie
Keyword(s):  
Marked Reduction ◽  
Mentally Retarded ◽  
Rock And Roll ◽  
Classroom Teachers ◽  
School Bus ◽  
Handicapped Children ◽  
School Buses ◽  
Time Out ◽  
Group Time ◽  
Closed Environment

Out-of-seat behavior, a universal and potentially dangerous problem among children while riding school buses, was reduced under a group timeout procedure from rock and roll music. Ss were 6- to 15-yr.-old children from mentally retarded-educable classes. Their classroom teachers acted as observers, recorders, and implementers of the contingencies. Music was played while the bus was moving, as long as all children were sitting in their bus seats and shut-off for 5 sec. for each out-of-seat observed. Reversals to baseline were introduced to assess the effects of the music and group time-out. A marked reduction of out-of-seats occurred with each introduction of the music and group time-out contingency. The results demonstrated the applicability of reinforcement procedures in modifying these behaviors in a moving environment and were consistent with research on reinforcement procedures in modifying out-of-seat behaviors in the closed environment of the classroom.

The Effects of Group Reinforcement Contingencies in an “Open-Style” Classroom

1982 ◽  
Vol 5 (2) ◽  
pp. 15-22 ◽  
Author(s):  
K. Richard Young ◽  
Marilyn Likins ◽  
Judith I. Johnson
Keyword(s):  
Disruptive Behavior ◽  
Third Grade ◽  
Classroom Teachers ◽  
Grade Classroom

This study demonstrated the effectiveness of group reinforcement procedures in managing the disruptive behavior of handicapped and nonhandicapped students in a regular third grade classroom. The procedures were also socially validated by the students and classroom teachers.

Closed Circuit TV as an Incentive for Learning-Handicapped Children

1973 ◽  
Vol 1 (4) ◽  
pp. 305-310
Author(s):  
W. F. Mayhall ◽  
J. R. Jenkins ◽  
P. N. Hocker ◽  
L. L. Hanks ◽  
C. M. Peschka ◽  
...  
Keyword(s):  
Token Economy ◽  
Closed Circuit ◽  
Third Grade ◽  
Reading Behavior ◽  
Handicapped Children

In a token economy classroom, closed circuit TV was found to be an effective incentive to increase reading behavior of 17 second and third grade children. By satisfying daily minimal page quotas, the children qualified to act during the last half hour of the day in TV skits. The videotapes were then shown to the children on the following morning to stimulate their interest in again qualifying for the privilege.

scholarly journals Elementary School Third Grade Students’ Expectations of Their Teachers in The Course of Language Education

2018 ◽  
Vol 7 (2) ◽  
pp. 159
Author(s):  
Sabri Sidekli ◽  
Zeliha Cura ◽  
Alper Yorulmaz
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Language Education ◽  
Third Grade ◽  
Classroom Teachers ◽  
High Expectations ◽  
Third Grade Students ◽  
Verbal Participation ◽  
Measurement And Evaluation ◽  
The City

<span lang="EN-US">The purpose of the study is to determine the elementary school third grade students’ expectations of their classroom teachers within the context of the course of language education. The sampling of the study is comprised of 200 elementary school third grade students attending elementary schools in the Milas Province of the city of Muğla. The data were gathered by means of the questionnaire, which had six sub-categories, in order to identify students’ expectations of their teachers. The findings of the study revealed that the students have high expectations of their teachers in terms of the sub-dimensions of active participation, verbal participation, written participation, participating in reading, inclusion of the topics and measurement and evaluation. The students’ expectations of their teachers in relation to the sub-dimension of measurement and evaluation were found to be varying significantly depending on the gender variable. This difference is in favor of boys.</span>

Training Consulting Teachers to Assist Elementary Teachers in the Management and Education of Handicapped Children

1970 ◽  
Vol 37 (2) ◽  
pp. 137-143 ◽  
Author(s):  
Hugh S. McKenzie ◽  
Ann N. Egner ◽  
Martha F. Knight ◽  
Phyllis F. Perelman ◽  
Betsy M. Schneider ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Case Studies ◽  
Behavior Modification ◽  
Graduate Program ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Academic Behaviors ◽  
Handicapped Children ◽  
The Social ◽  
Regular Classroom Teachers

A graduate program designed to train consulting teachers is discussed. Students were instructed in behavior modification techniques and in means of assisting regular classroom teachers with the social and academic behaviors of handicapped children. Three case studies illustrating the types of projects conducted by students are presented.

scholarly journals Teacher views on the curriculum of elementary school third grade science course

2018 ◽  
Vol 8 (1) ◽  
pp. 59-82
Author(s):  
Tarık Başar ◽  
Esed Yağcı
Keyword(s):  
Elementary School ◽  
Third Grade ◽  
Classroom Teachers ◽  
Structured Interviews ◽  
Medium Level ◽  
Teaching Learning ◽  
High Level ◽  
First Time ◽  
Academic Year ◽  
Level Medium

This study has been carried out with the aim of evaluating the Curriculum of Elementary School Third Grade Science Course, which has been implemented for the first time in the academic year of 2014-2015, based on the views of teachers. The general screening model has been employed in the study. This research has been conducted with the participation of 36 classroom teachers, who have been determined via maximum variety sampling method from schools that are classified as high level, medium level, and low level in terms of their success. These semi-structured interviews have been audio-recorded with the permission of the teachers. Content analysis has been used in order to analyze the data, The results of the study suggest that the teachers in all three school levels have positive views on the curriculum. According to the teachers, the fact that the curriculum does not offer any activity examples on the teaching-learning process and students' workbook are what the curriculum lacks.

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