• I school didn't mean very much to Lynn. Drab, I I crowded hallways and classes, monotonous ... more • I school didn't mean very much to Lynn. Drab, I I crowded hallways and classes, monotonous lecH I tures, repetitive assignments. Lynn's day began J ^ ^ ^ ^ w h e n she escaped to the outside world—a world with infinite varieties of colors, shapes, forms, and faces. Lynn learned with her eyes and thought with her hands. Her eyes sought information; her mind stored images and retrieved them when there was a need or use; her hands—with the aid of a pencil, chalk, charcoal, or brush—gave substance to new images she formed from the old. Lynn was an artist. by Sharon Black and Mary Lynn Tromley
ABSTRACT Maria, age 7, has recently immigrated with her family to the United States from South Af... more ABSTRACT Maria, age 7, has recently immigrated with her family to the United States from South Africa. She is making a variety of adjustments in her life, which include attending a U.S. school and learning to play the violin. Maria sometimes feels bombarded at having to cope with the many changes and new opportunities at the same time. Maria loves the Harry Potter books. The adventures are exciting, no matter what kinds of experiences or adaptations she is going through.
The music guided her through the moonless night and although she was exhausted, she kept on paddl... more The music guided her through the moonless night and although she was exhausted, she kept on paddling. She was getting near to Mokoia but the cold water had chilled her to the bone and she began to feel very weak. The music sounded faint now but all the same it gave her courage to press on. Suddenly she felt as if she might be within shouting distance of the Island. She put a foot down in the water and touched some waving weed. A minute later she felt solid land and climbed, stiffly, out of the water. (Te Kanawa, 1989, p. 40)
ABSTRACT This monograph highlights how educational technology can benefit students at risk of sch... more ABSTRACT This monograph highlights how educational technology can benefit students at risk of school failure, particularly students with emotional/behavioral disorders (E/BD). It discusses how technology can improve student motivation to learn, increase engagement in learning, improve academic outcomes, meet the needs of tactile/kinesthetic learners, link incarcerated youth with community support services, increase preservice teacher and inservice learning opportunities, and assist with instructional decision-making. The monograph includes six papers that present research-based technology solutions devised to meet the challenges of training professionals, program development for students with E/BD, and using technology in interventions for students with E/BD. Papers include: (1)"Introduction: Technology, The Great Equalizer" (Lynn K. Wilder); (2) "Project PEGS! Interactive CDs for Practice in Effective Guidance Strategies: Using Technology To Train Teachers in Applying Positive Behavioral Interventions" (Mary M. Wood and others); (3) "Using Interactive Media To Teach Behavior Intervention Planning" (Carl J. Liaupsin and others); (4) "Delivering 500 Provide and Practical Interventions through CD-ROM and Online Technologies" (Ray Beck); (5) "Use of PowerPoint To Increase Reading and Language Skills; A Research-Based Approach" (Francie Murry); and (6) "Hypermedia and Students with E/BD: Developing Untapped Talents and Fostering Success" (Matthew J. Mayer and Peter E. Leone). (Papers include references.) (CR)
ABSTRACT Academic success depends heavily on students’ ability to acquire information, but exposi... more ABSTRACT Academic success depends heavily on students’ ability to acquire information, but expository texts are difficult to process and comprehend, particularly for students with language difficulties. Support can be provided through instructional discourse, the interactive adult–student conversations that scaffold comprehension and content learning. This article suggests ways in which teachers and speech–language pathologists (SLPs) can collaborate in using instructional discourse to guide students in the processes of attending to text, relating implied to stated information, connecting text content to background knowledge, and applying text content to students’ own experiences. SLPs and teachers can promote comprehension within discourse as they modify text demands and apply strategies pertaining to questioning, responding, commenting, and extending discussions. This article reviews the literature in the area of instructional discourse and illustrates strategies that can be implemented to facilitate students’ ability to participate in class discussions and process expository texts.
Speech-language pathologists who work in early childhood settings are concerned with monitoring a... more Speech-language pathologists who work in early childhood settings are concerned with monitoring and evaluating progress and making appropriate instructional adjustments to promote at-risk children's language and literacy development. Curriculum-based assessment can be effective in providing practitioners with this type of information. This article discusses processes and procedures for implementing curriculum-based assessment and suggests methods that professionals can use to teach assessment tasks to children who struggle with the task demands.
