1
|
Bedore LM, Peña ED, Shivabasappa P, Perez C, Vargas AG, Leachman M, Wang J. An Exploration of the Nature of Vocabulary Change Following Language and Literacy Together Intervention. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:611-626. [PMID: 38052062 PMCID: PMC11001189 DOI: 10.1044/2023_ajslp-23-00042] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 04/28/2023] [Accepted: 10/11/2023] [Indexed: 12/07/2023]
Abstract
PURPOSE This exploratory study evaluates how bilingual first graders' vocabulary use in narrative changed after a Spanish-language intervention that focuses on connection between language and literacy. METHOD Ten Spanish-English bilingual first graders produced three English and three Spanish narratives based on the Test of Narrative Language protocol pre- and postintervention. All samples were transcribed. Based on comprehensive word inventories, all words produced by the children were identified as being core words; Tiers 1, 2, and 3 words; and/or cognates in both languages. We also coded all utterances for use of internal state terms (ISTs). We evaluated total and unique production of these kinds of words. RESULTS Postintervention children increased their total number of cognates and ISTs across languages. They also increased the unique core words, Tier 1 words, and cognates postintervention. They also used more of each of these kinds of words in Spanish-the language of intervention-than in English. CONCLUSIONS Children make qualitative changes to their vocabulary postintervention. There is greater change in the use of core words and Tier 1 words in Spanish. These increases in productivity and variability were indicated by the number of unique words added to the children's repertoires in ways that supported narrative production.
Collapse
|
2
|
Sherby MR, Kalb LG, Coller RJ, DeMuri GP, Butteris S, Foxe JJ, Zand MS, Freedman EG, Dewhurst S, Newland JG, Gurnett CA. Supporting COVID-19 School Safety for Children With Disabilities and Medical Complexity. Pediatrics 2022; 149:e2021054268H. [PMID: 34737172 PMCID: PMC8926067 DOI: 10.1542/peds.2021-054268h] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/20/2021] [Indexed: 02/03/2023] Open
Abstract
Children with intellectual and developmental disabilities (IDDs) and children with medical complexity (CMC) have been disproportionally impacted by the coronavirus disease 2019 pandemic, including school closures. Children with IDDs and CMC rely on schools for a vast array of educational, therapeutic, medical, and social needs. However, maintaining safe schools for children with IDDs and CMC during the coronavirus disease 2019 pandemic may be difficult because of the unique challenges of implementing prevention strategies, such as masking, social distancing, and hand hygiene in this high-risk environment. Furthermore, children with IDDs and CMC are at a higher risk of infectious complications and mortality, underscoring the need for effective mitigation strategies. The goal of this report is to describe the implementation of several screening testing models for severe acute respiratory syndrome coronavirus 2 in this high-risk population. By describing these models, we hope to identify generalizable and scalable approaches to facilitate safe school operations for children with IDDs and CMC during the current and future pandemics.
Collapse
Affiliation(s)
| | - Luther G. Kalb
- Kennedy Krieger Institute, Johns Hopkins Bloomberg School of Public Health, Johns Hopkins University, Baltimore, Maryland
| | | | | | | | - John J. Foxe
- School of Medicine and Dentistry, University of Rochester, Rochester, New York
| | - Martin S. Zand
- School of Medicine and Dentistry, University of Rochester, Rochester, New York
| | - Edward G. Freedman
- School of Medicine and Dentistry, University of Rochester, Rochester, New York
| | - Stephen Dewhurst
- School of Medicine and Dentistry, University of Rochester, Rochester, New York
| | | | | |
Collapse
|
3
|
Purnell JQ, Lobb Dougherty N, Kryzer EK, Bajracharya S, Chaitan VL, Combs T, Ballard E, Simpson A, Caburnay C, Poor TJ, Pearson CJ, Reiter C, Adams KR, Brown M. Research to Translation: The Healthy Schools Toolkit and New Approaches to the Whole School, Whole Community, Whole Child Model. THE JOURNAL OF SCHOOL HEALTH 2020; 90:948-963. [PMID: 33184882 PMCID: PMC7702139 DOI: 10.1111/josh.12958] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2020] [Accepted: 08/30/2020] [Indexed: 06/06/2023]
Abstract
BACKGROUND The Whole School, Whole Community, Whole Child (WSCC) model is an evidence-based comprehensive framework to address health in schools. WSCC model use improves health and educational outcomes, but implementation remains a challenge. METHODS Working with 6 schools in 2 districts in the Midwest, we used a mixed-methods approach to determine the people, systems, and messages needed to activate WSCC implementation. We report on social network analysis and message testing findings and research translation to develop the Healthy Schools Toolkit. RESULTS Social networks for both districts included more than 150 individuals. Both demonstrated network densities less than half of the desirable threshold, with evidence of clustering by role and minimal cross-school relationships, posing challenges for WSCC implementation. Across stakeholder groups, messages that emphasize empathy, teamwork, and action were well-received, especially when shared by trusted individuals through communication channels that align with stakeholder needs. CONCLUSIONS The Healthy Schools Toolkit provides an example of a translational product that helps to bridge research with practice. With features that highlight 6 design principles, the toolkit provides complementary activities that schools and districts can use as they plan for integration of the WSCC model.
