Your search found 479 results.

Descriptors:
Aphasia; Dialogs (Language); Language Skills; Home Instruction; Training; Instructional Effectiveness; Electronic Learning; Comparative Analysis

Abstract:
Purpose: The aim of this study was to prove the efficacy of supervised self-training for individuals with aphasia. Linguistic and communicative performance in structured dialogues represented the main study parameters. Method: In a cross-over design for randomized matched pairs, 18 individuals with chronic aphasia were examined during 12 weeks of supervised home training. Intensive language training, assisted by an electronic learning device (B.A.Bar), was compared with nonlinguistic training. Language performance, communicative abilities, and cognitive abilities were controlled before and after each intervention and at follow-up. The language training was designed to facilitate dialogue skills as required in everyday life. Results: Robust and specific improvements in the participants' linguistic and communicative abilities were obtained using B.A.Bar dialogue training but not with nonlinguistic training. The transfer to general linguistic and communicative performance remained limited when the whole group was considered. For 30%-50% of the participants, individual analysis revealed significant improvements in spontaneous language and general communicative skills. Furthermore, individual participants demonstrated significant improvements regarding standardized aphasia assessment and proxy rating of communicative effectiveness. Conclusion: Supervised home training works. This study has proven that it is an effective tool for bolstering linguistic and communicative skills of individuals with aphasia. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Self Efficacy; Academic Achievement; Minority Group Children; Family Environment; Home Instruction; Hispanic American Culture; Low Income Groups; Family Programs; Parent Education; Parents as Teachers; Program Effectiveness; Early Intervention; Home Programs; Home Visits

Abstract:
This study investigated effects of Home Instruction of Parents of Preschool Youngsters (HIPPY), a paraprofessional home visiting program, on parents and children. The program site served low-income, Spanish-speaking families. On average, mothers were 31 years old (SD = 4.78) and children were 3 or 4 years old (M = 3.92, SD = 0.92). Participants (n = 54) had more parenting self-efficacy and more enriched home environments than families on a waiting list (n = 54). In a regression on home environment, participation in the intervention was a stronger predictor than maternal education, depression, and stress. A third-grade follow-up of children in the program showed significantly higher math achievement when compared to low-income Latino third graders in the same school district. These findings appear to validate the HIPPY model, which suggests that parents gain confidence as their children's teachers through their experiences in the program. HIPPY successfully addresses the need for culturally sensitive programming aimed at improving educational achievement among minority children. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Story Reading; Language Impairments; Home Instruction; Intervention; Preschool Children; Parents; Validity; Reading Instruction; Instructional Effectiveness

Abstract:
Purpose: This study evaluated the feasibility, efficacy, and social validity of a parent-implemented intervention for promoting print knowledge in preschoolers with language impairment. Method: This trial involved 62 children and their parents. Each dyad completed a 12-week intervention program. Parents in the treatment group implemented print-focused reading sessions; parents in two comparison groups implemented sessions focused on either storybook pictures (picture-focused condition) or phonological concepts (sound-focused condition). Results: Many parents completed the program successfully, but attrition was high; 23% of families dropped out of the program. Children who remained in the treatment group demonstrated significantly greater gains on 1 of 2 measures of print knowledge compared with those in the picture-focused condition but not the sound-focused condition. Parents generally reported favorable impressions of the program, although several aspects of the program received higher ratings from parents in the print-focused group. Conclusion: Study results raise questions about the feasibility of home-based intervention for some families; future research that examines the characteristics of families that may affect completion are needed. The causal effects of print-focused reading sessions are promising for addressing children's print-concept knowledge but not alphabet knowledge. Home-based reading intervention has considerable social validity as a therapeutic approach. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Low Income; Mothers; Chronic Illness; Child Health; Child Rearing; Depression (Psychology); Hispanic Americans; African Americans; Home Instruction; Prediction; Minority Groups; Preschool Children; Parent Education; Program Effectiveness; Parent Child Relationship; Correlation

Abstract:
Children in low-income and ethnic minority families are more likely to be in poor health, which may impact physical and economic well-being in adulthood. This study explored how maternal depression and parenting efficacy were associated with child health outcomes in a sample of minority low-income families (N = 311). Results demonstrate that mothers with higher parenting efficacy and fewer depressive symptoms are more likely to have healthy children. Low-income families and minority families whose mothers participated in the Home Instruction for Parents of Preschool Youngsters (HIPPY) program were more likely to rate their child's health positively than similar families who lived in areas where the HIPPY program was not available, even when controlling for other predictors. Parental efficacy predicted optimal child health status beyond the presence of a chronic health condition for their young child. Parent characteristics may be opportune targets for addressing child health disparities, and future research should focus on understanding and identifying parent behaviors associated with child health. (Contains 2 tables.) [This research was funded by a UNT-UNTHSC Collaborative Grant.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (114K)

Descriptors:
Student Behavior; Autism; Sons; Teaching Methods; Home Schooling; Pervasive Developmental Disorders; Attention Deficit Disorders; Attention; Parents as Teachers; Disabilities; Labeling (of Persons); Home Instruction; Parent Student Relationship; Writing Skills; Writing Instruction; Writing (Composition); Parenting Skills

Abstract:
Getting anyone's attention is a prerequisite for being able to hold a good conversation with him or her, as anyone who parents or works with preteens or teenagers knows. It is absolutely necessary with individuals on the autistic spectrum because the achievement of what is called "joint attention" (the ability of children to respond to another person's request for shared attention or to request it themselves) is one of the skill deficiencies in people on the autism spectrum. Years of parenting taught the author how to get her son's attention about family matters, but what was happening at school highlighted the difficulties between him and his educators in ways that affected his classroom behavior. The author shares what she and her son learned about his needs and the needs of other children because it may shed light on helpful teaching practices in middle school, high school, and beyond, not only for students on the spectrum but other students as well. The achievement of joint attention--where two people communicate together about something--lies, after all, at the heart of academic life. In this article, the author describes how she uses her son's talents to teach him new skills and in the process learns something about teaching all students. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Augmentative and Alternative Communication; Home Instruction; Homebound; Disabilities; Early Adolescents; Young Adults; Parent Student Relationship

Abstract:
Home-based learning involves juggling many realities to bring out the abilities of medically fragile students. Many homebound learners use augmentative and alternative communication (AAC) for self-expression. This article provides a glimpse of what this means.

