Education Commons^™

Comparison Of Neurological Activation Patterns Of Children With And Without Autism Spectrum Disorders When Verbally Responding To A Pragmatic Task, Daphne U. Hartzheim

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study examined the neurological activation of children with autism spectrum disorders (ASD) while performing a pragmatic judgment task. In this study, children between the ages of 9 and 15 years responded to questions regarding a social situation, taken from the Comprehensive Assessment of Spoken Language, while concurrently having their brain activity measured. We targeted four brain regions for analysis: dorsolateral prefrontal cortex (DLPFC), orbitofrontal cortex (OFC), superior temporal gyrus (STG), and the inferior parietal lobule (IPL).

Ten children with ASD and 20 typically developing (TD) children participated. Matching occurred in a bracketing manner with each child in the ASD …

Clinician Recasts And Production Of Complex Syntax By Children With And Without Specific Language Impairment, Rebekah Wada

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study examined whether children with specific language impairment (SLI) respond differently than children who are typically developing in response to an intervention composed of the strategies of priming and recasting. Twenty-six children between the ages of 6 years, 10 months to 10 years, 11 months participated in the study (13 with SLI and 13 developing typically). The intervention was completed in one session. Findings revealed that both children with and without SLI were able to be primed to produce subject relative and object relative sentences with subject relative clauses being easier to produce than object relative clauses.

An Exploratory Study Of Attributes, Affordances, Abilities, And Distance In Children's Use Of Mathematics Virtual Manipulative Ipad Apps, Stephen I. Tucker

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This exploratory qualitative study investigated the presence of and relationships among constructs that contribute to children's interactions with educational technology, leading to the development of the modification of attributes, affordances, abilities, and distance (MAAAD) for Learning framework. For this study, each of 10 fifth-grade children participated in one individual video-recorded semistructured interview session, during which they interacted with two mathematics virtual manipulative iPad apps and responded to follow-up questions. Video recordings and observation field notes were analyzed for evidence of attributes, affordance-ability relationships, distance, and relationships among these constructs.

Constant comparative data analysis using memoing and eclectic coding provided evidence …