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- Title
- DIALOGIC READING WITH ADOLESCENT MOTHERS.
- Creator
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Abarca, Diana L, Towson, Jacqueline, University of Central Florida
- Abstract / Description
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The purpose of this study was to evaluate the effectiveness of teaching dialogic reading (DR) strategies to adolescent mothers as measured by DR strategy use during shared book reading with their children. The secondary purpose was to determine the impact of adolescent mothers' implementation of DR strategies on their preschool children's single word vocabulary. A single subject multiple baseline across behaviors research design was implemented with one adolescent mother and her twin boys....
Show moreThe purpose of this study was to evaluate the effectiveness of teaching dialogic reading (DR) strategies to adolescent mothers as measured by DR strategy use during shared book reading with their children. The secondary purpose was to determine the impact of adolescent mothers' implementation of DR strategies on their preschool children's single word vocabulary. A single subject multiple baseline across behaviors research design was implemented with one adolescent mother and her twin boys. Based on visual analysis of graphical representation of the data, it was determined there was a moderate to strong functional relation between educating an adolescent mother on DR and her implementation of DR strategies during shared book reading, depending on the DR strategy. Receptive and expressive scores on the individual book assessments decreased from baseline to intervention. These results provide preliminary evidence that adolescent mothers have the potential to implement new strategies during shared book reading when provided with direct support. Future research with this population should strive towards developing an intervention for adolescent mothers and their children to enhance children's language and literacy development.
Show less - Date Issued
- 2018
- Identifier
- CFH2000277, ucf:45821
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000277
- Title
- RECEPTIVE AND EXPRESSIVE SINGLE WORD VOCABULARY ERRORS OF PRESCHOOL CHILDREN WITH DEVELOPMENTAL DISABILITIES.
- Creator
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Hirn, Juliana L, Towson, Jacqueline, University of Central Florida
- Abstract / Description
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Vocabulary growth during the preschool years is critical for language development. Preschool children with developmental disabilities often have more difficulty with learning and developing language, therefore making more errors in vocabulary. It is important to recognize what type of errors children are demonstrating, especially as it relates to receptive and expressive language abilities. This study explores the error patterns preschool children with developmental disabilities make during...
Show moreVocabulary growth during the preschool years is critical for language development. Preschool children with developmental disabilities often have more difficulty with learning and developing language, therefore making more errors in vocabulary. It is important to recognize what type of errors children are demonstrating, especially as it relates to receptive and expressive language abilities. This study explores the error patterns preschool children with developmental disabilities make during receptive and expressive single word vocabulary tests. A secondary analysis of preexisting data was conducted from a sample of 68 preschool children with developmental disabilities ranging in severity. Based on a coding system developed by the author, errors were classified according to type. The majority of the errors children made were classified as No Response types of errors, with the second most common error being Semantic Perceptual errors of receptive and expressive picture naming tasks. Understanding the types of errors preschool children with disabilities make will help to enhance their language and therapy needed to thrive as a learner, especially as they begin elementary school.
Show less - Date Issued
- 2017
- Identifier
- CFH2000261, ucf:46010
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000261
- Title
- PARAPROFESSIONAL-IMPLEMENTED DIALOGIC READING AND ITS IMPACT ON CHILDREN WITH AUTISM SPECTRUM DISORDERS.
- Creator
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Irvine, Annalise D, Towson, Jacqueline, University of Central Florida
- Abstract / Description
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The purpose of this study was to evaluate the effectiveness of paraprofessional-implemented dialogic reading (DR) strategies on the comprehension, interaction, and attending abilities of a child on the autism spectrum. The secondary purpose was to understand whether the DR strategies assisted the paraprofessional in establishing meaningful interactions and positive behavioral changes with her student on the autism spectrum. A single subject across behaviors design was implemented with one...
