scholarly journals Supporting Adjective Learning by Children with DLD: Enhancing Metalinguistic Approaches

2021 ◽  
Author(s):  
Catherine Davies ◽  
Susan Ebbels ◽  
Hilary Nicoll ◽  
Kristen Syrett ◽  
Sarah White ◽  
...  
Keyword(s):  
Academic Success ◽  
Conceptual Development ◽  
Language Disorder ◽  
Psychological Research ◽  
Teaching Staff ◽  
Pedagogical Practice ◽  
Specific Training ◽  
Effective Interventions ◽  
Language Interventions ◽  
Practical Recommendations

Background: Adjectives are essential for communication, conceptual development, and academic success. However, they are semantically and syntactically complex and can be particularly challenging for children with Developmental Language Disorder. Surprisingly, language interventions have not typically focused on this important word class.Aims: 1) To provide a supportive and accessible primer on adjectives for practitioners; 2) to explore how the SHAPE CODINGTM system can be adapted to support adjective learning in DLD; and 3) to provide practical recommendations on how to support adjective learning in clinical practice and education.Methods/procedure: We synthesise linguistic and psychological research on adjective semantics, clinical insights into DLD, and pedagogical practice supporting this population.Main contribution: We address the lack of specific training in the nature and acquisition of adjectives for SLTs by providing an accessible primer. We provide an innovative, detailed, and practical guide to adapting an established metalinguistic intervention to support adjective learning. Conclusions/Implications: Without targeted support for adjective learning, the communicative potential of children with DLD is compromised. Our guide can be used across a range of therapeutic and educational contexts to enable SLTs and teaching staff to improve their understanding and practice in this area and, ultimately, to develop robust, effective interventions for children with DLD.

scholarly journals Can Pedagogical Innovations Be Sustainable? One Evaluation Outlook for Research Developed in PortugueseHigher Education

2021 ◽  
Vol 11 (11) ◽  
pp. 725
Author(s):  
Cecília Guerra ◽  
Nilza Costa
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Teaching Staff ◽  
Research Approach ◽  
Research Results ◽  
Societal Challenges ◽  
Academic Practices ◽  
Pedagogical Innovations ◽  
Portuguese Higher Education ◽  
Key Participants

Across higher education, teachers have been inspiring themselves (and others) to apply pedagogical innovations grounded in a unifying intention: to prepare students for labour markets and societal challenges. Research-based education has been funded to promote pedagogical innovations with valuable impact on the students' academic success and/or the teachers' academic growth. However, there is still few documented research-based evidence that highlight how long-lasting and/or how embedded are the pedagogical innovations in academic practices, particularly when the funding period comes to an end. The purpose of this article is to discuss the extent to which funded national research-based education projects, developed in public Portuguese higher education institutions (universities and polytechnic institutes), have considered the sustainability of research results (e.g., pedagogical innovations), after funding ends. Based on a qualitative research approach, data collection included: document analysis of 39 projects’ materials and conceptions collected with 9 coordinators and 17 key participants from selected projects, through interviews and questionnaires, respectively. Content analysis of data collected showed that there are key factors that contribute to enhance and/or limit the sustainability of research results (e.g., funding and institutional support to maintain innovation). Results and recommendations are put forward to inform educational policies, funding agencies and involved actors (e.g., institution leaders, researchers, and teaching staff) to increase the sustainability of research results.

scholarly journals The Influence of Quantitative Intervention Dosage on Oral Language Outcomes for Children With Developmental Language Disorder: A Systematic Review and Narrative Synthesis

2021 ◽  
pp. 1-17
Author(s):  
Pauline Frizelle ◽  
Anna-Kaisa Tolonen ◽  
Josie Tulip ◽  
Carol-Anne Murphy ◽  
David Saldana ◽  
...  
Keyword(s):  
Oral Language ◽  
Language Disorder ◽  
Controlled Trial ◽  
Experimental Manipulation ◽  
Quantitative Aspect ◽  
Developmental Language Disorder ◽  
Dose Frequency ◽  
Language Interventions ◽  
Quasi Experimental ◽  
Language Measures

