Auditory - Visual Matching in Learning Disabilities : Intervention Studies from Finland and Sweden

The present thesis discusses relevant issues in education: 1) learning disabilities including the role of comorbidity in LDs, and 2) the use of research-based interventions. This thesis consists of a series of four studies (three articles), which deepens the knowledge of the field of special education. Intervention studies (N=242) aimed to examine whether training using a nonverbal auditory-visual matching computer program had a remedial effect in different learning disabilities, such as developmental dyslexia, Attention Deficit Disorder (ADD) and Specific Language Impairment (SLI). These studies were conducted in both Finland and Sweden. The intervention’s non-verbal character made an international perspective possible. The results of the intervention studies confirmed, that the auditory-visual matching computer program, called Audilex had positive intervention effects. In Study I of children with developmental dyslexia there were also improvements in reading skills, specifically in reading nonsense words and reading speed. These improvements in tasks, which are thought to rely on phonological processing, suggest that such reading difficulties in dyslexia may stem in part from more basic perceptual difficulties, including those required to manage the visual and auditory components of the decoding task. In Study II the intervention had a positive effect on children with dyslexia; older students with dyslexia and surprisingly, students with ADD also benefited from this intervention. In conclusion, the role of comorbidity was apparent. An intervention effect was evident also in students’ school behavior. Study III showed that children with SLI experience difficulties very similar to those of children with dyslexia in auditory-visual matching. Children with language-based learning disabilities, such as dyslexia and SLI benefited from the auditory-visual matching intervention. Also comorbidity was evident among these children; in addition to formal diagnoses, comorbidity was explored with an assessment inventory, which was developed for this thesis. Interestingly, an overview of the data of this thesis shows positive intervention effects in all studies despite learning disability, language, gender or age. These findings have been described by a concept inter-modal transpose. Self-evidently these issues need further studies. In learning disabilities the aim in the future will also be to identify individuals at risk rather than by deficit; this aim can be achieved by using research-based interventions, intensified support in general education and inclusive special education. Keywords: learning disabilities, developmental dyslexia, attention deficit disorder, specific language impairment, language-based learning disabilities, comorbidity, auditory-visual matching, research-based interventions, inter-modal transposeSuomessa ja Ruotsissa tehdyssä oppimisvaikeustutkimuksessa kuntoutettiin menestyksekkäästi eri-ikäisiä oppilaita. Erityisopetuksen oppilaiden määrä on kasvanut. Tilanne korostaa ennaltaehkäisevän ja varhaisen tuen merkitystä. Väitöstutkimuksessa oppimisvaikeuksista kärsiviä oppilaita on menestyksekkäästi kuntoutettu auditiivis-visuaalisen aistitiedon yhdistämistä (Audilex) harjoittavalla tietokoneohjelmalla. Interventioissa tutkittiin alakoulu –ja lukioikäisiä oppilaita (N=242), joilla on lukemis- ja kirjoittamishäiriöitä, tarkkaavaisuushäiriöitä tai kielenkehityksenhäiriöitä. Prof. Karman kehittämä Audilex –ohjelma on tarkoitettu lukivalmiuksien harjoitteluun perustuen auditiivisen ja visuaalisen aistitiedon yhdistämiseen sekä auditiivisen strukturoinnin teoriaan (voidaan tarkoittaa myös musikaalisuutta). Tietokoneohjelma on ei-kielellinen, joka mahdollisti sekä suomalaisten että ruotsalaisten oppilaiden kuntouttamisen. Yleensä kielten rakenteen erilaisuus on haaste oppimisvaikeustutkimukselle; huomion arvoisena tutkimustuloksena voidaankin pitää kuntoutuksen käyttömahdollisuuksia eri maissa ja kieliympäristöissä. Kuntoutuksen tuloksena lukihäiriöisten, myös lukioikäisten oppilaiden lukemistaidot paranivat. Voidaan olettaa, että lukivaikeuksien taustalla on häiriöitä havainnoinnissa, joita tarvitaan auditiivisen ja visuaalisen aistitiedon yhdistämisessä. Komorbiditeetti eli erilaisten oppimisvaikeuksien päällekkäinen esiintyminen tuli esille, sillä myös tarkkavaisuushäiriöiset ja kielenkehityksenhäiriöistä kärsivät oppilaat saivat hyviä tuloksia lukikuntoutuksesta. Nämä tulokset rohkaisevat interventioiden käyttöä erilaisissa oppimisvaikeuksissa, kuten myös ennakoivana ja varhaisen tuen muotona. Positiivisia tuloksia voidaan perustella myös ohjelman tarkkavaisuutta, keskittymistä ja motivaatiota parantavilla ominaisuuksilla. Erityisen huomion arvoista on se, että kuntoutusjakson jälkeen oppilaiden koulumotivaatio lisääntyi. Tutkimustulosten merkittävänä yhteenvetona voidaan todeta, että Audilex –interventiosta ovat hyötyneet kaikki oppimisvaikeusryhmät; positiivisiin tuloksiin eivät myöskään vaikuttaneet kieliympäristö, oppilaiden sukupuoli tai ikä. Tätä mielenkiintoista ilmiötä selitetään kuntoutusohjelman ja -jakson rakenteella sekä erityisesti kahden aistitiedon yhdistämisestä syntyvillä uusilla taidoilla, älykkyydellä, jonka aivojen plastisiteetti mahdollistaa. Oppimisvaikeuksien kuntoutuksen tärkeä tavoite on uusien taitojen siirtäminen muuhun koulutyöhön; näin oppilaat löytävät omat vahvuutensa ja heidän itsetuntonsa paranee