Show moreThe purpose of this study was to evaluate the effectiveness of paraprofessional-implemented dialogic reading (DR) strategies on the comprehension, interaction, and attending abilities of a child on the autism spectrum. The secondary purpose was to understand whether the DR strategies assisted the paraprofessional in establishing meaningful interactions and positive behavioral changes with her student on the autism spectrum. A single subject across behaviors design was implemented with one paraprofessional and her student with autism. Judged from visual analysis of the graphical representation of the data, it was determined that there was a medium to strong functional relationship (depending on the individual strategy) between the education of the paraprofessional on DR and the utilization of DR during shared book reading. The child participant did not exhibit overt gains through traditional DR in appropriate verbal responding but did experience a shift towards more consistent correct responding as a result of the DR prompts. These results provide preliminary evidence that paraprofessionals can effectively implement DR strategies in shared book reading with children who are not typically developing. Future research for this population should address certain aspects of traditional DR that could be adapted to more appropriately cater to the needs of children on the autism spectrum.
Show less - Date Issued
- 2018
- Identifier
- CFH2000546, ucf:45615
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000546
- Title
- ADOLESCENT MOTHERS' IMPLEMENTATION OF STRATEGIES TO ENHANCE THEIR CHILDREN'S EARLY LANGUAGE AND EMERGENT LITERACY SKILLS.
- Creator
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Canty, Meredith C, Towson, Jacqueline, University of Central Florida
- Abstract / Description
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Previous studies have examined how the language skills of children with adolescent mothers differs from children of older mothers. However, there is limited information on what specific strategies adolescent mothers utilize to increase early language and emergent literacy skills in their children. The aim of the present study is to examine adolescent mothers' use of strategies to increase the early language and emergent literacy skills of their young children. A sample of 14 adolescent...
Show morePrevious studies have examined how the language skills of children with adolescent mothers differs from children of older mothers. However, there is limited information on what specific strategies adolescent mothers utilize to increase early language and emergent literacy skills in their children. The aim of the present study is to examine adolescent mothers' use of strategies to increase the early language and emergent literacy skills of their young children. A sample of 14 adolescent mothers enrolled in a teen parenting program were surveyed on their use of common strategies that are shown to facilitate early development of language and literacy skills in young children, and they provided a self-report of their child's language development using a norm-referenced tool. A researcher developed questionnaire was used to determine the frequency of strategies used by the adolescent mothers. The MacArthur Bates Communicative Development Inventories were used to gather child language development data to compare with the frequency of strategy usage. The measures were analyzed with ANOVAs, Pearson Correlations and Spearman's rank-order correlations to determine the significance and relationship between variables. Adolescent mothers were found to generally score low on the Self-Assessment of Language and Literacy Implementation (SALLI), with deficits specifically in the areas of Directiveness and Home Environment. The CDIs showed that the children were reported to have below average language development, and their scores were significantly related to aspects of the adolescent mother's reported implementation.
Show less - Date Issued
- 2016
- Identifier
- CFH0000234, ucf:44677
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0000234
- Title
- Life Partner Perceptions of the Emotional Impact of Stuttering.
- Creator
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Svenning, Athanasia, Vanryckeghem, Martine, Towson, Jacqueline, Hamilton, Melissa, University of Central Florida
- Abstract / Description
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The aim of the present study is to investigate the extent to which life partners understand the emotional impact stuttering has on their loved one who stutters. This was accomplished by administering the Speech Situation Checklist - Emotional Reaction (SSC-ER), a subtest of the Behavior Assessment Battery (BAB; Vanryckeghem (&) Brutten, 2018) via Qualtrics, an online survey software, to the participants who stutter and a modified version of the SSC-ER to their life partner. No significant...