• I school didn't mean very much to Lynn. Drab, I I crowded hallways and classes, monotonous ... more • I school didn't mean very much to Lynn. Drab, I I crowded hallways and classes, monotonous lecH I tures, repetitive assignments. Lynn's day began J ^ ^ ^ ^ w h e n she escaped to the outside world—a world with infinite varieties of colors, shapes, forms, and faces. Lynn learned with her eyes and thought with her hands. Her eyes sought information; her mind stored images and retrieved them when there was a need or use; her hands—with the aid of a pencil, chalk, charcoal, or brush—gave substance to new images she formed from the old. Lynn was an artist. by Sharon Black and Mary Lynn Tromley
ABSTRACT Maria, age 7, has recently immigrated with her family to the United States from South Af... more ABSTRACT Maria, age 7, has recently immigrated with her family to the United States from South Africa. She is making a variety of adjustments in her life, which include attending a U.S. school and learning to play the violin. Maria sometimes feels bombarded at having to cope with the many changes and new opportunities at the same time. Maria loves the Harry Potter books. The adventures are exciting, no matter what kinds of experiences or adaptations she is going through.
The music guided her through the moonless night and although she was exhausted, she kept on paddl... more The music guided her through the moonless night and although she was exhausted, she kept on paddling. She was getting near to Mokoia but the cold water had chilled her to the bone and she began to feel very weak. The music sounded faint now but all the same it gave her courage to press on. Suddenly she felt as if she might be within shouting distance of the Island. She put a foot down in the water and touched some waving weed. A minute later she felt solid land and climbed, stiffly, out of the water. (Te Kanawa, 1989, p. 40)
ABSTRACT This monograph highlights how educational technology can benefit students at risk of sch... more ABSTRACT This monograph highlights how educational technology can benefit students at risk of school failure, particularly students with emotional/behavioral disorders (E/BD). It discusses how technology can improve student motivation to learn, increase engagement in learning, improve academic outcomes, meet the needs of tactile/kinesthetic learners, link incarcerated youth with community support services, increase preservice teacher and inservice learning opportunities, and assist with instructional decision-making. The monograph includes six papers that present research-based technology solutions devised to meet the challenges of training professionals, program development for students with E/BD, and using technology in interventions for students with E/BD. Papers include: (1)"Introduction: Technology, The Great Equalizer" (Lynn K. Wilder); (2) "Project PEGS! Interactive CDs for Practice in Effective Guidance Strategies: Using Technology To Train Teachers in Applying Positive Behavioral Interventions" (Mary M. Wood and others); (3) "Using Interactive Media To Teach Behavior Intervention Planning" (Carl J. Liaupsin and others); (4) "Delivering 500 Provide and Practical Interventions through CD-ROM and Online Technologies" (Ray Beck); (5) "Use of PowerPoint To Increase Reading and Language Skills; A Research-Based Approach" (Francie Murry); and (6) "Hypermedia and Students with E/BD: Developing Untapped Talents and Fostering Success" (Matthew J. Mayer and Peter E. Leone). (Papers include references.) (CR)
ABSTRACT Academic success depends heavily on students’ ability to acquire information, but exposi... more ABSTRACT Academic success depends heavily on students’ ability to acquire information, but expository texts are difficult to process and comprehend, particularly for students with language difficulties. Support can be provided through instructional discourse, the interactive adult–student conversations that scaffold comprehension and content learning. This article suggests ways in which teachers and speech–language pathologists (SLPs) can collaborate in using instructional discourse to guide students in the processes of attending to text, relating implied to stated information, connecting text content to background knowledge, and applying text content to students’ own experiences. SLPs and teachers can promote comprehension within discourse as they modify text demands and apply strategies pertaining to questioning, responding, commenting, and extending discussions. This article reviews the literature in the area of instructional discourse and illustrates strategies that can be implemented to facilitate students’ ability to participate in class discussions and process expository texts.
Speech-language pathologists who work in early childhood settings are concerned with monitoring a... more Speech-language pathologists who work in early childhood settings are concerned with monitoring and evaluating progress and making appropriate instructional adjustments to promote at-risk children's language and literacy development. Curriculum-based assessment can be effective in providing practitioners with this type of information. This article discusses processes and procedures for implementing curriculum-based assessment and suggests methods that professionals can use to teach assessment tasks to children who struggle with the task demands.
Education and Training in Autism and Developmental Disabilities DADD Online Journal: Research to Practice, 2018
As many children first encounter individuals with developmental disabilities (DD) through charact... more As many children first encounter individuals with developmental disabilities (DD) through characters in children's literature, these individuals must be depicted authentically. Using descriptive analyses, we evaluated 38 books written for children and adolescents (11 picture books, 17 chapter books) for their portrayals of characters with developmental disabilities, comparing the portrayals against those published in three previous studies. All books considered were eligible for the 2018 Dolly Gray Children's Literature Award. Data were analyzed regarding personal portrayal, social interactions, and exemplary practices. Results indicated that most characters portrayed have ASD (80%) and the majority are male (65%). Generally, characters with DD are portrayed positively and realistically, but many remain static throughout the stories. They engage in positive social relationships and are included in integrated settings. Implications for educators, authors/publishers, and researchers are provided.
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