Structure of preschool phonological sensitivity: overlapping sensitivity to rhyme,words, syllables,and phonemes

Phonological sensitivity is an important causal variable in reading acquisition; however, there is controversy concerning its nature. One view holds that sensitivity to various linguistic units reflects independent abilities, whereas another holds sensitivity to these units reflects one ability. We examined relations among sensitivity to words, syllables, rhymes, and phonemes in 149 older preschool children (4- and 5-year-olds) and 109 younger preschool children (2- and 3-year-olds) who completed eight measures of phonological sensitivity and measures of print knowledge. Confirmatory factor analyses of all combinations of word, syllable, rhyme, and phoneme factors found that a one-factor model best explained the data from both groups of children (CFIs >.98). Only variance common to all phonological sensitivity skills was related to print knowledge and rudimentary decoding. Findings support a developmental conceptualization of phonological sensitivity.     

Choosing the Appropriate Design and Analysis of a Research Project

It is extremely important that the proper mental planning of a research project is considered before the data collection ever begins. Otherwise, problems may be encountered after the data have been collected and it may then be too late to correct them. This paper will explain some of the important considerations necessary in choosing an adequate design and analysis for a research project.     

Learning Related and Interpersonal Social Skills Constructs in Two Existing Social Skills Assessments

In the social skills literature it has been identified that both learning related social skills and interpersonal social skills may exist. This study ascertained the views of 16 experts regarding the existence of the two proposed constructs, learning related social skills and interpersonal social skills, within two pre-existing assessments: Preschool and Kindergarten Behavior Scales–2nd edition and Child Behavior Rating Scale. Sixteen experts from Australia (n = 11) and Singapore (n = 5) with pediatric backgrounds in occupational therapy, speech pathology, psychology and early childhood education took part in the study. Experts were asked to sort cards with each of the items from the Child Behavior Rating Scale and Preschool and Kindergarten Behavior Scales–2nd edition (66 items in total) into one of two piles (one for learning related social skills and one for interpersonal social skills) and then answered several open ended questions about the clinical utility of these constructs. Preliminary evidence demonstrated the existence of the learning related social skills and interpersonal social skills constructs within the items of the two assessments (Child Behavior Rating Scale and Preschool and Kindergarten Behavior Scales–2nd edition). The experts' opinion also suggested the potential clinical benefits of assessing both learning related social skills and interpersonal social skills in preschool-age children. The study results and implications for further research and clinical practice are discussed.     

Model of Social Competence in an Early Childhood Environment

Maintaining relationships and interacting socially are essential aspects of children's occupational performance. A Model of Social Competence in an Early Childhood environment has been formulated to guide the assessment of and intervention for young children with issues in social skills. This article aims to (1) present the constructs that contribute to social competence for young children, (2) describe the interrelated contextual, foundation and environmental influences on social competence using the Model of Social Competence in an Early Childhood environment as a means of systematically examining these factors, and (3) discuss future directions for early intervention for children with social competence concerns. Cultural considerations will be discussed in relation to the Singaporean early childhood context.     

Evaluation of Peer Training for Teaching Abduction Prevention Skills

Child abduction is a serious problem, with approximately 100 children killed each year by nonfamily abductors. Training programs to teach children the correct skills to use if they ever come into contact with a stranger can be effective when they incorporate behavioral skills training (BST) and in-situ training (IST) into their protocol. However, these methods can be rather time and energy consuming. The current study evaluated the effectiveness and efficiency of a peer tutoring approach to teaching abduction prevention skills. Peer trainers implemented BST sessions and IST sessions with their younger peers. Children successfully acquired the target safety behaviors taught by the peer trainers, and use of the skills generalized to their natural environment.     

Suitability and context for brief therapy

Abstract

The main point of this paper is that a client's suitability for brief or time-limited therapy is determined by various factors, including context. There is still agreement on the validity of Malan's selection criteria, which included ‘mild illness, recent onset, high motivation and response to trial interpretation’, yet many additional issues have since emerged and need to be considered. For instance, the counsellor's suitability, training and work experience, the counsellor's assessment skills and ability to establish a dynamic focus, the clients' capacity for self-reflection, their ego strength and their response to a trial therapy in the first session. Then there is the importance of the various contexts in which nowadays much brief counselling is offered free to clients, whether in education, at the workplace, in primary healthcare settings or by charitable organizations. This means that issues of money and markets have come to the fore and an initial differential assessment needs to be carried out in order to decide which method or model of therapy is best for the client. Matching the counsellor's personality to the needs and to the pathology of the client, and matching the treatment to the client's developmental stage or life stage crises are other aspects of the work, which determine the issue of suitability. In the end as always there is much that remains unknown about what works for whom and how the client's decision to take up help is made.