The Basic Course Using GIAs: One Department’s Journey through the Ups and Downs of Establishing a Lecture/Lab Delivery Model for the Basic Communication Course

The basic communication course has many demands placed upon it—and in turn, places many demands on communication departments and their faculty and staff

Developing Students' Academic Numeracy Skills: Taking a whole-of-institution approach

The broad diversity of students commencing at university is now a well-documented feature of higher education in Australia. The literature also reveals that the many commencing students lack the mathematical preparedness to meet the academic numeracy demands of their programs. Whilst it may be well understood that students need a certain level of mathematics to study, for example, engineering, the numeracy demands in many other disciplines are not made so evident or explicit. Recent research has found low numeracy to be more problematic than low literacy with regards to successfully undertaking higher education studies, with resultant implications for student retention. This paper describes the journey undertaken at one university in adopting an institution-wide approach to developing their students’ academic numeracy skills. A key component of the initiative presented is the development of a credit-bearing Academic and Professional Numeracy topic as a means to address the shortcomings in students’ numeracy skills

Symbolic Play of Preschoolers with Severe Communication Impairments with Autism and Other Developmental Delays: More Similarities than Differences

Children with autism are often described as having deficient play skills, particularly symbolic play. We compared the play of 35 children with autism to 38 children with other developmental delays. All children were preschool-age and produced less than 20 different words. Results indicated no significant differences across the two groups in their play. Children with autism engaged in more conventional play, that is, putting objects together according to how the toys were constructed (e.g., pieces in a puzzle, lid on a teapot). Results also indicated high correlations between play, language, and cognitive measures. Findings indicate that play relates to language and cognitive levels yet may not discriminate children with autism and children with other developmental delays early in their development

Predicting language outcomes for children learning AAC: Child and environmental factors

Purpose To investigate a model of language development for nonverbal preschool age children learning to communicate with AAC. Method Ninety-three preschool children with intellectual disabilities were assessed at Time 1, and 82 of these children were assessed one year later at Time 2. The outcome variable was the number of different words the children produced (with speech, sign or SGD). Children’s intrinsic predictor for language was modeled as a latent variable consisting of cognitive development, comprehension, play, and nonverbal communication complexity. Adult input at school and home, and amount of AAC instruction were proposed mediators of vocabulary acquisition. Results A confirmatory factor analysis revealed that measures converged as a coherent construct and an SEM model indicated that the intrinsic child predictor construct predicted different words children produced. The amount of input received at home but not at school was a significant mediator. Conclusions Our hypothesized model accurately reflected a latent construct of Intrinsic Symbolic Factor (ISF). Children who evidenced higher initial levels of ISF and more adult input at home produced more words one year later. Findings support the need to assess multiple child variables, and suggest interventions directed to the indicators of ISF and input

Support for AAC Use in Preschool, and Growth in Language Skills, for Young Children with Developmental Disabilities

Little is known about how AAC use in preschool may impact language development for children with complex communication needs (e.g., children with autism, cerebral palsy, Down syndrome, and other developmental disabilities). We developed two surveys (a) to describe children’s use of AAC in preschool classrooms, as well as the use of prompts and question asking, and augmented input by their communication partners; and (b) to describe teachers’ experience, training, and perceived support in providing AAC. We then examined the relationship between children’s experience of AAC, including the use of prompts, question asking, and augmented input by their partners, and the growth of receptive and expressive language for 71 children with developmental disabilities over a two-year period. The use of AAC by peers to provide augmented input was associated with stronger language growth; the use of prompting and question asking by teachers was associated with weaker language growth. Teachers reported that they received little training regarding ways to support a child’s use of AAC. Results suggest the need for further research on promoting AAC use at the preschool level, including research to promote peer interactions for AAC users

Development of the Communication Complexity Scale

Accurate description of an individual's communication status is critical in both research and practice. Describing the communication status of individuals with severe intellectual and developmental disabilities is difficult because these individuals often communicate with presymbolic means that may not be readily recognized. Our goal was to design a communication scale and summary score for interpretation that could be applied across populations of children and adults with limited (often presymbolic) communication forms

