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The Impact of a Precision Teaching Intervention on the Reading Fluency of Typically Developing Children 下载免费PDF全文
This research investigated the efficacy of precision teaching (PT) on the reading fluency of typically developing children, aged 7–8 years. Seven participants were assigned to a PT intervention group and received 6 weeks of fluency training using Say All Fast a Minute Every Day Shuffled (SAFMEDS) fluency cards (Phase 1) and a Dolch story (Phase 2). Outcomes were measured using multiple baseline design (MBD) data, Standard Celeration Charts, and pre‐intervention–post‐intervention fluency scores. The MBD data show increased correct responding for PT participants from baseline to the end of each intervention phase. These improvements were maintained at a 3‐week post‐intervention follow‐up. The MBD clearly demonstrated a replication of intervention effects across participants. The study supports prior research in this area showing that PT can lead to large and socially relevant gains in children's reading fluency. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
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Natalya Kaganovich Jennifer Schumaker Danielle Macias Dana Gustafson 《Developmental science》2015,18(5):751-770
Previous studies indicate that at least some aspects of audiovisual speech perception are impaired in children with specific language impairment (SLI). However, whether audiovisual processing difficulties are also present in older children with a history of this disorder is unknown. By combining electrophysiological and behavioral measures, we examined perception of both audiovisually congruent and audiovisually incongruent speech in school‐age children with a history of SLI (H‐SLI), their typically developing (TD) peers, and adults. In the first experiment, all participants watched videos of a talker articulating syllables ‘ba’, ‘da’, and ‘ga’ under three conditions – audiovisual (AV), auditory only (A), and visual only (V). The amplitude of the N1 (but not of the P2) event‐related component elicited in the AV condition was significantly reduced compared to the N1 amplitude measured from the sum of the A and V conditions in all groups of participants. Because N1 attenuation to AV speech is thought to index the degree to which facial movements predict the onset of the auditory signal, our findings suggest that this aspect of audiovisual speech perception is mature by mid‐childhood and is normal in the H‐SLI children. In the second experiment, participants watched videos of audivisually incongruent syllables created to elicit the so‐called McGurk illusion (with an auditory ‘pa’ dubbed onto a visual articulation of ‘ka’, and the expectant perception being that of ‘ta’ if audiovisual integration took place). As a group, H‐SLI children were significantly more likely than either TD children or adults to hear the McGurk syllable as ‘pa’ (in agreement with its auditory component) than as ‘ka’ (in agreement with its visual component), suggesting that susceptibility to the McGurk illusion is reduced in at least some children with a history of SLI. Taken together, the results of the two experiments argue against global audiovisual integration impairment in children with a history of SLI and suggest that, when present, audiovisual integration difficulties in this population likely stem from a later (non‐sensory) stage of processing. 相似文献
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Kally M. Luck Dorothea C. Lerman Wai-Ling Wu Danielle L. Dupuis Louisa A. Hussein 《Journal of Behavioral Education》2018,27(1):124-144
We compared the effectiveness of and preference for different feedback strategies when training six special education teachers during a 5-day summer training program. In Experiment 1, teachers received written or vocal feedback while learning to implement two different types of preference assessments. In Experiment 2, we compared either written or vocal feedback to vocal feedback combined with video replays of performance while training the teachers to implement two variations of discrete-trial training. The different forms of feedback were similarly effective for all of the participants. However, all of the teachers showed a preference for vocal feedback when they could choose which form of feedback they would receive from the experimenter. Results have important implications for the use of feedback when training teachers. 相似文献
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This study tested if children with specific language impairment (SLI) or children with specific reading disability (SRD) have abnormal brain responses to sounds. We tested 6‐ to 12‐year‐old children with SLI (N =19), children with SRD (N =55), and age‐matched controls (N =36) for their passive auditory event‐related potentials (ERPs) to tones, rapid tones, vowels and consonant‐vowels. Thirty‐eight percent of the children with SLI or SRD had less typical passive auditory ERPs in the N1–P2 window to sounds in general, rather than to tones, rapid tones, vowels or consonant‐vowels specifically. The ERPs of these children were significantly ‘flatter’ in the N1–P2 region than normal. All the children with flatter ERPs in the N1–P2 region had poor non‐word reading. A subgroup of these poor non‐word readers also had poor non‐word repetition. These findings support the hypothesis that impaired auditory processing is a causal risk factor for both SLI and SRD. 相似文献
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A. Stephen Lenz Jennifer Gerlach Julia Dell’Aquila Danielle Pester 《Journal of counseling and development : JCD》2020,98(2):200-206
An embedded mixed-methods design was implemented with 34 elementary-age students (mean age = 10.15 years, SD = 0.65) to evaluate salient experiences and improvements in protective factors and life satisfaction associated with a subjective well-being intervention program (SWIP). Analyses resulted in a model of participant experiences in which thematic experiences with SWIP participation (improved emotional expression, enhanced self-discovery, and increased empathy) promoted the emergence of protective factors (self-concept and self-confidence) that contributed to life satisfaction. 相似文献
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