Collapse
Affiliation(s)
- Jason Q Purnell
- Associate Professor, Brown School|Director, , Health Equity Works, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130
| | - Nikole Lobb Dougherty
- Associate Director, , Evaluation Center, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130
| | - Emily K Kryzer
- Project Coordinator, , Health Equity Works, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130
| | - Smriti Bajracharya
- Project Coordinator, , Center for Public Health Systems Science, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130
| | - Veronica L Chaitan
- Data Analyst, , Center for Public Health Systems Science, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130
| | - Todd Combs
- Research Assistant Professor|Assistant Director of Research, , Center for Public Health Systems Science, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130
| | - Ellis Ballard
- Assistant Professor of Practice|Director, , Social System Design Lab, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130
| | - Allie Simpson
- Program Coordinator for K-12 Education, , Social System Design Lab, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130
| | - Charlene Caburnay
- Research Assistant Professor|Co-Director, , Health Communication Research Laboratory, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130
| | - Timothy J Poor
- Publications Editor, , Health Communication Research Laboratory, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130
| | - Charles J Pearson
- (Retired) Superintendent of Schools, , Normandy Schools Collaborative, 8283 Glen Echo Drive, St. Louis, MO 63121
| | - Crystal Reiter
- Director of Curriculum and Instruction, , Normandy Schools Collaborative, 3855 Lucas and Hunt Road, St. Louis, MO 63121
| | - Kelvin R Adams
- Superintendent of Schools, , St. Louis Public Schools, 801 N. 11th Street, St. Louis, MO 63101
| | - Michael Brown
- Deputy Superintendent, , Office of Student Support Services, St. Louis Public Schools, 801 N. 11th Street, St. Louis, MO 63101
| |
Collapse
|
4
|
Alea N, Bluck S, Mroz EL, Edwards Z. The Social Function of Autobiographical Stories in the Personal and Virtual World: An Initial Investigation. Top Cogn Sci 2018; 11:794-810. [PMID: 30033676 DOI: 10.1111/tops.12370] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2017] [Revised: 05/07/2018] [Accepted: 05/21/2018] [Indexed: 11/30/2022]
Abstract
Receiving another's autobiographical story may serve to elicit feelings of liking and empathy for the story sharer. Research has mostly examined social functions of autobiographical stories for in-person communications. The current experiment (N = 60) examined whether levels of liking, closeness, and empathy felt for a stranger (female confederate) after receiving her story depended on if (a) the story was received in-person or through instant message (IM), and (b) the story was positive or negative. Liking and having empathy for the stranger was higher in the in-person conditions compared to IM conditions. This effect was mediated by how engaged participants were with the story. Participants liked the stranger more after receiving the positive autobiographical story, but they felt more empathy toward her after the negative autobiographical story. The discussion considers parameters of the communication platform and people's perceptions of stories as explanations for the results. Limitations are considered.
Collapse
Affiliation(s)
- Nicole Alea
- Psychology Unit, Department of Behavioural Sciences, University of the West Indies (UWI)
| | - Susan Bluck
- Department of Psychology, University of Florida
| | | | - Zanique Edwards
- Psychology Unit, Department of Behavioural Sciences, University of the West Indies (UWI)
| |
Collapse
|
5
|
Adler JM, Dunlop WL, Fivush R, Lilgendahl JP, Lodi-Smith J, McAdams DP, McLean KC, Pasupathi M, Syed M. Research Methods for Studying Narrative Identity. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2017. [DOI: 10.1177/1948550617698202] [Citation(s) in RCA: 166] [Impact Index Per Article: 23.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
| | | | | | | | | | | | | | | | - Moin Syed
- University of Minnesota, Twin Cities, Minneapolis, MN, USA
| |
Collapse
|