Show moreThe aim of the present study is to investigate the extent to which life partners understand the emotional impact stuttering has on their loved one who stutters. This was accomplished by administering the Speech Situation Checklist - Emotional Reaction (SSC-ER), a subtest of the Behavior Assessment Battery (BAB; Vanryckeghem (&) Brutten, 2018) via Qualtrics, an online survey software, to the participants who stutter and a modified version of the SSC-ER to their life partner. No significant differences and a positive correlation were observed between groups (people who stutter (PWS) and their life partner (LP) as it relates to total score on the SSC-ER. Gender, age, and duration of relationship, overall, were not confounding variables that affected the total score. Internal reliability was high across both the SSC-ER and its modified version. All items on the test correlated significantly with the total score with the exception of items 8 and 13 for PWS and items 6, 13, and 36 for LPs. Between-group item analysis revealed that the majority of test items did not differ significantly with the exception of six items: 3, 4, 13, 19, 26, and 27. The aforementioned items follow the construct pertaining to fixed sounds and/or words. The findings in this investigation provide evidence that LPs have a general understanding of the anxiety levels their partner who stutters experiences as it relates to communication situations.
Show less - Date Issued
- 2018
- Identifier
- CFE0007253, ucf:52199
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007253
- Title
- Partnering with paraprofessionals: Expanding preschool children's responses through dialogic reading.
- Creator
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Hirn, Juliana, Towson, Jacqueline, Green, Katherine, Kent-Walsh, Jennifer, University of Central Florida
- Abstract / Description
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Shared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children...
Show moreShared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children with DD. DR has been shown to be an effective strategy to teach typically developing preschool-aged children vocabulary, language, and literacy skills, however research in children with DD is limited. Results related to the different types of questions asked by paraprofessionals before and during a DR intervention showed one singular training of DR positively impacted paraprofessional's implementation of DR strategies and children's responses to prompts. A positive impact was found on children's language use during book readings.
Show less - Date Issued
- 2019
- Identifier
- CFE0007891, ucf:52794
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007891
- Title
- Implementation of roles and responsibilities of speech-language pathologists working in schools.
- Creator
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Nir, Tamar, Ehren, Barbara, Sims, Valerie, Towson, Jacqueline, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine how the roles and responsibilities of speech-language pathologists (SLPs) in schools are being implemented, whether speech-language pathologists in schools feel comfortable with their roles, and whether they are willing to engage in professional learning activities to hone knowledge and skills in role areas in order to inform pre-service and in-service learning This study utilized an online survey to collect responses. The survey included questions...
Show moreThe purpose of this study was to determine how the roles and responsibilities of speech-language pathologists (SLPs) in schools are being implemented, whether speech-language pathologists in schools feel comfortable with their roles, and whether they are willing to engage in professional learning activities to hone knowledge and skills in role areas in order to inform pre-service and in-service learning This study utilized an online survey to collect responses. The survey included questions related to the rate of implementation, comfort level, and desire for further professional learning with regards to the roles and responsibilities prescribed by American Speech-Language Hearing Association (ASHA) for the SLP in the school. Additionally, this survey examined whether SLPs in schools felt that their scope of practice has shifted focus from traditional speech-sound disorders to one of language/literacy disorders, whether they received adequate support from the schools and/or districts, and whether their university programs prepared them for clinical practice. A total of 609 SLPs participated in this study, with 98% being female. Most participants were between the ages of 45-64 years (45%).The results of this study indicated that with regards to rate of implementation and comfort level, participant responses varied depending on the role and responsibility. Sixty-one percent of participants were confident with critical roles, or roles/responsibilities that are typically considered cornerstones of the practice of speech-language pathology. Participants tended to be less confident with roles related to collaboration and leadership. With regards to the additional questions addressed by this study, over 50% of participants agreed that their career has shifted in focus from traditional speech-sound disorders to one of language/literacy disorders, and that they received adequate support from their school and/or district. Participants also tended to agree that their university program prepared them well for clinical practice and that they desired more professional learning for the delineated roles/responsibilities that they did not feel confident implementing. The implications of this study are that despite overall ratings of frequent implementation and comfort with certain roles/responsibilities, there are still areas that SLPs require further education in order to hone their skills within the context of the expanding landscape of speech-language pathology. An in-depth summary of the data, limitations of the study, and suggestions for future research are discussed.
