Children with cochlear implants and complex needs: a review of outcome research and psychological practice     

Edwards LC 《Journal of deaf studies and deaf education》2007,12(3):258-268

In recent years, the number of children receiving cochlear implants who have significant disabilities in addition to their deafness has increased substantially. However, in comparison with the extensive literature on speech, language, and communication outcomes following pediatric implantation in children without complex needs, the available literature for this special group of children is relatively sparse. This article reviews the available research on outcomes, grouping studies according to the nature of the additional disabilities and specific etiologies of deafness. The methodological problems relating to outcome research in this field are outlined, followed by some tentative conclusions drawn from the literature base while bearing these problems in mind. The remainder of the article focuses on the challenges for clinical practice, from a psychological perspective, of implanting deaf children with complex needs. Two groups of children are considered, those whose additional disabilities have been identified prior to implantation and those whose difficulties become apparent at some point afterward, sometimes many years later. A case example describing the psychological assessment of a deaf-blind child being considered for implantation is presented.  相似文献   

Disordered Eating Cognitions as Predictors of Attitudes toward Seeking Professional Psychological Services     

Keri B. Dotson  Akihiko Masuda  Lindsey L. Cohen 《International journal for the advancement of counseling》2011,33(4):225-234

The present study investigated whether young adults’ disordered eating cognitions predicted attitudes toward seeking professional psychological services. Two hundred and eighty three 18- to 24-year-old undergraduate students completed a survey package that included measures of disordered eating cognitions and help-seeking attitudes. Hierarchical regression analyses revealed that greater disordered eating cognitions uniquely predicted lower degrees of favorable help-seeking attitudes overall, lower stigma tolerance with respect to seeking professional psychological services, lower interpersonal openness in the context of help-seeking, and lower confidence in psychological professionals. The findings suggest that outreach interventions should, among other things, focus on stigma associated with help-seeking and disordered eating problems.  相似文献   

Classroom management,school staff relations,school climate,and academic achievement: testing a model with urban high schools     

Lindsey T. Back  Elizabeth Polk  Christopher B. Keys  Susan D. McMahon 《Learning Environments Research》2016,19(3):397-410

Urban learning environments pose distinct instructional challenges for teachers and administrators, and can lead to lower achievement compared to suburban or rural schools. Today’s educational climate increasingly emphasises a need for positive academic outcomes, often measured by standardised tests, on which student educational opportunities, teacher benefits and school funding can be based. By applying an ecological framework to the urban school environment, it could be possible to better understand and ultimately improve the educational context at multiple levels. This study examined how classroom management, staff relations and school climate contribute to academic achievement, as measured by ACT scores. In a large urban American public school system, 208 teachers from 38 high schools were surveyed. A model was tested in which, when academic achievement was accounted for over time, classroom management and staff relations contributed positively to school climate, and climate in turn contributed to academic achievement. Structural equation modeling revealed that the data fitted the proposed model. Results illustrate the roles of school and classroom factors related to academic performance and underline the importance of classroom management strategies and positive learning environments. Results suggest avenues for interventions to increase academic achievement by supporting students through the lens of an ecological framework.  相似文献   

Metacognitive monitoring and help-seeking decisions on mathematical equivalence problems     

Nelson  Lindsey J.  Fyfe  Emily R. 《Metacognition and Learning》2019,14(2):167-187

Metacognition and Learning - Metacognition is central to children’s cognitive development. However, there is conflicting evidence about children’s ability to accurately monitor their...  相似文献   

Constructing narratives of success in the introductory communication course: Using written self-assessments to understand students’ perceptions of learning     

Lindsey B. Anderson  Elizabeth E. Gardner  Andrew D. Wolvin 《Communication Teacher》2019,33(2):164-178

Learning outcomes assessments are an important aspect of course administration. However, these efforts tend to prioritize the perspective of instructors/administrators. This study seeks to understand how students perceive their learning gains after taking the introductory communication course. In qualitatively analyzing a sample of more than 2,500 student self-assessments, we found that students crafted narratives of success that focused on verbal and nonverbal improvements, provided accounts of growth in confidence, and demonstrated mastery of course principles. These findings incorporated student perceptions of learning and closed the assessment loop by highlighting learning outcomes that need to be better emphasized in the introductory course.  相似文献   

Health literacy in schools: prioritising health and well-being issues through the curriculum     

Lindsey Kilgour  Nic Matthews  Polly Christian  Jo Shire 《Sport, Education and Society》2015,20(4):485-500

Health literacy (HL) is a relatively new concept in health promotion and is concerned with empowering people through enhancing their knowledge of health issues and improving their ability to make choices about their health and well-being. Schools are seen increasingly as key settings for the dissemination of health messages through curricula and other on-site provision. However, such opportunities are amongst many demands being placed on educational providers and finding space in the school day to support the health agenda is a challenge. This practice-based, qualitative study examines the current practices in three schools in the UK. In total 34 pupils (n=16 from Year 9 and n = 18 from Year 11) were interviewed in six focus groups (3 in each school), with up to 6 pupils in each focus group. School staff (n = 8) were also interviewed individually. Findings suggest that pupils and staff have an understanding of health and a capacity for HL, though health education (via taught subjects) is not statutory across the four Key Stages of the National Curriculum. In order to engender health literate young people, with a view to reducing health inequalities, it is recommended that key health messages are delivered through an agenda that integrates current provision for health via the curriculum and other school-based practices, such as the Healthy Schools Programme.  相似文献   

Reading Disabled Students’ Word Recognition Abilities: An Elementary and Secondary Perspective     

Jimmy D. Lindsey Ph.D  Earl H. Cheek Ph.D.  Greg H. Frith Ed. D. 《欧洲特需教育杂志》2013,28(3):139-146

ABSTRACT

The purpose of this study was to describe and compare three word recognition abilities of reading disabled students. One hundred and fifty (150) reading disabled pupils, 75 elementary and 75 high school, were randomly selected to participate in this study. Correlated t‐test procedures were used to process the data. The dependent variables were the students’ analytical, phonics, and context analysis word recognition abilities as measured by the Wide Range Achievement Test, Stanford Diagnostic Reading Test, and 12 cloze passages. Results indicated that elementary and secondary reading disabled pupils have significant differences in their ability to use the three different word recognition abilities investigated. Implications for minimum competency testing in reading were discussed.  相似文献   

A Large-Scale Software Engineering Group Project at the University of the West of England,Bristol     

Andrew Gillies  Lindsey Gillies 《Computer Science Education》2013,23(3):268-280

This paper reports on the introduction of a large-scale software engineering group project (in excess of 8 students per group) into the modular undergraduate degree scheme at the University of the West of England, Bristol. The approach taken aims to provide an experience of the coherent nature of software engineering and to develop project and group management skills in undergraduate students. A representational model of this approach is described, together with its implementation.  相似文献   

Cultural Validity in Assessment: Addressing Linguistic and Cultural Diversity,M. Basterra,E. Trumbull,G. Solano-Flores (Eds.), Routledge,New York,NY (2011), 300 pp., ISBN: 978-0-415-99980-9     

Lindsey Perry 《Assessing Writing》2013,18(4):309-311

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Developing hearing-impaired students' writing skills: Martin Buber's mutuality in today's classroom     

H E Teller  J D Lindsey 《American annals of the deaf》1987,132(6):383-385

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