Adapted Primary Literature (APL): An Effective Authentic Text Option for the Science Classroom

The intention of this literature review is to advocate for the incorporation of Adapted Primary Literature (APL) into secondary science classroom instruction in order to aid such science curriculum in achieving balanced authenticity. APL is a valuable instructional text option due to its novel design, an optimal compromise between authenticity and accessibility. APL is a superior reflection of authentic science as it is for professionals of science and in representation of the nature of science (NOS) than Secondary Literature (SL) and textbooks, the dominating scientific text genres of most secondary science classroom instruction. Yet, APL is more accessible in text sophistication and structure than arguably the most authentic genre, Primary Scientific Literature (PSL). In other words, due to such negotiated design, APL could prove invaluable at addressing a multitude of science education objectives associated with authenticity, such as those pertaining to the following common categorical headings: literacy, argumentation, inquiry, concept competence, and the nature of science, to name a few. In addition, APL may address the contemporary science education goals of increased student interest, motivation, and pursuit of scientific endeavors. After all, the current and likely future direction of the global economy, professional atmosphere, consumer decision-making, technological advancements, and environmental threats has required that science education be concerned with far more than just student memorization of content within an isolated, singular disciplinary year. Suggested remedies for potential incorporation challenges, areas in need of further research, and common contrary research positions will be included to provide a comprehensive and supportive examination of APL implementation. No instructive technique is without tradeoffs. Like any other educative method, the success of APL implementation is greatly influenced by the quality of surrounding instruction. Possessing scientific authenticity “in some defined way is never sufficient justification by itself for engaging in an educational practice. Authenticity is no guarantee of effectiveness” (Norris et al., 2009, p. 407)

The language and literacy skills and behaviours of two middle primary severely to profoundly hearing impaired students in the school environment

Much research has shown that the hearing impaired population typically achieve only very low levels of literacy. Many researchers have examined the language and literacy deficits of the hearing impaired population in order to explain this. Nevertheless, a recent study has shown that hearing impaired children\u27s preschool language and literacy development may occur along a similar pathway to that of their hearing peers. The present study aimed to investigate the language and literacy skills, behaviours and interactions of two severely to profoundly hearing impaired middle primary boys in the context of their mainstream school. Both qualitative and quantitative data sources were accessed, which included background records, interviews, standardised testing, sample analyses and observations in the school environment. The boys were reported as having strong visual skills. Results showed that whilst they displayed delays in receptive language and metalinguistic awareness both boys were able to read, but with different levels of achievement: one showed delays in both word recognition and comprehension; the other demonstrated particularly strong word recognition but less highly developed comprehension. There were also differences between the boys in their levels of writing and social language. Nevertheless, whilst one of them showed appropriate social language and interaction skills, they were both often excluded by their hearing peers. Various peer, teacher and environmental factors were identified within the school setting which may have interfered with the boys\u27 social interactions and language and literacy learning. These findings are interpreted in terms of theories of language and literacy acquisition in hearing impaired children and their integration into mainstream settings. Some implications for educational practice and further research are presented

Exploring The Self-Regulatory Behaviors of Elementary Students with Hearing Loss in Inclusive Classrooms