Purpose The aim of this study was to examine the degree to which quantitative aspects of dosage (dose, dose frequency, and total intervention duration) have been examined in intervention studies for children with developmental language disorder (DLD). Additionally, to establish the optimal quantitative dosage characteristics for phonology, vocabulary, and morphosyntax outcomes. Method This registered review (PROSPERO ID CRD42017076663) adhered to PRISMA guidelines. Search terms were included in seven electronic databases. We included peer-reviewed quasi-experimental, randomized controlled trial or cohort analytical studies, published in any language between January 2006 and May 2020. Included articles reported on participants with DLD ( M = 3–18 years); oral language interventions with phonology, vocabulary, or morphosyntax outcomes; and experimental manipulation or statistical analysis of any quantitative aspect of dosage. Studies were appraised using the Cochrane risk-of-bias tool. Results Two hundred forty-four articles reported on oral language interventions with children with DLD in the domains of interest; 13 focused on experimentally/statistically manipulating quantitative aspects of dosage. No article reported phonological outcomes, three reported vocabulary, and eight reported morphosyntax. Dose frequency was the most common characteristic manipulated. Conclusions Research is in its infancy, and significant further research is required to inform speech-language pathologists in practice. Dosage characteristics are rarely adequately controlled for their individual effects to be identified. Findings to date suggest that there is a point in vocabulary and morphosyntax interventions after which there are diminishing returns from additional dosage. If dose is high (number of learning opportunities within a session), then the literature suggests that session frequency can be reduced. Frequent, short sessions (2/3 × per week, approximately 2 min) and less frequent, long sessions (1 × per week, approximately 20 min) have yielded the best outcomes when composite language measures have been used; however, replication and further research are required before clinicians can confidently integrate these findings into clinical practice. Supplemental Material https://doi.org/10.23641/asha.13570934

scholarly journals Guidelines for Immersive Virtual Reality in Psychological Research

2020 ◽  
Author(s):  
Madis Vasser ◽  
Jaan Aru
Keyword(s):  
Virtual Reality ◽  
Real World ◽  
Reliability And Validity ◽  
Optimal Level ◽  
Psychological Research ◽  
Research Tool ◽  
Immersive Virtual Reality ◽  
Research Paradigms ◽  
Research Questions ◽  
Practical Recommendations

Virtual reality (VR) holds immense promise as a research tool to deliver results that are generalizable to the real world. However, the methodology used in different VR studies varies substantially. While many of these approaches claim to use “immersive VR”, the different hardware and software choices lead to issues regarding reliability and validity of psychological VR research. Questions arise about quantifying presence, the optimal level of graphical realism, the problem of being in dual-realities and reproducibility of VR research. We discuss how VR research paradigms could be evaluated and offer a list of practical recommendations to have common guidelines for psychological VR research.

The Role of Writing in RTI at the Secondary Level

2015 ◽  
pp. 102-128
Author(s):  
Dawn S. Herring
Keyword(s):  
Academic Success ◽  
English Language ◽  
Written Communication ◽  
Struggling Writers ◽  
Language Arts Teachers ◽  
Content Area Teachers ◽  
Effective Interventions ◽  
Arts Teachers ◽  
Good Writing

A focus on teaching effective written communication skills is a necessity in our nation's schools. Students need to develop good writing skills not only to ensure academic success but also to later thrive in the workplace and in society as a whole. For struggling writers, difficulties with written communication that emerged during elementary school will persist into middle school, high school, and beyond if effective interventions are not employed. Implementing a Response to Intervention (RTI) literacy model that promotes the integration of writing across the curriculum can help schools make huge strides in improving the motivations, skills, and outcomes of struggling writers. This chapter presents specific elements of effective writing instruction as well as instructional strategies that can be employed within an RTI framework to assist struggling writers school wide. The focus is on informing not only English/language arts teachers but also content area teachers on research-based classroom writing supports.

