Building Blocks for Learning, Occupational Therapy Approaches: practical strategies for the inclusion of special needs in primary school – By Jill Jenkinson, Tessa Hyde and Saffia Ahmad     

Brenda McDonald 《British Journal of Special Education》2009,36(2):126-127

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Shared Entertainment,Shared Opinions: The Influence of Social TV Comments on the Evaluation of Talent Shows     

Stephan Winter  Nicole C. Krämer  Brenda Benninghoff  Christine Gallus 《广播与电子媒介杂志》2018,62(1):21-37

The present research investigated whether co-viewer comments in social TV interactions are able to enhance or weaken media effects. With the example of talent shows, the valence of co-viewer comments (pro/contra/none) as well as the type of content (antisocial behavior vs. conventional performance) were varied in an experiment (N = 117). Results showed that participants’ own comments and their private attitudes about the judges varied in line with comment valence. Findings suggest that social TV viewers are prone to social influence of their co-viewers, which might amplify problems regarding the portrayal of antisocial behavior in reality TV.  相似文献   

Correction to: Feedback-seeking behavior in second language writing: motivational mechanisms     

Papi  Mostafa  Bondarenko  Anna Vitalyevna  Wawire  Brenda  Jiang  Chen  Zhou  Shiyao 《Reading and writing》2020,33(2):507-509

Reading and Writing - The original publication of the article contained errors in the tables.  相似文献   

A network under stress: using embeddedness to understand uncertainty management and resilience in campus emergencies     

Jessica L. Ford  Jacob S. Ford  Seth S. Frei  Andrew Pilny  Brenda L. Berkelaar 《Journal of Applied Communication Research》2016,44(3):316-335

Persistent school shootings have generated ongoing pressure to assess and enhance crisis communication effectiveness via strategies such as resilience-building and post-crisis restoration. A network perspective offers a robust, multilevel approach for examining complex information flows among community, campus, and individual actors affected by crises. Drawing on relational and structural embeddedness and Uncertainty Management Theory, we offer nine propositions that help explain structural and relational changes in a network over time. Although theoretically driven, these propositions are primarily functional, offering practical implications for safety officials and administrators trying to understand, prepare for, and respond to crises. Thus, we suggest measures and recommendations to improve information flow, uncertainty management, and resilience before, during, and after a crisis.  相似文献   

Using Multicultural Resources for Teachers to Combat Racial Prejudice in the Classroom     

Andrea M. D''''Angelo  Brenda P. Dixey 《Early Childhood Education Journal》2001,29(2):83-87

As the American population continues to become more diverse there is a need to provide children in early education with factual information about all ethnic groups to decrease prejudice. First, teachers must examine their own beliefs prior to implementing a multicultural approach into the curriculum. Three questions are presented that will assist teachers in evaluating their views and behaviors toward ethnic groups. Informative resources are provided for teachers to educate themselves, parents, and students. Through children's literature, instructional materials, and Internet sources, teachers can promote more positive attitudes among students and educate children to be respectful and accept the individuality of others.  相似文献   

Chinese children with ASD in Hong Kong (SAR): development of inclusive practice     

Brenda Peters  Chris Forlin 《Journal of Research in Special Educational Needs》2011,11(2):87-98

The advancement of inclusive educational provision in the Asia‐Pacific region has been guided by international research. As one example, Hong Kong has developed a unique and cultural response to inclusive practice within the region. This paper reviews Hong Kong's development of inclusive education practice for children with autism spectrum disorder (ASD). It provides an account of how services in education have developed for Chinese children with ASD, from diagnosis to school placement, and how the students are supported. A number of challenges for the region are discussed including those related to pedagogy, mentoring, placement, support and the need for culturally appropriate professional learning.  相似文献   

VIII. DEVELOPMENTAL TRAJECTORIES OF CHILDREN'S WITHDRAWAL AFTER THE BIRTH OF A SIBLING     

Wonjung Oh  Ju-Hyun Song  Richard Gonzalez  Brenda L. Volling  Tianyi Yu 《Monographs of the Society for Research in Child Development》2017,82(3):106-117

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Children''s Beliefs about Strategies to Reduce Parental Anger     

Katherine Covell  Brenda Miles 《Child development》1992,63(2):381-390

Age and sex differences in beliefs about strategies for reducing parental anger were assessed. The central question was whether direct intervention strategies are the most effective for, and reflect more advanced understanding of, anger reduction. In Study 1, 120 children ages 4-9 years generated strategies they believed would lessen a parent's anger elicited by 3 situations of increasing complexity. Across ages children proposed direct intervention strategies for the simplest situation, and there was an age increase in suggesting direct intervention strategies for the more complex situations. In Study 2, 180 children, ages 4-12 years, and their parents rated the effectiveness of the strategies generated for the most complex situation (interparental argument). There was no longer a unilinear age increase in believing direct intervention strategies effective. Unlike with older and younger children, there was no agreement between 7-9-year-olds and their parents on the efficacy of direct intervention strategies.  相似文献   

The transition from fingerspelling to English print: facilitating English decoding   总被引：1，自引：0，他引：1  

Haptonstall-Nykaza TS  Schick B 《Journal of deaf studies and deaf education》2007,12(2):172-183

Fingerspelling is an integral part of American Sign Language (ASL) and it is also an important aspect of becoming bilingual in English and ASL. Even though fingerspelling is based on English orthography, the development of fingerspelling does not parallel the development of reading in hearing children. Research reveals that deaf children may initially treat fingerspelled words as lexical items rather than a series of letters that represent English orthography and only later begin to learn to link handshapes to English graphemes. The purpose of this study is to determine whether a training method that uses fingerspelling and phonological patterns that resemble those found in lexicalized fingerspelling to teach deaf students unknown English vocabulary would increase their ability to learn the fingerspelled and orthographic version of a word. There were 21 deaf students (aged 4-14 years) who participated. Results show that students were better able to recognize and write the printed English word as well as fingerspell the word, when training incorporated fingerspelling that is more lexicalized. The discussion focuses on the degree to which fingerspelling can serve as a visual phonological bridge as an aid to decode English print.  相似文献   

Language and theory of mind: a study of deaf children     

Schick B  de Villiers P  de Villiers J  Hoffmeister R 《Child development》2007,78(2):376-396

Theory-of-mind (ToM) abilities were studied in 176 deaf children aged 3 years 11 months to 8 years 3 months who use either American Sign Language (ASL) or oral English, with hearing parents or deaf parents. A battery of tasks tapping understanding of false belief and knowledge state and language skills, ASL or English, was given to each child. There was a significant delay on ToM tasks in deaf children of hearing parents, who typically demonstrate language delays, regardless of whether they used spoken English or ASL. In contrast, deaf children from deaf families performed identically to same-aged hearing controls (N=42). Both vocabulary and understanding syntactic complements were significant independent predictors of success on verbal and low-verbal ToM tasks.  相似文献