An exploratory, mixed-method and multi-level research design was employed to examine relationships among students’ hearing loss, academic achievement and self-regulation (SR), classroom background noise levels, teachers’ perceptions of inclusion of students who are hard of hearing (HH) and features of classroom instruction that support SR. Data consisted of 10 elementary teachers’ perceptions of the inclusion, and ratings of 131 students’, of whom 8 were hard of hearing, SR and academic achievement scores. Classroom observations were conducted to obtain background noise levels and to examine whether and how teachers implement the features of classroom contexts to support SR within their classroom. Results indicated that a) hearing status predicted SR, b) SR predicted academic achievement for normal hearing (NH) and hard of hearing (HH) students, c) HH students’ received lower SR ratings than NH peers, and d) classroom background noise levels were negatively related to the use of features of instruction to support SR and to teachers’ knowledge and understanding of hearing loss. These results highlight the importance for further teacher education to emphasize a) the effects of hearing loss on learning and SR, b) the influence of classroom background noise levels on HH and NH students’ success, and c) effective strategies for creating an inclusive classroom

Case Study: The Combined Effects of the Neurological Impress Method and the Educational Therapy Approach upon an Adult Disabled Reader

The adult remedial reader often exhibits diverse needs which are necessary to be taken into consideration amid remediation efforts. Low self-esteem, sense of failure, and dependency upon trusted teachers, family, and friends briefly describe the obstacles which the adult learner must contend with. This is a case study of a 38 year old woman attending Adult Basic Education classes in an urban community. Despite having progressed through the twelfth grade, her educational experiences were generally inconsistent and academically unsuccessful. The subject read at a second grade independent reading level and exhibited great need in phonological awareness at the initial stages of the study. Extreme hearing loss in her right ear further compounded her literacy difficulties. The Neurological Impress Method and the Educational Therapy Approach were methods of reading remediation which helped to reduce anxieties and enlisted the active participation of the subject. Instructional planning, interpretation of the problem, and assessment of efforts were co-determined by both tutor and subject. The results of this study indicate that the Neurological Impress Method showed the most positive effects upon the subject\u27s silent reading grade level. Oral reading strategies were observed to be steadily improving, as was evident after a critical examination of Ekwall testing. The Educational Therapy Approach revealed important insights regarding the subject\u27s past development along with current endeavors and difficulties. The sum of the study brought to light issues in education related to continuity and expectations

Developing a Written Language Inventory for Deaf and Hard of Hearing Students: A Systemic Functional Grammar Approach

Deaf and hard of hearing (d/hh) students are extremely diverse in language development due to vast differences in residual hearing, response to hearing technologies, and exposure to American Sign Language. Writing is a struggle for these students who have delayed and limited access to English. Studies have found that d/hh students continue to lag behind their hearing peers in syntactic development. Unfortunately, current methods of writing assessment do not provide teachers with sufficient information regarding the syntactic development of d/hh students. This dissertation responds to the need for an assessment that is able to provide this information that is necessary for setting sentence-level objectives and planning developmentally-appropriate instruction. This project began when I conducted a small pilot study to determine how Systemic Functional Grammar (SFG) analysis could impact teachers ability to set instructional objectives. I conducted a SFG analysis to identify the syntactic structures used by a small group (N=26) of d/hh and hearing 3rd-5th graders. The students were divided into low, mid, and high language proficiency groups and a hearing peer group (N=9) was added. I used the findings of the analysis to construct syntactic structure progression charts to guide teachers in SFG analysis, and four teachers field-tested these charts. The study findings indicated that while SFG analysis can provide teachers with insight into their students’ present level of syntactic development and assist them in setting individual objectives, the time requirements associated with SFG analysis make it an unlikely choice for written language assessment. The purpose of the current study was to construct a written language inventory that could allow teachers to benefit from the advantages of SFG analysis, without requiring extensive time for training and analysis of samples. Using the pilot study findings, I constructed a draft of the written language inventory. The draft was field tested by 8 teachers of d/hh students in a variety of settings, and a second SFG analysis was conducted to examine the syntactic structures used by a larger, more diverse group of students (N=98). Findings were used to make revisions to the structure and content of the written language inventory

A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches

The broad background to this review is a long history of concepts of special pupils and special education, and a faith in special pedagogical approaches. The rise of inclusive schools and some important critiques of special pedagogy (e.g. Hart, 1996; Norwich and Lewis, 2001; Thomas and Loxley, 2001) have raised the profile of teaching approaches that ordinary teachers can and do use to include children with special educational needs in mainstream classrooms. Inclusive education itself is increasingly conceived as being about the quality of learning and participation that goes on in inclusive schools rather than simplistic matters of where children are place