Show less - Date Issued
- 2019
- Identifier
- CFE0007509, ucf:52656
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007509
- Title
- Effects of Collaboration Between Speech-Language Pathologists and Third-Grade Teachers on Student Vocabulary Outcomes.
- Creator
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Mitchell, Mary, Ehren, Barbara, Towson, Jacqueline, Zygouris-Coe, Vassiliki, Hahs-Vaughn, Debbie, University of Central Florida
- Abstract / Description
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A persistent literacy crisis continues to be reflected in international (Organisation for Economic Co-operation and Development [OECD], 2013), national (National Center for Education Statistics [NCES], 2015), and local literacy outcome data. Educators, including speech-language pathologists (SLPs), are called upon to collaborate to support students who struggle with academic language/literacy. However, few studies have operationally defined collaboration and investigated the effects of...
Show moreA persistent literacy crisis continues to be reflected in international (Organisation for Economic Co-operation and Development [OECD], 2013), national (National Center for Education Statistics [NCES], 2015), and local literacy outcome data. Educators, including speech-language pathologists (SLPs), are called upon to collaborate to support students who struggle with academic language/literacy. However, few studies have operationally defined collaboration and investigated the effects of collaboration on student achievement. As a result, there is insufficient guidance for educators about ways to design, implement, and assess the effectiveness of collaboration models, defined in terms of their effects on student outcomes.There were two main objectives of this research. The first objective was to investigate whether literacy partnerships between SLPs and third-grade general education teachers, who used a systematic collaboration protocol, yielded better vocabulary outcomes for students than teachers instructing without collaborating with SLPs. The second objective of the study was to examine collaborators' progress toward adopting the collaboration protocol. The quasi-experimental design involved a collaboration treatment condition (n = 2 collaborative pairs; n = 34 students) and a comparison condition (n = 2 non-collaboration teachers; n = 34 students). In both conditions, similar versions of a specific vocabulary technique were implemented over seven weeks. Students' vocabulary knowledge was measured at pretest and posttest using three researcher-created vocabulary assessments adapted from previous measures in vocabulary research. A two-factor split-plot analysis of variance (ANOVA) revealed a statistically significant interaction effect on the Words-in-Context measure. The significant effect from pretest to posttest within the entire matched group changed as a result of condition; the group mean increase in the students' scores from pretest to posttest was higher in the collaboration condition than the comparison condition. Additional key findings were: (a) a statistically significant increase in group mean scores from pretest to posttest on all three measures within the entire matched group (n = 68) and (b) non-significant interactions between the collaboration and comparison groups on two of the vocabulary measures (Synonyms and Non-Examples). When Cohen's d effect sizes were calculated within each condition, there were large effects for all three tasks in the collaboration condition. In the comparison condition, there were large effects for the Synonyms task, and medium effects for the Words-in-Context and Non-Example tasks. The findings of this study also revealed that collaborators achieved high fidelity of the collaboration protocol within a seven-week collaboration segment. Collaborators demonstrated Routine use of a specific collaboration protocol according to the tools of the Concerns Based Adoption Model (Hall (&) Hord, 2015); however, they expressed concerns around managing the task demands of the collaboration protocol. Taken as a whole, these findings are promising. Collaboration between SLPs and third-grade general education teachers using a systematic collaboration protocol with a specific vocabulary technique resulted in student vocabulary gains; on one measure, the gains were significantly larger than those made by students in classrooms where teachers did not collaborate with SLPs. The findings have potential to inform a research and practice agenda for SLPs and other educators in schools. Clinical implications and specific research directions are discussed.
Show less - Date Issued
- 2017
- Identifier
- CFE0006767, ucf:51870
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006767
