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Full-Text Articles in Education
Chapter 4: Using Curriculum-Based Measurement Fluency Data For Initial Screening Decisions, Erica S. Lembke, Abigail Carlisle, Apryl L. Poch
Chapter 4: Using Curriculum-Based Measurement Fluency Data For Initial Screening Decisions, Erica S. Lembke, Abigail Carlisle, Apryl L. Poch
Special Education and Communication Disorders Faculty Publications
Curriculum-based measurement (CBM) has enjoyed a long history of success and study as a practice for data-based decision-making (Deno, 2003). Originally developed and studied at the University of Minnesota in the mid-1970s (see Shinn, 2012 or Tindal, 2013 for a detailed history), Stan Deno and his colleagues developed CBM measures and the problem-solving process as part of one of the Institutes for Research on Learning Disabilities (IRLDs), centers funded by the Office of Special Education Programs that addressed significant issues for students with learning dis- abilities. With Deno’s interests in applied behavior analysis, it seemed logical to apply methodologies such …
Auditory And Visual Cues For Topic Maintenance With Persons Who Exhibit Dementia Of Alzheimer’S Type, Amy Wilson Teten, Paul A. Dagenais, Mary J. Friehe
Auditory And Visual Cues For Topic Maintenance With Persons Who Exhibit Dementia Of Alzheimer’S Type, Amy Wilson Teten, Paul A. Dagenais, Mary J. Friehe
Special Education and Communication Disorders Faculty Publications
This study compared the effectiveness of auditory and visual redirections in facilitating topic coherence for persons with Dementia of Alzheimer’s Type (DAT). Five persons with moderate stage DAT engaged in conversation with the first author. Three topics related to activities of daily living, recreational activities, food, and grooming, were broached. Each topic was presented three times to each participant: once as a baseline condition, once with auditory redirection to topic, and once with visual redirection to topic. Transcripts of the interactions were scored for overall coherence. Condition was a significant factor in that the DAT participants exhibited better topic maintenance …
“Dosage” Decisions For Early Intervention Services, Miriam E. Kuhn, Christine A. Marvin
“Dosage” Decisions For Early Intervention Services, Miriam E. Kuhn, Christine A. Marvin
Special Education and Communication Disorders Faculty Publications
Evan is 2 years old. He has been referred by his pediatrician to the early intervention program in his small town due to signs of global developmental delay. Evan says two words—ma (for mom, dad, or grandma) and ba (for bottle). He is still on a bottle and rejects many table foods. Evan began walking 4 months ago, and still falls down quite a bit. Although his parents report that Evan is generally a happy toddler, when he becomes upset, he is prone to intense temper tantrums that include screaming and kicking. His parents handle these episodes in a calm, …
Full‐Semester And Time‐Compressed Fluency Disorders Course: An Evaluation Of Student Perceptions Of Competence, Satisfaction, And Workload, Shari L. Deveney, Amy F. Teten, Mary J. Friehe
Full‐Semester And Time‐Compressed Fluency Disorders Course: An Evaluation Of Student Perceptions Of Competence, Satisfaction, And Workload, Shari L. Deveney, Amy F. Teten, Mary J. Friehe
Special Education and Communication Disorders Faculty Publications
This article addresses the effectiveness of a time-compressed four-week course format compared to a full-semester 16-week format for a graduate-level course. Participants were 78 students enrolled in a speech-language pathology course, fluency disorders. No significant differences were noted for student competency self-perceptions. However, time-compressed students reported significantly higher levels of course satisfaction and workload difficulty.