Hopewell Newsletter- June 2010

1. Small Scale Geoarchaeological Investigations of Earthen Wall Construction at the Hopeton Earthworks (33RO 26) Several geoarchaeological and geophysical investigations have been conducted at the Hopeton Earthworks (33RO26) and met with good success (Figure 1). As such, soil cores excavated in the summer of 2007 were studied using a two-pronged methodology of soil profile characterization and magnetic susceptibility testing. These techniques were employed to closely examine three sections of earthen wall at different locations at Hopeton as a means of understanding the soil composition of the walls and assessing possible uniformity in wall construction across the site. The following focuses solely on the geoarchaeological study of the selected locations. 2. The Role of Geophysics at Hopewell Culture National Historical Park Hopewell Culture National Historical Park is best known for its earthwork complexes built by the Hopewell during the Middle Woodland period. The park was originally established in 1923 to preserve the Mound City site after its use as a World War I training camp. In the past two decades, the park has added four additional earthworks—Hopeton Earthworks, Hopewell Mound Group, Seip Earthworks, and High Bank Works—and recently had its boundaries increased to include Spruce Hill. The recent growth in land located within the park has provided opportunities for archaeological research, most of which used some sort of geophysical technique. 3. Recent Investigations at the Mound City Group Ohio Hopewell earthworks have been studied extensively, both in historic and in modern times. Mound excavations during historic and modern times have revealed much about the construction and use of mound space. More recent research at Hopewell sites in Ohio has focused on non-mound areas both within and adjacent to the earthworks. This article focuses on current research conducted outside of the enclosure at the Mound City Group. 4. Clues to the Relationship of the Riverbank Site (33RO1059) to other Ohio Hopewell Sites Through Instrumental Neutron Activation Analysis on Pottery Excavations were conducted at the Riverbank Site (33RO1059), located by the Hopewell Site (33RO27), in 2004 and 2006 to gather data from the site before it is eroded away by the Paint Creek and to improve understanding of the role of small sites located near large Hopewell earthworks. Instrumental Neutron Activation Analysis (INAA) was conducted on pottery from the Riverbank Site to help clarify its relationship with other nearby sites. Fifteen sherds from the site were sent to the University of Missouri Research Reactor (MURR) for INAA, and the results were compared to the larger database of Hopewell ceramics. Based on the results, which show that the fifteen sherds formed a unique trace element compositional group, the site likely represents a shortterm occupation, possibly for a pilgrimage to the Hopewell Site, and the ceramics were likely either locally constructed for use at the site or constructed elsewhere to carry items on the way to Hopewell. 5. Feature Finds from the Riverbank Site, 33RO1059 Located just south and east of the Hopewell site’s Square Enclosure by about 225 meters is the Riverbank site, 33RO1059, which represents multiple occupations spanning the Archaic through historic periods, and includes a significant Middle Woodland component. Particularly noteworthy are two impressive pit features that were encountered in 2006 during a data recovery project undertaken by the Midwest Archeological Center. These pits, Features 7 and 8, would have been contemporaneous with Hopewell activities at the nearby earthwork complex, and the material culture recovered from them provides an intriguing glimpse of activities outside of the earthwork walls. 6. The Initial Phase of the Magnetic Investigations of the Mound City Group (32RO 32) at the Hopewell Culture National Historical Park, Ross County, Ohio The Mound City Group (Site 32RO32) covers approximately 13 acres. It contained at least 23 mounds when Squier and Davis made the first study of the mound complex in 1846. In the summer of 2009, the Midwest Archeological Center conducted the initial phase of a magnetic survey of the entire site. The magnetic survey in the southern portion of the site covered 11,200 m2 or 2.77 acres. The magnetic data indicated the presence of numerous magnetic anomalies associated with the Hopewell occupation and with the World War I training facility of Camp Sherman

Mode of delivery among HIV-Infected pregnant women in Philadelphia, 2005-2013

Objective Current guidelines call for HIV-infected women to deliver via scheduled Caesarean when the maternal HIV viral load (VL) is >1,000 copies/ml. We describe the mode of delivery among HIV-infected women and evaluate adherence to relevant recommendations. Study Design We performed a population-based surveillance analysis of HIV-infected pregnant women in Philadelphia from 2005 to 2013, comparing mode of delivery (vaginal, scheduled Caesarean, or emergent Caesarean) by VL during pregnancy, closest to the time of delivery (≤1,000 copies/ml versus an unknown VL or VL >1,000 copies/ml) and associated factors in multivariable analysis. Results Our cohort included 824 deliveries from 648 HIV-infected women, of whom 69.4% had a VL ≤1,000 copies/ml and 30.6% lacked a VL or had a VL >1,000 copies/ml during pregnancy, closest to the time of delivery. Mode of delivery varied by VL: 56.6% of births were vaginal, 30.1% scheduled Caesarean, and 13.3% emergent Caesarean when the VL was ≤1,000 copies/ml; when the VL was unknown or >1,000 copies/ml, 32.9% of births were vaginal, 49.9% scheduled Caesarean and 17.5% emergent Caesarean. In multivariable analyses, Hispanic women (adjusted odds ratio (AOR) 0.17, 95% Confidence Interval (CI) 0.04–0.76) and non-Hispanic black women (AOR 0.27, 95% CI 0.10–0.77) were less to likely to deliver via scheduled Caesarean compared to non-Hispanic white women. Women who delivered prior to 38 weeks’ gestation (AOR 0.37, 95% CI 0.18–0.76) were also less likely to deliver via scheduled Caesarean compared to women who delivered after 38 weeks’ gestation. An interaction term for race and gestational age at delivery was significant in multivariable analysis. Non-Hispanic black (AOR 0.06, 95% CI 0.01–0.36) and Hispanic women (AOR 0.03, 95% CI 0.00–0.59) were more likely to deliver prematurely and less likely to deliver via scheduled C-section compared to non-Hispanic white women. Having a previous Caesarean (AOR 27.77, 95% CI 8.94–86.18) increased the odds of scheduled Caesarean delivery. Conclusions Only half of deliveries for women with an unknown VL or VL >1,000 copies/ml occurred via scheduled Caesarean. Delivery prior to 38 weeks, particularly among minority women, resulted in a missed opportunity to receive a scheduled Caesarean. However, even when delivering at or after 38 weeks’ gestation, a significant proportion of women did not get a scheduled Caesarean when indicated, suggesting a need for focused public health interventions to increase the proportion of women achieving viral suppression during pregnancy and delivering via scheduled Caesarean when indicated