Technology and Teaching

2018 ◽  
pp. 69-87
Author(s):  
David Feist ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Student Engagement ◽  
Current Literature ◽  
Teacher Practices ◽  
Appropriate Technology ◽  
Learning Approaches ◽  
Pedagogical Practice ◽  
Student Centered ◽  
Student Centered Learning ◽  
Technology And Teaching

Teachers at a technology diverse school explored ways to shift toward a more student- centered pedagogical practice. The project determined whether a shift in teacher practices could impact student engagement and success. The results were positive: many students had more academic success when student-centered learning activities were incorporated into their schooling. In theory, this means student learning that includes non-linear learning approaches can work in more generalizable settings than what have been expansively published in the current literature. In practice, the findings may help to inform schools dealing with current societal pressures to help their students find greater success through the use of pedagogically appropriate technology implementations and teacher support.

scholarly journals Positive Aspects of Emotional Competence in Preventing Internalizing Symptoms in Children with and without Developmental Language Disorder: A Longitudinal Approach

2020 ◽  
Vol 50 (4) ◽  
pp. 1159-1171 ◽  
Author(s):  
Andrea C. Samson ◽  
Neeltje P. van den Bedem ◽  
Daniel Dukes ◽  
Carolien Rieffe
Keyword(s):  
Social Anxiety ◽  
Internalizing Symptoms ◽  
Positive Emotions ◽  
Language Disorder ◽  
Somatic Complaints ◽  
Emotional Communication ◽  
Developmental Language Disorder ◽  
Communication Problems ◽  
Language Interventions ◽  
Longitudinal Approach

AbstractIn order to better understand protective factors for internalizing problems, this longitudinal study examined positive emotions, emotion awareness and (non-)emotional communication skills in relation to somatic complaints and social anxiety in children with (N = 104) and without (N = 183) Developmental Language Disorder (DLD) using self-reported measures twice with a 9-month interval. Additionally, parents reported on their child’s communication problems and emotion communication at Time 1. Most importantly, since we found that increasing levels of emotion awareness related to decreases in social anxiety and somatic complaints in children with and without DLD, we conclude that children with DLD are likely to benefit from interventions aimed at improving their emotion awareness in addition to language interventions.

Advances in Early Communication and Language Intervention

2011 ◽  
Vol 33 (4) ◽  
pp. 298-309 ◽  
Author(s):  
Ann P. Kaiser ◽  
Megan Y. Roberts
Keyword(s):  
Spoken Language ◽  
Language Intervention ◽  
Developmental Task ◽  
Natural Environments ◽  
Early Communication ◽  
Effective Interventions ◽  
The Social ◽  
Language Interventions ◽  
The Relationship ◽  
Made In

Learning to communicate using speech and language is a primary developmental task for young children. Delays in the acquisition of language are one of the earliest indicators of developmental deficits that may affect academic and social outcomes for individuals across the life span. In the period since the passage of PL 99-457, significant progress in research related to language intervention has been made in five areas: (a) the social, symbolic, and prelinguistic foundations to spoken language; (b) parent-implemented language interventions; (c) the language foundations for literacy; (d) the relationship between language and social behavior; and (e) the use of augmented and alternative modes of communication. Although there are indications of important advances in the knowledge base of early identification as well as comprehensive and continuous intervention, preparing professionals to provide effective interventions in natural environments continues to be a challenge for the field.

scholarly journals Pre-Service Teachers’ Perceptions of Corporate Reputation

2021 ◽  
Vol 9 (4) ◽  
pp. 114-127
Author(s):  
Öznur Ataş Akdemir ◽  
Ahmet Ayık
Keyword(s):  
Academic Success ◽  
Corporate Reputation ◽  
Economic Status ◽  
Teaching Staff ◽  
Teachers Perceptions ◽  
Selection Decision ◽  
Faculty Of Education ◽  
Descriptive Survey ◽  
Data Frequency ◽  
Academic Year

