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.

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.

The Social Status of Speech-Handicapped Children

1966 ◽  
Vol 9 (2) ◽  
pp. 165-177 ◽  
Author(s):  
Dorothy Kunsevilch Marge
Keyword(s):  
Public School ◽  
Social Status ◽  
Interpersonal Relationships ◽  
Speech Disorders ◽  
Third Grade ◽  
Handicapped Children ◽  
The Social ◽  
Communicative Disorders ◽  
Study Population ◽  
Normal Speaking

This study investigated: (1) the relative social position of third grade speech-handicapped children as perceived by their peers and teachers, and (2) attitudes of parents of normal-speaking and speech-handicapped children toward individuals with oral communicative disorders. The study population was comprised of 197 public school third grade children, their teachers, and their parents. The social status of the speech-handicapped tended to be lower than that of the normal-speaking children in certain interpersonal relationships. The parents' questionnaires revealed that mothers of normal-speaking children did not differ greatly in attitude toward speech disorders than mothers of speech-handicapped children.

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.

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.

Effective Collaboration at Central Elementary School

1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Third Grade ◽  
Collaborative Effort ◽  
Speech Language Pathologist ◽  
Grade Teacher ◽  
Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

Working with families of school-aged handicapped children.

1984 ◽  
Author(s):  
Lee Combrinck-Graham ◽  
L. Wayne Higley
Keyword(s):  
Handicapped Children
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