Letters To The Editor

PEDIATRICS ◽  
1971 ◽  
Vol 48 (6) ◽  
pp. 998-998
Keyword(s):  
Corporal Punishment ◽  
School System ◽  
Letters To The Editor

Dr. Turner ended his letter with what seemed to me a commendable statement that he "did not wish to re-open the issue of whether corporal punishment has or should have any place in our school system." I don't mind its brief discussion in these (Letters) pages, but I doubt whether many converts will be made to either side. My own belief is that such punishment is never appropriate to an educational–or other-–situation.

Letters to the Editor

PEDIATRICS ◽  
1995 ◽  
Vol 96 (4) ◽  
pp. 793-794
Author(s):  
Fredric P. Nelson
Keyword(s):  
Child Development ◽  
Social Responsibility ◽  
Corporal Punishment ◽  
Scientific Evidence ◽  
Authoritative Parenting ◽  
Letters To The Editor

The information in the October 1994 supplement to Pediatrics concerning corporal punishment is fatally flawed scientifically, linguistically, and logically. Wissow states that, "A convincing body of scientific evidence suggests that corporal punishment is more harmful than helpful to children."1 This is simply not true. Baumrind, in her 10-year study on socialization, found that, "Authoritative parenting [where spanking is used] is associated with optimal child development, both in social responsibility and in individual initiative."2 Straus wrote in 1992 that, "The assumption that spanking is harmless if done in moderation by loving parents has never been adequately tested."3 The converse must be true.

Letters to the Editor

PEDIATRICS ◽  
1995 ◽  
Vol 96 (4) ◽  
pp. 794-795
Author(s):  
Lawrence S. Wissow ◽  
Debra Roter
Keyword(s):  
Child Behavior ◽  
Corporal Punishment ◽  
Letters To The Editor

Drs Nelson, Trumbull, Ravenel, and Larson raise important issues in the debate over the use of corporal punishment. They ask if sufficient justification exists to propose that parents abstain from corporal punishment, and suggest that the debate requires careful use of terminology and agreement on the outcomes to be studied. We agree with the need for a careful, dispassionate reading of the literature. Dr Nelson suggests that experts in the field of child behavior do not support avoidance of corporal punishment.

Letters to the Editor

1972 ◽  
Vol 3 (3) ◽  
pp. 38-39
Author(s):  
Jean L. Anderson ◽  
Clara B. Weir ◽  
Marvin Schnur
Keyword(s):  
Letters To The Editor

Letters to the Editor

1974 ◽  
Vol 5 (3) ◽  
pp. 180-181
Author(s):  
T. E. Borton ◽  
Mary K. White
Keyword(s):  
Letters To The Editor

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

Speech Therapy Services in a Large School System: A Six-Year Overview

1976 ◽  
Vol 7 (4) ◽  
pp. 207-219 ◽  
Author(s):  
Constance P. DesRoches
Keyword(s):  
School System ◽  
Speech Therapy ◽  
Factors Affecting ◽  
Case Load ◽  
Number Of Children ◽  
School Population ◽  
System A ◽  
Therapy Services ◽  
And Shifts ◽  
Selection Factors

A statistical review provides analysis of four years of speech therapy services of a suburban school system which can be used for comparison with other school system programs. Included are data on the percentages of the school population enrolled in therapy, the categories of disabilities and the number of children in each category, the sex and grade-level distribution of those in therapy, and shifts in case-load selection. Factors affecting changes in case-load profiles are identified and discussed.

Students as Active Participants in Hearing Aid Maintenance

1992 ◽  
Vol 23 (3) ◽  
pp. 208-213 ◽  
Author(s):  
Marsha Lipscomb ◽  
Peggy Von Almen ◽  
James C. Blair
Keyword(s):  
Inner City ◽  
Hearing Aids ◽  
School System ◽  
Regular Education ◽  
Hearing Aid ◽  
Hearing Impairments ◽  
City School

Twenty students between the ages of 6 and 19 years who were receiving services for students with hearing impairments in a metropolitan, inner-city school system were trained to monitor their own hearing aids. This study investigated the effect of this training on the percentage of students who wore functional hearing aids. Ten of the students received fewer than 3 hours of instruction per day in the regular education setting and generally had hearing losses in the severe to profound range. The remaining 10 students received greater than 3 hours of instruction per day in the regular education setting and had hearing losses in the moderate to severe range. The findings indicated improved hearing aid function when students were actively involved in hearing aid maintenance programs. Recommendations are made concerning hearing aid maintenance in the schools.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

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