Enhancing Social, Emotional, and Language Learning in Children with Language Impairment

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Bonnie Brinton, PhD and Martin Fujiki, PhD, Communication Disorders Introduction: We were extremely grateful to receive a 2016-2018 Mentored Environment Grant. Our project was entitled Enhancing Social, Emotional, and Language Learning in Children with Language Impairment. The purpose of this project was to employ a multiple baseline, single subject design to investigate the efficacy of […]

fMRI and QEEG Imaging of Auditory Function and Source Localization

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David L. McPherson, Professor Communication Disorders and Neuroscience January 1, 2017 – December 31, 2018 Executive Summary The purpose of the MEG was to mentor students into an active research environment where new neuroimaging techniques were being developed and utilized to describe the auditory system. Approximately 18 undergraduate and graduate students participated in the project. […]

The Predictive Validity of a Kindergarten Dynamic Assessment of Language

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Veronica White and Douglas Petersen, Communication Disorders Introduction Kindergarten students are often administered screening instruments designed to identify weaknesses in emergent literacy skills. Unfortunately, these screeners, which only measure what a student currently knows, cannot validly differentiate between students who have low scores because of limited exposure, language/dialectal differences, or a disability. A more valid […]

Pre-service Teacher’s Perceptions of Technology Integration in their Future Classrooms

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McKenzie Scoffield and Jennifer Wimmer, Teacher Education Introduction Due to the increase in technology in schools, teachers are required to understand how to use the technology, and how to integrate curriculum with it. Technology is incredibly diverse and holds limitless possibilities to the new design of innovative learning. It is also becoming increasingly more common […]

Heterogenity of Private School Effects in Sub-Saharan Africa

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Isaac Riley and Donald Baum, Education Leadership & Foundations Introduction The “private school effect” or “private school advantage” is often treated in the literature as monolithic and constant across countries (Srivastava and Walford 2007), and much of the debate is between two camps arguing whether private education helps or harms, with special emphasis on the […]

Interpreting Speech Perception in Children with Phonological Deficits: Evidence from Event related Potentials (ERP)

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Camille Nuttall and Kathryn Cabbage, Communication Disorders Introduction Children with dyslexia and children with speech sound disorder exhibit differing issues in regard to their speech and language. Dyslexia is a difficulty decoding written language, such as with word recognition or spelling. Speech sound disorder is characterized by speech production errors. Although dyslexia and speech sound […]

Religiosity and Psychological Well-Being: A Correlational Meta-Analysis in North America

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Niyeli Herrera, Yerenia Flores and Timothy Smith, Counseling, Psychology & Special Education In recent years, the demographics of the United States has evolved at exponential rates and now includes an increasingly diverse population of people who are in need of a variety of services, including mental health interventions. Mental health interventions strive to promote well-being, […]

Characters with Disabilities in Newbery Books: Analysis and Trends

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Kellie Egan and Tina Dyches, Teacher Education Children’s literature is an important tool that can be used to learn and grow in socially diverse environments. Realistic portrayals of characters with disabilities have the potential to promote acceptance and understanding of students with disabilities. 1Other studies have shown that the number of children’s books portraying characters […]

Emotional Inferencing in Children with Language Impairment

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Allison Barney and Bonnie Brinton, Communication Disorders Introduction Children with language impairment (LI) present with “a significant impairment in the acquisition and use of language across modalities” (ASHA, 1993). LI is a prevalent disorder affecting 7% of kindergarteners (Tomblin et al, 1997). LI limits a child’s ability to acquire language, to establish relationships with others, […]