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Economic Status; Community Education; Lifelong Learning; Adult Learning; Partnerships in Education; Home Instruction; Family Involvement; Family Programs; Foreign Countries; Global Approach; Gender Issues; Older Adults; Nonprofit Organizations; Training; Sex Fairness; Youth Employment; Adult Education; Social Development; Social Responsibility; Age

Abstract:
Social education is seen as one important way of building a learning society, through supporting people in solving their daily problems. In a learning society, people could participate in a big project to develop their community as well as enjoying learning, without being excluded because of economic status, gender, age or ethnicity. Implementing a community education plan is the important role for social education, in other words, social education has become a main actor in a changing society. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (108K) |  More Info:
Help Find in a Library

Descriptors:
Drama; Writing Skills; Autism; Home Instruction; Home Study; Parents as Teachers; Reading Skills; Thinking Skills; Skill Development; English Literature; Gifted Disabled

Abstract:
Dan recently turned 13; Nick will soon be 12. Both boys are smart and fun; both are loving, write like angels, like to learn, and want friends; both are autistic and hope to learn to speak. They find it challenging to relate to and function in this world, and they work hard to improve their abilities to do so. Last fall, Nick and Dan became classmates and then friends. Now, once or twice a week, they meet at Dan's apartment for approximately an hour and a half for Colloquium, a lesson taught by their parents and aimed at helping them to develop their reading, thinking, and writing skills. Shakespeare's works have been the focus of some of their studies and a catalyst for their learning. In this article, the author describes how Shakespeare inspired these two boys to create their own screenplay. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Diseases; Health Promotion; Child Health; School Districts; School Role; Attendance Patterns; Educational Technology; Home Instruction; At Risk Persons; Access to Education; Interpersonal Communication; Multimedia Instruction; Educational Resources; Staff Development; Planning; Teaching Methods; Distance Education; Teacher Role; Parent Role; School Business Relationship

Abstract:
As the Centers for Disease Control (CDC) releases its "Guidance for School Responses to Influenza During the 2009-2010 School Year," the U.S. Department of Education reminds states, districts, schools, students, staff, families, and communities about the importance of ensuring the continuity of learning in the event of student or school dismissals. The purpose of this document is to provide recommendations to help schools maintain the continuity of learning for: (1) individual or small groups of students who are out-of-school for extended periods; and (2) large groups of students disrupted by school dismissals or large numbers of faculty absences. It offers key questions for states, districts, school leaders, teachers, parents, and students, and provides resource opportunities and best practices. Four guiding questions are presented to help districts and schools develop learning continuity strategies and action plans: (1) How will affected parties communicate during individual or prolonged absences or during school-wide dismissals? (2) How will students understand and access available academic resources and other supports from home? (3) What equipment and other resources are available or need to be acquired to enable school and district learning continuity plans? and (4) What additional training or experience is required to prepare all parties to respond appropriately when needed? A decision table is appended that includes detailed questions that will lead schools, districts, and states to inventory instructional content and available technology; evaluate educator, student, and parent readiness to participate successfully in distance learning; and evaluate state and district operating plans to support various distance learning options. (Contains 2 footnotes.) [For "Guidance for School Responses to Influenza During the 2009-2010 School Year, " see ED506279.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (167K)

Descriptors:
Learning Disabilities; Disability Identification; Brain; Educational Environment; Home Instruction; Cancer; Special Needs Students; Children; Symptoms (Individual Disorders); Federal Legislation; Injuries; Learning Problems; Cognitive Ability; Elementary School Students; Secondary School Students; College Students; Academic Ability; Physical Disabilities

Abstract:
By 2010 it is predicted that one in 900 adults will be survivors of some form of pediatric cancer. The numbers are somewhat lower for survivors of brain tumors, though their numbers are increasing. Schools mistakenly believe that these children easily fit pre-existing categories of disability. Though these students share some of the characteristics of other types of disabilities, they present a unique constellation of challenges that require flexibility and adjustment on the part of schools and teachers. Survivors demonstrate a constellation of late effects which may change and increase in intensity over time; they are not static. The changes appear to be greater than those delineated for students with learning disabilities, in that they appear to be more than a response to new environmental expectations. Most of these children were not identified as eligible for special education prior to their diagnosis with brain tumors. For many survivors, following the acute phase of illness and a period of home instruction, the expectation of the educational environment is that the students will be able to perform in the same way that the student did before diagnosis. In actuality the diagnosis and treatment of brain tumors in children typically result in a significant number of new challenges for the child. Sometimes these changes do not occur immediately and there may be a disconnection between the time that the student receives treatment and the time that the problems are noted. This article provides information about the range of late effects evidenced by survivors. It describes a retrospective study of evaluation data from the Survivor Education and Reintegration Support Program at Carlow University. The program is designed to support schools, families and survivors as they adjust to the issues of survivorship. Information gathered on late effects and some suggestions for how schools may successfully address the myriad needs of survivors will be provided. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (468K)