Transforming engagement: a case study of building intrinsic motivation in a child with autism          下载免费PDF全文

Jackie Dearden  Anne Emerson  Tom Lewis  Rebecca Papp 《British Journal of Special Education》2017,44(1):8-25

This longitudinal case study of a 10‐year‐old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different ‘states’ demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described.  相似文献   

Spelling development in 6–11‐year‐old Greek‐speaking Cypriot children     

Nataly Loizidou‐Ieridou  Jackie Masterson  J. Richard Hanley 《Journal of Research in Reading》2010,33(3):247-262

The aim of the present study was to examine the spelling development of Greek‐speaking children in the early school grades. Although Greek orthography is regular for reading, it is much less transparent as far as spelling is concerned. Spelling development was investigated using a word spelling task designed to explore the effects of word length, familiarity and spelling regularity. One hundred and fifty normally developing primary school children living in Cyprus took part in the study. Results suggest that the children employed both phonological and lexical strategies in spelling Greek words. Results indicated that sub‐lexical procedures were more marked for younger children, whereas lexical processing was employed more widely by older children. The findings are interpreted in terms of stage developmental models.  相似文献   

Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia     

Jackie Kirk  Rebecca Winthrop 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,55(5):715-723

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What Does 'Inter-professional Collaboration' Mean to Professionals Working with Pupils with Physical Disabilities?     

Jackie Graham  & Jannet A. Wright 《British Journal of Special Education》1999,26(1):37-41

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Public access to congressional records: Present policy and reform considerations     

Harold C. Relyea 《Government Information Quarterly》1985,2(3):235-256

While the records of the Senate and House of Representatives are among the most valuable sources of information for enhancing public knowledge of congressional operations and decisions, they largely have not been available for examination unless they have been distributed as an official publication. Some have suggested that this situation could be rectified by making Congress subject to the requirements of the Freedom of Information Act. There are, however, both constitutional and practical problems in this approach. Nonetheless, there are those within the two Houses who are aware of the need for reform in this area, and efforts have been made to modify archival policies. Arguably, both citizens and legislators can benefit from improved records access arrangements.  相似文献   

How is the discipline of publishing studies accommodated within universities?     

Alison BAVERSTOCK  Jackie STEINITZ 《Learned Publishing》2014,27(4):291-300

This paper offers an overview, both internationally and with a particular concentration on the UK, of how the profession‐orientated discipline of publishing studies (PS) is accommodated and established within those universities where it is offered. It presents a combination of data, gained from a survey of professionals teaching PS, desk research into courses of PS in the UK, and from Heidi and HESA. The findings offer information on the size of the field, the location, the employability of graduates and associated staffing and research support structures. While of interest to publishing studies per se, it should also be relevant to those working within other profession‐orientated disciplines; to those considering the employability of graduating students; and to those considering the value of postgraduate studies.  相似文献   

一个简单的手势     

Jackie Sagner 《海外英语》2005,(6):19-19

一个简单的帮助,就有可能改变一个人对生活、对生命的看法。  相似文献   

Shrouding the endless frontier—Scientific communication and national security: Considerations for a policy balance sheet     

Harold C. Relyea 《Government Information Quarterly》1984,1(1):1-14

Various normal and essential scientific communication activities, including unclassified research dissemination, publication, and exchanges in the open classroom and among scholars, have been limited recently by the Federal government through more vigorous enforcement and stringent application of existing national security controls. These actions are prompted by a growing anxiety about the acquisition of American science and technology by the Soviet Union and its Warsaw Pact allies. Such controls, however, may have a restrictive effect not only on scientific communication, but also on scientific achievement and advancement in the United States. Recognizing this danger, certain countervailing ideas are recounted and discussed here as points of balance both to justifications for these recent limitations and to arguments favoring even broader government authority to constrain scientific communication for reasons of national security.  相似文献   

Refuge of a Scoundrel: The Patriot Act in Libraries: by Herbert N. Foerstel. Westport, CT: Libraries Unlimited, 2004. 210 pp. $35.00 (Cloth). ISBN 1-59158-139-7     

Harold C. Relyea 《Library & information science research》2004,26(4):520-523

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Delving deeper into the black box: formative assessment,inclusion and learners on the autism spectrum     

Jackie Ravet 《International Journal of Inclusive Education》2013,17(9):948-964

This paper explores the implementation of formative assessment through the ‘autism lens’ in order to analyse why the process can be exclusionary for some learners on the autism spectrum. The central thesis of the paper is that, where teachers have no understanding of the autism learning style, they are likely to revert to a normative, ‘majoritarian’ construction of learning. Two problems may flow from this. First, majoritarian assumptions about learning could dominate the inferential process that is the foundation stone of formative assessment. This could lead teachers to mis-read what is going on inside the heads of learners on the autism spectrum, and cause them to make partial and inaccurate inferences about their learning. Second, majoritarian assumptions may also inform the interactive process that underpins formative assessment. Social interaction can be challenging for learners on the autism spectrum and can limit or exclude their participation unless sensitive modifications are made to the social and communication environment. The case is, therefore, made for teacher awareness of a ‘minoritarian’ perspective that foregrounds knowledge and understanding of the autism learning style. Arguably, this knowledge and understanding could enable teachers to adapt the formative assessment process so that it is more effective and inclusive for this group of learners.  相似文献