Fingermath for the Visually Impaired: An Intrasubject Design

1984 ◽  
Vol 78 (1) ◽  
pp. 7-10 ◽  
Author(s):  
Cleborne D. Maddux ◽  
Dennis Cates ◽  
Virginia Sowell
Keyword(s):  
School Children ◽  
Elementary School Children ◽  
Visually Impaired ◽  
The Other ◽  
Relative Efficacy ◽  
Handicapped Children ◽  
Preliminary Study ◽  
Visually Handicapped ◽  
Long Term Studies

Fingermath may be an alternative to the abacus for instructing visually handicapped children in mathematics. This article describes a preliminary study conducted with three visually handicapped elementary school children who used the abacus but had never learned fingermath. The results indicated that the transition from one method of computation to the other did not cause confusion and that skill with fingermath can be acquired extremely quickly. Determining the relative efficacy of the two computational methods will require more complex long-term studies.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

Assessment, Counseling, and Training of Integrated Visually Impaired Children

1979 ◽  
Vol 73 (9) ◽  
pp. 351-358
Author(s):  
Eva Lindstedt
Keyword(s):  
Visually Impaired ◽  
Team Work ◽  
Residential School ◽  
Handicapped Children ◽  
Time Period ◽  
Visually Handicapped ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
And Training

Describes experimental work that has been carried out in creating services for integrated visually handicapped children at a Center of assessment, counselling and training, located at a residential school. The principles and methods applied are outlined and a report given of 70 children visiting the Center during one time period. The clinical procedure and follow-up is described. The complexity of the problems and the necessity of an individual approach in habilitation is stressed as well as the importance of team work engaging both professional and nonprofessional persons.

scholarly journals Long-term study of urinary bisphenol A in elementary school children

2008 ◽  
Vol 13 (6) ◽  
pp. 332-337 ◽  
Author(s):  
Yuko Yamano ◽  
Sanpei Miyakawa ◽  
Kyoichi Iizumi ◽  
Hiroaki Itoh ◽  
Motoki Iwasaki ◽  
...  
Keyword(s):  
Elementary School ◽  
Bisphenol A ◽  
School Children ◽  
Elementary School Children ◽  
Term Study ◽  
Long Term Study

A preliminary study to assess the use of a “Snakes and Ladders” board game in improving the knowledge of elementary school children about taeniasis

Acta Tropica ◽  
2019 ◽  
Vol 199 ◽  
pp. 105117
Author(s):  
Ni Made Swasti Wulanyani ◽  
Yoga Sukma Pratama ◽  
Kadek Swastika ◽  
I Made Sudarmaja ◽  
Toni Wandra ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Board Game ◽  
Preliminary Study

The Gender Factor in Six- to Ten-Year-Old Children's Views of Occupational Roles

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1207-1210 ◽  
Author(s):  
Ruth Scheresky
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
The Other ◽  
Sex Typing ◽  
Occupational Roles ◽  
Children’S Views ◽  
Gender Factor

Differences in children's acceptance of occupational roles that are traditionally sex-typed by society were explored for a sample of 270 elementary school children, 135 boys and 135 girls. The degree of sex-typing was high among all subjects. Children viewed occupations as the role of one sex or the other, according to traditional sex-typed views.

Prevalence of Teacher Identified Behavior Problems: A Longitudinal Study

1978 ◽  
Vol 45 (2) ◽  
pp. 102-111 ◽  
Author(s):  
Rosalyn A. Rubin ◽  
Bruce Balow
Keyword(s):  
Socioeconomic Status ◽  
Longitudinal Study ◽  
Behavior Problems ◽  
School Children ◽  
Behavior Problem ◽  
Elementary School Children ◽  
School Achievement ◽  
Prevalence Rates ◽  
Cumulative Prevalence

In a longitudinal study from kindergarten through grade 6, teachers annually rated the behavior of 1,586 children who were normally distributed on measures of IQ, socioeconomic status, and school achievement. In any single year, from 23% to 31% of the subjects were judged by their teachers as manifesting behavior problems. Long term cumulative prevalence rates were much higher. Among subjects receiving three or more annual ratings, 59% were considered as having a behavior problem by at least one teacher, and 7.4% were considered as having behavior problems by every teacher who rated them. Results indicate that behavior that at least one teacher is willing to classify as a problem is the norm rather than the exception for elementary school children, which raises serious questions about contemporary expectations regarding children's behavior in school.

scholarly journals Variola minor in Bragança Paulista County, 1956: lack of evidence indicating the influence of contaminated classrooms on spread of the disease

1974 ◽  
Vol 72 (2) ◽  
pp. 281-288 ◽  
Author(s):  
Melville R. Klauber ◽  
Juan J. Angulo
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Interaction Analysis ◽  
Space Time ◽  
The Other ◽  
Time Interval ◽  
Time Interaction

SUMMARYSpace-time interaction analysis was applied to data from 101 elementary school children who contracted variola minor during an epidemic in Bragança Paulista County, Brazil. One school had two and the other three shifts of students occupying the same classrooms each day. There was no evidence found for excessive numbers of cases to occur among unvaccinated students occupying the same desks or seated near the desks occupied by cases occurring during another shift. Only three cases occurred among the 31 unvaccinated students occupying desks of students with variola from other shifts. Only one of these three subsequent cases occurred at a time interval suggestive of transmission. For the three models tested there was no evidence of space-time interaction between time of onset of the disease and location of desk for pairs of students from different shifts.

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