Open Access. Powered by Scholars. Published by Universities.®
Educational Assessment, Evaluation, and Research Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Special education (3)
- Academic achievement (2)
- Clinical study (2)
- Prosody (2)
- Autism (1)
-
- Autistic adolescents (1)
- Autistic children (1)
- Autistic youth (1)
- Comparative study (1)
- Constant comparative method (1)
- Counselor Education (1)
- Developmental disorders (1)
- Educational technology (1)
- Fragile X syndrome (1)
- High school (1)
- High-functioning youth (1)
- Iftedness (1)
- Intermediate school (1)
- Language-processing disorders (1)
- Learning ability (1)
- Learning disability (1)
- Lexical stress (1)
- Pronunciation (1)
- Reading (1)
- Response to Intervention (1)
- School Counseling (1)
- Social emotional learning (1)
- Special needs students (1)
- Speech (1)
- Study (1)
- Publication
- Publication Type
Articles 1 - 8 of 8
Full-Text Articles in Educational Assessment, Evaluation, and Research
Emotional Regulation And Technology In Various Educational Environments, Aimee Boyle
Emotional Regulation And Technology In Various Educational Environments, Aimee Boyle
EDL Sixth Year Theses
The purpose of this study was to examine the use of technology in various educational environments. Specifically, it looked at the ways in which technology is integrated into special education classrooms, and how it impacts learning. Two self-contained special education high school classrooms were studied, using qualitative methods of data. These included field notes based on observations and a semi-structured interview. In addition, a review of the literature on this topic was conducted to better place the study within the context of wider work done in this area. The data from the two classrooms were analyzed using the constant comparative …
Social Emotional Development's Effect On Academic Achievement Of Children With Special Needs, Adrienne Dunn
Social Emotional Development's Effect On Academic Achievement Of Children With Special Needs, Adrienne Dunn
EDL Sixth Year Theses
The purpose of this study was to examine how social emotional strategies could be embedded into the academic curriculum for students with special needs. In order to develop a greater understanding on how to most effectively embed the strategies, a variety of stakeholders were called upon to gather information about strategies the could be implemented. The effectiveness of the strategies would be illustrated by the students’ attitudes towards learning after the implementation of embedded strategies and skills. This study focused on gathering information from a faculty at an intermediate school and the implementation of strategies was done in a collaborative …
Preparation Of School Counselors And Response To Intervention: A Profession At The Crossroads, Melissa S. Ockerman, Eva Patrikakou, Amy Feiker Hollenbeck
Preparation Of School Counselors And Response To Intervention: A Profession At The Crossroads, Melissa S. Ockerman, Eva Patrikakou, Amy Feiker Hollenbeck
Journal of Counselor Preparation and Supervision
As a result of the Response to Intervention (RTI) mandate in schools across many states, school counselors are uniquely positioned to a take a leadership role within its implementation. This research study examines how school counselors in one such state perceive their training and knowledge of RTI and thus their confidence in implementing it. Implications for training, supervision, professional development and future research are discussed.
Acoustic And Perceptual Measurements Of Prosody Production On The Profiling Elements Of Prosodic Systems In Children By Children With Autism Spectrum Disorders, Joshua John Diehl, Rhea Paul
Acoustic And Perceptual Measurements Of Prosody Production On The Profiling Elements Of Prosodic Systems In Children By Children With Autism Spectrum Disorders, Joshua John Diehl, Rhea Paul
Communication Disorders Faculty Publications
Prosody production atypicalities are a feature of autism spectrum disorders (ASDs), but behavioral measures of performance have failed to provide detail on the properties of these deficits. We used acoustic measures of prosody to compare children with ASDs to age-matched groups with learning disabilities and typically developing peers. Overall, the group with ASD had longer utterance durations on multiple subtests on a test of prosodic abilities, and both the ASD and learning disabilities groups had higher pitch ranges and pitch variance than the typically developing group on one subtest. Acoustic differences were present even when the prosody was used correctly.These …
Neural Underpinnings Of Prosody In Autism, Inge-Marie Eigsti, Jillian Schuh, Einar Mencl, Robert T. Schultz, Rhea Paul
Neural Underpinnings Of Prosody In Autism, Inge-Marie Eigsti, Jillian Schuh, Einar Mencl, Robert T. Schultz, Rhea Paul
Communication Disorders Faculty Publications
This study examines the processing of prosodic cues to linguistic structure and to affect, drawing on fMRI and behavioral data from 16 high-functioning adolescents with autism spectrum disorders (ASD) and 11 typically developing controls. Stimuli were carefully matched on pitch, intensity, and duration, while varying systematically in conditions of affective prosody (angry versus neutral speech) and grammatical prosody (questions versus statement). To avoid conscious attention to prosody, which normalizes responses in young people with ASD, the implicit comprehension task directed attention to semantic aspects of the stimuli. Results showed that when perceiving prosodic cues, both affective and grammatical, activation of …
Sensitivity To Probabilistic Orthographic Cues To Lexical Stress In Adolescent Speakers With Autism Spectrum Disorder And Typical Peers, Joanne Arciuli, Rhea Paul
Sensitivity To Probabilistic Orthographic Cues To Lexical Stress In Adolescent Speakers With Autism Spectrum Disorder And Typical Peers, Joanne Arciuli, Rhea Paul
Communication Disorders Faculty Publications
Lexical stress refers to the opposition of strong and weak syllables within polysyllabic words and is a core feature of the English prosodic system. There are probabilistic cues to lexical stress present in English orthography. For example, most disyllabic English words ending with the letters “-ure” have first-syllable stress (e.g., “pasture”, but note words such as “endure”), whereas most ending with “-ose” have second-syllable stress (e.g., “propose”, but note examples such as “glucose”). Adult native speakers of English are sensitive to these probabilities during silent reading. During testing, they tend to assign first-syllable stress when reading a nonword such as …
Case Studies Of High-Ability Students With Learning Disabilities Who Have Achieved, Sally M. Reis, Terry W. Neu, Joan M. Mcguire
Case Studies Of High-Ability Students With Learning Disabilities Who Have Achieved, Sally M. Reis, Terry W. Neu, Joan M. Mcguire
Education Faculty Publications
We used qualitative methods to study 12 young people with learning disabilities who were successful at the college level. The participants reported negative school experiences, verified by their parents and school records, such as social problems, difficulty with teachers, and frustration with certain academic areas. The interaction of their high abilities and their learning disabilities produced a number of negative consequences since their talents were not usually addressed by the school system they attended. However, despite these experiences, participants were able to integrate specific personal traits and special compensation strategies and environmental modifications to succeed in a challenging university setting. …
Cognitive, Behavioral, And Adaptive Functioning In Fragile X And Non-Fragile X Retarded Men, E. Dykens, J. Leckman, Rhea Paul, M. Watson
Cognitive, Behavioral, And Adaptive Functioning In Fragile X And Non-Fragile X Retarded Men, E. Dykens, J. Leckman, Rhea Paul, M. Watson
Communication Disorders Faculty Publications
The cognitive, behavioral, and adaptive functioning of 12 men with fragile X syndrome (aged 23 to 62 years) was systematically assessed and compared to two matched groups of retarded men without fragile X syndrome residing at the same institution. The fragile X group was largely indistinguishable from the comparison groups on the cognitive, behavioral, and adaptive measures. Fragile X patients were, however, significantly more likely to have achieved levels of adaptive functioning commensurate with their intellectual abilities. Fragile X subjects who had similarly affected siblings emerged as significantly higher-functioning in all areas than Fragile X subjects who did not have …