Effects of Bilateral Exercise and Visual Perception Program on Coordination and Writing in School-age Children With Developmental Delay: A Case Study

2021 ◽  
Vol 13 (1) ◽  
pp. 9-17
Author(s):  
Hee-joo Kang ◽  
Si-Nae Ahn
Keyword(s):  
Visual Perception ◽  
Developmental Delay ◽  
School Age Children ◽  
School Age

Systems-Based Approaches to Speech-Language Pathology Service Delivery for School Age Children

2020 ◽  
pp. 113-136
Author(s):  
RaMonda Horton
Keyword(s):  
Service Delivery ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathology ◽  
School Based ◽  
Language Pathology ◽  
Culture Environment ◽  
Culture And Development ◽  
The Relationship

This chapter will provide readers with an overview of how a systems-based approach can be used to understand the relationship between culture, environment, language, and disability. It will identify a useful model of ecology, culture, and development that can and should be considered in conjunction with the WHO-ICF framework to guide service delivery in school-based settings. This chapter will also provide an overview of systems-based approaches that can be used when working with children from traditionally marginalized backgrounds. Finally, a case study example will be used to provide guidance on the application of systems-based approaches to service delivery for children in school-based settings.

scholarly journals Benefits of Outdoor Sports in Blue Spaces. The Case of School Nautical Activities in Viana do Castelo

2020 ◽  
Vol 17 (22) ◽  
pp. 8470
Author(s):  
Míriam Rocher ◽  
Bruno Silva ◽  
Gonçalo Cruz ◽  
Renato Bentes ◽  
Josep Lloret ◽  
...  
Keyword(s):  
Physical Education ◽  
Children And Adolescents ◽  
Well Being ◽  
Social Benefits ◽  
School Age Children ◽  
Physical Education Teachers ◽  
School Age ◽  
Outdoor Sports ◽  
The Social

Participating in outdoor sports in blue spaces is recognized to produce a range of significant social benefits. This case study empirically analyzes the social benefits associated with the School Nautical Activities project carried out in Viana do Castelo (Portugal) in school-age children and adolescents. It consisted of a 4 year program in which scholars took part in nautical activities (surfing, rowing, sailing, and canoeing) in blue spaces once a week during a semester as a part of their physical education course. The methods used for data collection were as follows: (1) a survey answered by 595 participants in the program and (2) five focus groups (FG): two FGs with participants (seven on each FG), two FGs with their parents (eight participants each), and one FG with the physical education teachers (five participants). Interviews were transcribed and qualitative analysis with NVivo software was developed. Results revealed clear evidence on the social benefits for school-age children and adolescents associated with participation in outdoor activities in blue spaces both in the overall health and in all the following analyzed categories: mental health and well-being, education, active citizenship, social behavior, and environmental awareness. More than 40% state that their overall health is much better now (13.4%) or somewhat better now (29.9%) due to their participation in the program. Thus, this article provides support for the anecdotal recognition of the benefits for school-age children and adolescents from participating in sports in the outdoors and especially in blue spaces.

Treatment of Stuttering in a School-Age Child: A Description of a Single Case-Study

2012 ◽  
Vol 22 (2) ◽  
pp. 88-96
Author(s):  
Derek E. Daniels
Keyword(s):  
Treatment Approach ◽  
Single Case ◽  
Psychosocial Aspects ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Single Case Study ◽  
Therapeutic Outcomes

In this article, I will provide support for a broad-based treatment approach with school-age children who stutter. Treatments for stuttering have traditionally prioritized speech modification techniques. However, school-age children who stutter experience a range of self-defeating thoughts and emotions about speaking. In this article, I present data from a case study of one school-age child who stutters. The participant experienced three semesters of treatment from a university clinic. Experts applied a broad-based treatment approach that included both speech and stuttering modification techniques and strategies for managing psychosocial aspects of stuttering. Results suggest that successful therapeutic outcomes depended on a broad-based approach of addressing the participant’s speech, attitudes, and emotions. Clinical implications are discussed.

Telepractice Aural Habilitation for School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-17
Author(s):  
Jill Duncan
Keyword(s):  
Cochlear Implant ◽  
School Age Children ◽  
School Age ◽  
Royal Institute ◽  
Teaching Behaviors ◽  
Cochlear Implant User ◽  
Auditory Verbal Therapy ◽  
Successful Teaching

Abstract This paper examines telepractice aural habilitation for school-age children delivered via videoconferencing. It identifies issues, concerns, and successful teaching behaviors and strategies employed in this unique environment. The paper concludes with a description of the Royal Institute for Deaf and Blind Children’s Teleschool and a case study of a 16-year-old cochlear implant user who has received intercontinental auditory-verbal therapy via videoconferencing for 24 months.

scholarly journals A case study of asthma care in school age children using nurse-coordinated multidisciplinary collaborative practices

2015 ◽  
pp. 181 ◽  
Author(s):  
Susan Procter ◽  
Fiona Brooks ◽  
Patricia Wilson ◽  
Carolyn Crouchman ◽  
Sally Kendall
Keyword(s):  
School Age Children ◽  
School Age ◽  
Asthma Care ◽  
Collaborative Practices

Motor-Free Visual Perception Test — Revised: An Overview and Critique

2003 ◽  
Vol 66 (4) ◽  
pp. 159-167 ◽  
Author(s):  
G Ted Brown ◽  
Sylvia Rodger ◽  
Aileen Davis
Keyword(s):  
Visual Perception ◽  
Clinical Utility ◽  
Reliability And Validity ◽  
Occupational Therapists ◽  
Children And Youth ◽  
Measurement Properties ◽  
School Age Children ◽  
Validity Evidence ◽  
School Age ◽  
Sound Measurement

Paediatric occupational therapists often assess and treat school-age children and youth presenting with visual perceptual dysfunction. It is, therefore, important that occupational therapists use visual perceptual instruments that possess sound measurement properties (such as validity, reliability, responsiveness and clinical utility). The Motor-Free Visual Perception Test – Revised (MVPT-R) is an instrument frequently used by paediatric occupational therapists. Clinicians need to be cognisant of the measurement properties of the assessments they use in order to provide the best level of care for the paediatric clients they serve. Therefore, a review and critique of the MVPT-R is presented. Even though the MVPT-R has been revised recently, little has been done to address issues related to its reliability and validity. Evidence of criterion-related validity and construct validity, in particular, is still lacking. The rationale for measuring motor-free visual perception is also not well developed and needs to be expanded in the MVPT-R manual. In addition, the issue of summing the scores from the five MVPT-R subscales is questionable. What the final MVPT-R summed score really measures in terms of a screening evaluation or diagnosis is also lacking. At this stage, this instrument should be used and interpreted by occupational therapists with caution.

Using Self-Regulated Strategy Development to Support Curriculum-Based Homework: A Case Study

2017 ◽  
Vol 2 (1) ◽  
pp. 133-137
Author(s):  
Megan Dunn Davison
Keyword(s):  
Cognitive Apprenticeship ◽  
Parent Support ◽  
Target Language ◽  
School Age Children ◽  
Strategy Development ◽  
School Age ◽  
Language And Literacy ◽  
Apprenticeship Model ◽  
Home And School

There are multiple aspects of language to consider when treating language and literacy impairments in school-age children. Therefore, it is important for speech-language pathologists (SLPs) to understand how to systematically and comprehensively target language in intervention while also considering home and school expectations. The purpose of this paper is to explore a case involving a third grade student struggling with writing and the use of a cognitive apprenticeship model of writing to promote multiple aspects of language using curriculum-based materials and parent support.

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