This study examines various variables that affect pre-service teachers’ perceptions of corporate reputation and corporate reputation. In the research, a descriptive survey model was applied. 680 students studying in various departments and classes of Atatürk University Kazım Karabekir Faculty of Education in the 2011-2012 academic year participated in the study. The research data were collected using the Corporate Reputation Scale developed by Fombrun, Gardberg and Sever (2000) and adapted to Turkish by Altıntaş (2005). In the analysis of the data, frequency, percentage, arithmetic mean, standard deviation, t-test, one-way analysis of variance (ANOVA) and Tukey test were used. According to the findings obtained from the study, it was observed that the perceptions of the corporate reputation of the pre-service teachers did not differ according to the variables of gender, academic success, age, economic status, department selection decision, and significantly differentiated according to the variables of relationship with teaching staff. Based on the research results, suggestions were made to practitioners and researchers.

scholarly journals Consensus on Terminology for Describing Child Language Interventions: A Delphi Study

2021 ◽  
Vol 64 (9) ◽  
pp. 3504-3519
Author(s):  
Deborah Denman ◽  
Jae-Hyun Kim ◽  
Natalie Munro ◽  
Renée Speyer ◽  
Reinie Cordier
Keyword(s):  
Delphi Study ◽  
Language Disorder ◽  
Child Language ◽  
Contemporary Literature ◽  
Language Intervention ◽  
Teaching Techniques ◽  
School Aged Children ◽  
Language Interventions ◽  
Consistent Application

Purpose Language intervention for children with language disorder may be effective; however, lack of detailed and consistent terminology for describing language interventions poses barriers for advancement within the field. This study aimed to develop consensus from speech-language pathologists (SLPs) in Australia on a taxonomy with terminology for describing language interventions for school-aged children and investigate SLPs' application of taxonomy terminology when describing child language interventions. Method A taxonomy with terms for describing interventions was developed with reference to contemporary literature and presented to clinicians and researchers with expertise in child language disorders in a three-round Delphi study. We asked Delphi participants to indicate agreement with the taxonomy or propose changes. Application of the taxonomy was investigated by asking participants to use taxonomy terminology to describe interventions presented in two case studies. Results The taxonomy consists of five aspects across which interventions may be described: modality/domain, purpose, delivery, form, and teaching techniques. Consensus on the taxonomy was established in both Round 1 (55 participants) and Round 2 (43 participants), with 100% of SLPs strongly agreeing or agreeing with the overall structure of the taxonomy and at least 87.3% of SLPs strongly agreeing or agreeing with each aspect. In Round 3 (32 participants), consensus was reached on 45/54 taxonomy categories (4/12 of the components) for Case Study 1 and 45/54 taxonomy categories (7/12 of the components) for Case Study 2. Conclusions Consensus on a taxonomy with terminology for describing language interventions represents a significant advancement in the field of child language intervention. Future actions may be needed to facilitate consistent application of taxonomy terms. Supplemental Material https://doi.org/10.23641/asha.16435290

Improving the Literacy Skills of Struggling Writers

2019 ◽  
pp. 111-140
Author(s):  
Dawn S. Herring
Keyword(s):  
Academic Success ◽  
English Language ◽  
Literacy Skills ◽  
Written Communication ◽  
Struggling Writers ◽  
Language Arts Teachers ◽  
Content Area Teachers ◽  
Effective Interventions ◽  
Arts Teachers ◽  
Good Writing

A focus on teaching effective written communication skills is a necessity in our nation's schools. Students must develop good writing skills not only to ensure academic success but also to later thrive in the workplace and in society. For struggling writers, difficulties with written communication that emerged during elementary school will persist into middle school, high school, and beyond if effective interventions are not employed. Implementing a response to intervention (RTI) literacy model that promotes the integration of writing across the curriculum can help schools make huge strides in improving the motivations, skills, and outcomes of struggling writers. This chapter presents specific elements of effective writing instruction as well as instructional strategies that can be employed within an RTI framework to assist struggling writers schoolwide. The focus is on informing not only English/language arts teachers but also content area teachers on research-based classroom writing supports and practical tips for implementation.

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