Effects of Group Art Therapy Using Junk art on Creativity and Sociality of Third-grade Elementary School Students

2021 ◽  
Vol 21 (1) ◽  
pp. 141-163
Author(s):  
Diane Youngmi Lee ◽  
◽  
Heung Pyo Lee
Keyword(s):  
Elementary School ◽  
Art Therapy ◽  
Elementary School Students ◽  
Third Grade ◽  
School Students

An Interprofessional Approach to Dialect-Shifting Instruction for Early Elementary School Students

2021 ◽  
Vol 52 (1) ◽  
pp. 139-148 ◽  
Author(s):  
Arynn S. Byrd ◽  
Jennifer A. Brown
Keyword(s):  
Elementary School ◽  
Student Satisfaction ◽  
Elementary School Students ◽  
American English ◽  
Third Grade ◽  
Early Elementary ◽  
School Students ◽  
Third Grade Students ◽  
Early Elementary School ◽  
Grade Level Differences

Purpose Dialect-shifting has shown promise as an effective way to improve academic outcomes of students who speak nonmainstream dialects such as African American English (AAE); however, limited studies have examined the impacts of an interprofessional approach with multiple instructional methods. In this study, we developed a dialect-shifting curriculum for early elementary school students who speak AAE and evaluated the curriculum for feasibility and preliminary impacts. Method Forty-one kindergarten, first-, second-, and third-grade students and their teachers in one elementary school participated in a 7-week dialect-shifting instruction co-taught by the classroom teachers and a speech-language pathology graduate clinician. Students' use of dialect-shifting and dialect density was measured by calculating dialect density measures in retells presented in AAE and mainstream American English and responses to situational dialect-shifting and applied dialect-shifting tasks. Teacher surveys and interviews about the feasibility and perceived impacts were conducted. Results Initial impacts of the curriculum demonstrated increased dialect awareness for all students, with grade-level differences when students were asked to explicitly dialect-shift. In particular, second- and third-grade students were more proficient at dialect-shifting AAE features included in the curriculum. Additionally, high rates of administrator, teacher, and student satisfaction, teacher generalization, and maintenance of incorporating contrastive analysis instruction into class activities were reported. Conclusions Literacy and play-based instruction are feasible methods to create a dialect-shifting curriculum tailored to younger students. Furthermore, the feasibility and effectiveness of the curriculum were supported by an interprofessional approach. Supplemental Material https://doi.org/10.23641/asha.13524317

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