Relationship transitions for parents of children with autism spectrum disorder: types,turbulence, and transition processing communication     

Kellie St.Cyr Brisini  Denise Haunani Solomon 《Journal of Applied Communication Research》2018,46(4):447-468

This study surveys transitions specific to parents of children with autism spectrum disorder (ASD), examines how aspects of relational turbulence vary based on the type of transition experienced, and explores the transition processing activities couples use to navigate marital transitions in this context. The study examined the transition experiences of 298 parents of children with ASD who were currently married. Participants detailed an important transition throughout the life span of their child with ASD using open-ended questions. They completed scales assessing qualities of the relationship during the transition and transition processing communication used to navigate the experience. Results demonstrate significant differences in experiences of relational turbulence based on the type of transition described. In particular, the initial diagnosis received the highest ratings for transition magnitude and relational turbulence compared to other common transitions. Engagement in transition processing communication predicted relational uncertainty and facilitation from a partner, which predicted relational turbulence.  相似文献   

Assessment of attention in school children: teachers' ratings related to tests of attention     

Timothy C. Papadopoulos  J. P. Das  H. M. Nelly Kodero  Veronica Solomon 《欧洲特需教育杂志》2013,28(1):15-32

The paper provides (1) a teacher-administered rating instrument for inattention without confounding the rating with hyperactivity and conduct disorder, and (2) evidence that the ratings correlate with the scores obtained from cognitive tests of attention. In Study I, the first objective was to investigate the construct validity and the inter-rater reliability of the Attention Checklist (ACL) by factor analysing the teacher ratings of 110 Grade 4 children, obtained by using the ACL. The second objective was to investigate the predictive validity of the ACL by examining the relationship between the scores obtained for the participants from teachers' ratings using the ACL and the scores obtained by participants in the lab-type attention tests. The results of factor analysis showed that a single factor labelled ‘inattention’ underlies the 12 items in the ACL. Examining the differences in performance on attention tests, the ‘low attention’ children as rated by the teachers on the ACL scored lower than the ‘high attention’ children on the objective tests of attention. These findings were replicated in Study II, which was conducted to test further the construct validity and predictive validity of the ACL. This time, only those two tests (Auditory Attention and Visual Attention) that had shown relatively poor discrimination between the high and low attention groups in Study I were, again, administered to another cohort of 97 Grade 4 children, as it was our intention to further challenge the reliability of the ACL. Overall, the results of both studies suggest that comprehensive assessment of attention skills should include both ACL and objective measures of selective attention.  相似文献   

Bridge foundations.—Description of the mode of founding the piers of the Ohio and Pennsylvania Railroad Bridge,across the Allegheny River at Pittsburgh     

Solomon W. Roberts 《Journal of The Franklin Institute》1840

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Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students     

Yvette Solomon  Duncan Lawson  Tony Croft 《Gender and education》2011,23(5):565-583

Many learners may be successful in mathematics but nevertheless see themselves as existing only on the margins of the practice, or as lacking stability in it – in this sense, they have what can be called a fragile identity. Although this kind of relationship with mathematics is not limited to girls and women, they do appear to express such fragile identities more often or more readily. Drawing on qualitative and quantitative data from undergraduates in three English universities, this paper presents an analysis of the way in which university mathematics is differentially experienced by men and women, and of the part this may play in women’s ongoing narratives of self as mathematicians. It is suggested that some women resist traditional positionings in the mathematics world, drawing on local resources which enable a sense of agency as successful students and a refiguring of their relationships with mathematics.  相似文献   

Accessions: researching,designing higher education     

Yvette Taylor 《Gender and education》2011,23(6):777-782

This brief viewpoint piece depicts educational (dis)engagements apparent in researching and (re)designing higher education in and through Accessions. Accessions, a collaborative research-design project, probed at how cultures, climates and conditions of higher education may be reproducing or reshaping social inequalities and divisions. Here, questions are asked about how these might be challenged within and potentially beyond the specific locale of one university campus. This research-design project hopes to enable a critical perspective on issues of ‘participation’, ‘impact’, ‘engagement’ and ‘internationalisation’, where regulations and measures may be resisted and disrupted.  相似文献   

Heterogeneity in schooling rates of return     

Daniel J. Henderson  Solomon W. Polachek  Le Wang 《Economics of Education Review》2011,30(6):1202-1214

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The Intercultural Adjustment Potential Scale (ICAPS) predicts adjustment above and beyond personality and general intelligence     

David Matsumoto  Jeffery A. LeRoux  Yvette Robles  Guillermo Campos 《Int J Intercult Relat》2007,31(6):747-759

Recent research has shown that the psychological skills assessed by the Intercultural Adjustment Potential Scale (ICAPS) can predict adjustment, above and beyond what is already accounted for by personality. The purpose of this study was to examine if the skills tapped by the ICAPS can predict adjustment above and beyond that accounted for by both personality and general intelligence, and whether intelligence can predict adjustment above and beyond skills and personality. International students completed a battery of instruments including the ICAPS, a personality measure, and several adjustment indices. In a separate session they also completed a measure of general intelligence. The results indicated that the ICAPS did predict adjustment independently of both personality and intelligence, but that intelligence did not.  相似文献   

The doll project     

Karey Solomon 《Early Childhood Education Journal》1983,11(2):34-35

The urge to love and protect is not the sole possession of the maternal instinct. Small children feel it, too, and seem most free to give it expression when they play play with dolls.  相似文献   

Mentorship Efforts to Support Part-time Social Work Faculty Members     

Marcia A. Shobe  Yvette Murphy-Erby  Jared Sparks 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):446-460

Social work faculty experience increasing demands to develop and maintain a research portfolio that includes external funding and publications. Given the increase in research expectations, more part-time instructors are needed to teach courses. In addition to the literature review, we briefly describe a pilot part-time faculty mentorship project developed by our school to build a strong, connected, and consistent part-time faculty team. However, we also wanted to examine mentorship programs at other schools/departments of social work; as a result, we conducted an exploratory research study with social work deans and directors nationwide. Findings suggested that while schools of social work are more likely to employ greater numbers of faculty overall, departments tend to have higher teaching expectations for full-time tenure-track faculty. Despite variability among responses, most schools and departments provide some form of support to part-time faculty members; a lack of resources was given as the primary reason for limited mentorship activities.  相似文献   

A Critical Review of the Term “Integration” in the Literature on the Jewish Day School in America     

Bennett Ira Solomon 《Journal of Jewish Education》2013,79(4):4-17

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