Education Commons^™

An Automated Classifier For Child-Directed Speech From Lena Recordings, Janet Y. Bang, George Kachergis, Adriana Weisleder, Virginia A. Marchman

Faculty Research, Scholarly, and Creative Activity

No abstract provided.

By Utilizing Technology Can Nursing Students Gain More Confidence And Decrease Anxiety When Communicating With Chronically Ill Patients About Their Sexual Relationship?, Sheri Rickman Patrick, Alice Butzlaff

Faculty Research, Scholarly, and Creative Activity

Introduction
Effective communication is an essential part of nursing care. Nurses need to effectively communicate with patients, families, providers and staff. The purpose of this study was to show how the use of technology (i.e., video conferencing on an electronic device) could assist nursing students to gain more confidence and reduce anxiety when discussing difficult topics such as sexual intimacy.
Methods
Pre-licensure nursing students were recruited to participate as part of regular class activities. A pre- and post-survey asking about their confidence and anxiety in communicating with patients was completed; then subjects were randomly placed into groups of 4 to …

Recruitment And Retention Of Minority High School Students To Increase Diversity In The Nursing Profession, Denise Dawkins

Faculty Research, Scholarly, and Creative Activity

No abstract provided.

Future Directions Of Doctor Of Public Health Education In The United States: A Qualitative Study, Chulwoo Park, Gene Migliaccio, Mark Edberg, Seble Frehywot, Geralyn Johnson

Faculty Research, Scholarly, and Creative Activity

Background: The Doctor of Public Health (DrPH) degree is an advanced and terminal professional degree that prepares the future workforce to engage in public health research, teaching, practice, and leadership. The purpose of the present research was to discuss the desirable future direction and optimal education strategies for the DrPH degree in the United States.

Methods: A total of 28 Council on Education for Public Health (CEPH)-accredited DrPH programs in the United States was identified through the Association of Schools and Programs of Public Health (ASPPH) Academic Program Finder. Then, a qualitative analysis was conducted to obtain perspectives from …

An Investigation Of Word Learning In The Presence Of Gaze: Evidence From School-Age Children With Typical Development Or Autism Spectrum Disorder, Janet Y. Bang, Aparna S. Nadig

Faculty Research, Scholarly, and Creative Activity

Little is understood about how children attend to and learn from gaze when learning new words, and whether gaze confers any benefits beyond word mapping. We examine whether 6- to 11-year-old typically-developing children (n = 43) and children with Autism Spectrum Disorder (n = 25) attend to and learn with gaze differently from another directional cue, an arrow cue. An eye-tracker recorded children’s attention to videos while they were taught novel words with a gaze cue or an arrow cue. Videos included objects when they were static or when they were manipulated to demonstrate the object’s function. Word learning was …

Language Nutrition For Language Health In Children With Disorders: A Scoping Review, Janet Y. Bang, Aubrey S. Adiao, Virginia A. Marchman, Heidi M. Feldman

Faculty Research, Scholarly, and Creative Activity

The quantity and quality of child-directed speech—language nutrition—provided to typically-developing children is associated with language outcomes—language health. Limited information is available about child-directed speech to children at biological risk of language impairments. We conducted a scoping review on caregiver child-directed speech for children with three clinical conditions associated with language impairments—preterm birth, intellectual disability, and autism—addressing three questions: (1) How does child-directed speech to these children differ from speech to typically-developing children? (2) What are the associations between child-directed speech and child language outcomes? (3) How convincing are intervention studies that aim to improve child-directed speech and thereby facilitate children’s …

Parental Input To Children With Asd And Its Influence On Later Language, Aparna Nadig, Janet Bang

Faculty Research, Scholarly, and Creative Activity

In this chapter, we review evidence on parental input to children with autism spectrum disorder (ASD), moving from quantitative measures of linguistic features to qualitative measures of interaction. First, we examine lexical and syntactic features (e.g., number of utterances, mean length of utterance [MLU]) in the input provided to children with ASD compared with TD [typically developing] children matched on language level. Second, we turn to work on parental responsiveness, or the tendency to provide verbal or gestural input in sync with the child’s focus of attention, and how this compares across dyads including a child with ASD or a …

Learning Language In Autism: Maternal Linguistic Input Contributes To Later Vocabulary, Janet Bang, Aparna Nadig

Faculty Research, Scholarly, and Creative Activity

It is well established that children with typical development (TYP) exposed to more maternal linguistic input develop larger vocabularies. We know relatively little about the linguistic environment available to children with autism spectrum disorders (ASD), and whether input contributes to their later vocabulary. Children with ASD or TYP and their mothers from English and French-speaking families engaged in a 10 min free-play interaction. To compare input, children were matched on language ability, sex, and maternal education (ASD n = 20, TYP n = 20). Input was transcribed, and the number of word tokens and types, lexical diversity (D), mean length …