Needs Analysis of Genetics and Genomics in Communication Sciences and Its Disorders: Evidence for Change

Purpose: Signaled by the completion of the Human Genome Project in 2003, rapid and escalating discovery in genome science has initiated a paradigm shift in education training and healthcare practices. This shift has required healthcare educators and professionals to possess a level of genetic and genomic literacy and competency. The current study was designed to survey the current state of the perceptions of genetics and genomics in educational and clinical practices within the field speech-language pathology. Method: Seventy-five program directors of degree programs and 265 speech-language pathologists participated in two web-based surveys. Results: Program directors and speech-language pathologist reported to be aware of recent genetic and genomic advancements in speech-language pathology. Ninety-six percent of program directors expected graduated students to demonstrate competency in genetic and genomic related clinical services. Thirty-six percent of program directors reported graduated students were prepared to understand genetics. Seventy-three percent of speech-language pathology programs offered genetic content in their curricula. In comparison, eighty-three percent of speech-language pathologists reported performing genetic related services within their clinical practices. Less than half of respondents reported confidence in performing clinical services. Speech-language pathologists reported minimal to no knowledge of at least 85% of genetic or genomic principles related to speech-language pathology. Sixty-three percent of speech-language pathologists reported their degree-training program had not prepared them to understand genomics in speech-language pathology. Results of a needs index revealed discrepancies between perceptions of speech-language pathologist's performed clinical services and program director's expected competencies, and between level of perceived preparedness and perceived knowledge. Thematic analysis across perceptions, course content, expected competencies, clinical services, and areas of knowledge reflected principles of Mendelian inheritance and single gene disorders. This "medical genetics" perspective is one typically used prior to the completion of Human Genome Project in 2003. Conclusion: The results of this investigative study suggest the field of communication sciences and its disorders is not keeping pace with the demands of new advancements in genetics and genomics. Several discrepancies may contribute to misconceptions and misinformation surrounding genetics and genomic in speech-language pathology. This study provides a foundation for discussion of curriculum reform at the graduate level and policy changes in standard practices of speech-language pathologists at the national level

Needs Analysis of Genetics and Genomics in Communication Sciences and Its Disorders: Evidence for Change

Purpose: Signaled by the completion of the Human Genome Project in 2003, rapid and escalating discovery in genome science has initiated a paradigm shift in education training and healthcare practices. This shift has required healthcare educators and professionals to possess a level of genetic and genomic literacy and competency. The current study was designed to survey the current state of the perceptions of genetics and genomics in educational and clinical practices within the field speech-language pathology. Method: Seventy-five program directors of degree programs and 265 speech-language pathologists participated in two web-based surveys. Results: Program directors and speech-language pathologist reported to be aware of recent genetic and genomic advancements in speech-language pathology. Ninety-six percent of program directors expected graduated students to demonstrate competency in genetic and genomic related clinical services. Thirty-six percent of program directors reported graduated students were prepared to understand genetics. Seventy-three percent of speech-language pathology programs offered genetic content in their curricula. In comparison, eighty-three percent of speech-language pathologists reported performing genetic related services within their clinical practices. Less than half of respondents reported confidence in performing clinical services. Speech-language pathologists reported minimal to no knowledge of at least 85% of genetic or genomic principles related to speech-language pathology. Sixty-three percent of speech-language pathologists reported their degree-training program had not prepared them to understand genomics in speech-language pathology. Results of a needs index revealed discrepancies between perceptions of speech-language pathologist's performed clinical services and program director's expected competencies, and between level of perceived preparedness and perceived knowledge. Thematic analysis across perceptions, course content, expected competencies, clinical services, and areas of knowledge reflected principles of Mendelian inheritance and single gene disorders. This "medical genetics" perspective is one typically used prior to the completion of Human Genome Project in 2003. Conclusion: The results of this investigative study suggest the field of communication sciences and its disorders is not keeping pace with the demands of new advancements in genetics and genomics. Several discrepancies may contribute to misconceptions and misinformation surrounding genetics and genomic in speech-language pathology. This study provides a foundation for discussion of curriculum reform at the graduate level and policy changes in standard practices of speech-language pathologists at the national level