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FATHERS' LANGUAGE INFLUENCE ON THEIR SIX-MONTH-OLD INFANTS' VOCALIZATION DURING FREE-PLAY
Title
FATHERS' LANGUAGE INFLUENCE ON THEIR SIX-MONTH-OLD INFANTS' VOCALIZATION DURING FREE-PLAY.
Creator
Xia, Lu, Culp, Rex, University of Central Florida
Abstract / Description
Data for this study were derived from videotapes of 26 father-infant dyads, specifically from a five minute period of free-play. The first step was the creation of a literal transcription of the father-infant dyads interaction. Subsequently, nine variables of fathers' language characteristics and one infant characteristic were coded employing the literal transcriptions and observing the videotapes. The fathers' language variables were number of : (1) father utterances, (2) father...
Show moreData for this study were derived from videotapes of 26 father-infant dyads, specifically from a five minute period of free-play. The first step was the creation of a literal transcription of the father-infant dyads interaction. Subsequently, nine variables of fathers' language characteristics and one infant characteristic were coded employing the literal transcriptions and observing the videotapes. The fathers' language variables were number of : (1) father utterances, (2) father words, (3) father contingent responses, (4) father teaching utterances, (5) father descriptive teaching utterances, (6) father directive teaching utterances - making commands, (7) father directive teaching utterance – asking questions, (8) percentage of father teaching utterances, and (9) mean length of father utterances (MLU). The infant variable was number of vocalizations. Eight out of the nine variables were positively correlated to infant vocalizations, indicating the importance of fathers input in child language development. The only negative correlation in the present study was between Mean Length of Utterance (MLU) and infant vocalizations and the possible reasons are discussed. The findings support the idea that there are positive relationships between fathers' language characteristics and infant vocalizations. Recommendations are made that fathers should be involved in early intervention programs.
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Date Issued
2010
Identifier
CFE0003229, ucf:48553
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003229
Water consumption of children in Head Start classrooms.
Title
Water consumption of children in Head Start classrooms.
Creator
Zhang, Bingbing, Culp, Anne, Culp, Rex, Macy, Marisa, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
The Institute of Medicine (IOM) identifies the importance of water consumption and suggested that children need to consume water each day (IOM, 2011). Head Start Performance Standards requires that the children have free access to drinking water throughout the program day (DHHS, 2016a).The first goal of this study was to identify the quantity of water consumed by children during the program day (8am-2pm). This study employed a person-centered approach to explore the water consumption of the...
Show moreThe Institute of Medicine (IOM) identifies the importance of water consumption and suggested that children need to consume water each day (IOM, 2011). Head Start Performance Standards requires that the children have free access to drinking water throughout the program day (DHHS, 2016a).The first goal of this study was to identify the quantity of water consumed by children during the program day (8am-2pm). This study employed a person-centered approach to explore the water consumption of the children through observations and direct measurement to identify the amount of the water consumed during a program day. Four classrooms from a Head Start center in a southeastern school district were included in the study. A total of 80 children were observed during the program day (8am-2pm) over a period of 8 weeks. Each child was given a water bottle and instructed to drink freely from the water fountain or the water bottle. In the classroom, water intake from the water fountain and water bottles were recorded.The second goal of this study is to examine profiles of the water consumption from both the school and at home. A person-centered approach combined the individual data of water consumption, from both observation and parental reports, to deepen our understanding of the issue. The 80 parents or legal guardians completed a brief survey to provide information on water consumption at home. No statistically significant differences across demographic characteristics were found. However, large to moderate effect size were discovered.The third goal of the present study was to compare the usage of the sugary sweetened beverages (SSBs) with the national Head Start Faces data 2009 (DHHS, 2017). The current study group had statistically significant difference in consumption of those sugary sweetened beverages. The current study concluded that the water consumption of the children in Head Start classrooms are far less that recommended level. Suggestions on how to increase water consumption were made based on observed behaviors of children across four classrooms. Policy changes regarding water consumption is suggested to increase the water consumption.
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Date Issued
2018
Identifier
CFE0007270, ucf:52201
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007270
Role Play and Social Stories: An Intervention for Increasing Verbal Initiations in children with Autism
Title
Role Play and Social Stories: An Intervention for Increasing Verbal Initiations in children with Autism.
Creator
Dinon, Andrea, Culp, Rex, Pearl, Cynthia, Levin, Judith, University of Central Florida
Abstract / Description
The effect of a treatment package consisting of social stories and role play on the verbal initiation of one 4-year old girl with autism was examined. Using a multiple baseline across activities treatment design, the investigator measured the number of verbal initiations during 10-minute sessions while the participant engaged in one of three activities, board games, pretend play, or constructive play. Baseline data, baseline probes and treatment data were collect for the three activities. The...
Show moreThe effect of a treatment package consisting of social stories and role play on the verbal initiation of one 4-year old girl with autism was examined. Using a multiple baseline across activities treatment design, the investigator measured the number of verbal initiations during 10-minute sessions while the participant engaged in one of three activities, board games, pretend play, or constructive play. Baseline data, baseline probes and treatment data were collect for the three activities. The results indicate that the treatment package was effective in increasing the participant's verbal initiations across all three activities.
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Date Issued
2013
Identifier
CFE0005093, ucf:50726
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005093
Discovering self, leaving struggle behind, and setting examples: Perspectives from first-generation, minority community college women on the value of higher education
Title
Discovering self, leaving struggle behind, and setting examples: Perspectives from first-generation, minority community college women on the value of higher education.
Creator
Sheel, Antonia, Cintron Delgado, Rosa, Owens, James, Pratt Marrett, Caroline, Culp, Rex, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description
This study explored how first-generation, minority community college women who participated in a Student Success course understood their higher education experiences. The researcher used a basic interpretive qualitative methodology to uncover how the value of higher education was constructed within those discussions. Five purposively selected students participated in one-on-one semi structured interviews. The participant's understandings were highlighted independently, reflecting a wide range...
Show moreThis study explored how first-generation, minority community college women who participated in a Student Success course understood their higher education experiences. The researcher used a basic interpretive qualitative methodology to uncover how the value of higher education was constructed within those discussions. Five purposively selected students participated in one-on-one semi structured interviews. The participant's understandings were highlighted independently, reflecting a wide range of sentiments that were largely self-directed in essence, at times ambiguous and yet, complex in nature as the women made sense of their experiences. Through the use of thematic analysis, three dominant discourses about the value of higher education were identified as opportunity and defined as: 1) Personal Fulfillment and Intrinsic Motivation, 2) Financial Stability and College as Insurance against Poverty, and 3) Social Obligations: Breaking Stereotypes and Setting Examples. The data coupled with researcher reflections serve as the basis for implications for Student Success faculty and administrators in the areas of pedagogical strategy, marketing, resource creation, and program restructuring. Lastly, recommendations were made for future research studies.
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Date Issued
2014
Identifier
CFE0005255, ucf:50588
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005255