First Language Acquisition, Developmental Errors in Vocabulary: A Case Study of a Four -Year- Old Iranian Child

This case study aims to discover the process of first language acquisition of a 4–year-old Iranian child. The focus of the research is on developmental errors the child has created in his language development, i.e. the words which are not correct. To do so, the researcher, during four months, observed and recorded the subject's produced strange words. The recording was done by two ways, Interval recording strategy and event sampling.Developmental errors or strange words are part of the learning process. These words are created due to different reasons. The research shows that during four months and in thirty three records, eleven strange words and expressions were produced. These eleven errors were investigated in this study in details. A table was presented by the researcher in which these errors were thoroughly described.

Curriculum in Action: Teaching Students to Combat Human Trafficking

Human trafficking severely endangers vulnerable individuals from around the globe. Schools play an important role to educate students the potential harms of human trafficking and should become more intentional in providing support services for children who fall victim to human trafficking. The purpose of this study was to examine how preventive curricula on human trafficking can be successfully implemented in schools because of the direct connection to teaching for social justice. Under the theoretical guise of teaching for social justice, researchers reviewed current literature trends on implementing social justice curricula and current models for teaching about human trafficking. Following the qualitative research case study method, interview data, classroom observation, interval recording, and reflexive notes were collected and analyzed for salient themes to emerge. Findings from this study support the notion that anti–human trafficking curriculum can be implemented in public school settings and yield high engagement among students.

Partial-Interval Estimation of Count: Uncorrected and Poisson-Corrected Error Levels

A simulation study that used 3,000 computer-generated event streams with known behavior rates, interval durations, and session durations was conducted to test whether the main and interaction effects of true rate and interval duration affect the error level of uncorrected and Poisson-transformed (i.e., corrected) count as estimated by partial-interval recording. For both count estimates, shorter intervals and lower true rates resulted in less error than longer intervals and higher rates. For all conditions tested, Poisson-corrected estimates were more accurate than uncorrected estimates. Therefore, using Poisson-corrected estimates and short intervals are recommended when partial-interval recording is used to estimate counts. Generality of results might be restricted to events that are about 1-s long. A URL was provided to aid in the computation of corrected counts.