Using an Adapted Cover-Copy-Compare Math Intervention in China: A Pilot Study

The math fluency skills of a student with an IQ three standard deviations below the mean were improved using an adapted version of cover-copy-compare (CCC) in China. The student’s digits correct per minute and the number of problems correct increased substantially. Evidence of generalization to novel items is also demonstrated. This pilot study suggests that an adapted version of CCC can be effectively used in China, with someone whose FSIQ is three standard deviations below the mean, and that the acquired skill can be generalized

Watch your language! Does jargon matter?

The purpose of the present study was to examine elementary (K-6)teacher acceptability of a positive behavioral intervention described in jargon terms and in non-jargon terms during the process of behavioral consultation, measured by the Usage Rating Profile – Intervention Revised (URP-IR). Specifically, the study evaluated whether employed elementary (K-6) teachers’ acceptability ratings differed on a positive behavioral intervention described in jargon versus non-jargon terms. In addition, this study determined whether differences in acceptability existed when considering type of classroom taught (i.e., general education versus special education versus specialized classrooms). One hundred one elementary (K-6) teachers participated in the study. Results indicated that there was no statistically significant difference between elementary (K-6) teacher acceptability of a positive behavioral intervention when described in either jargon versus non-jargon terms. Specifically, the use of jargon did not significantly influence acceptability ratings of the same intervention. Furthermore, there was no statistically significant difference when examining the type of classroom taught and acceptability of the positive behavioral intervention when described in jargon or non-jargon terminology. These findings replicate those of Witt, Moe, et al. (1984) and Rhoades and Kratochwill (1992) who found no difference in acceptability between jargon and non-jargon described interventions. The results provide important implications for consultant interaction with teachers and the use of jargon during the process of behavioral consultation

Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators

Each year approximately 700,000 U.S. children aged 0–19 years sustain a traumatic brain injury (TBI) placing them at risk for academic, cognitive, and behavioural challenges. Although TBI has been a special education disability category for 25 years, prevalence studies show that of the 145,000 students each year who sustain long-term injury from TBI, less than 18% are identified for special education services. With few students with TBI identified for special education, TBI is mistakenly viewed as a low-incidence disability, and is covered minimally in educator preparation. We surveyed educators and found that they lacked knowledge, applied skills, and self-efficacy in working with students with TBI. While those with special education credentials and/or additional training scored significantly higher than general educators, all demonstrated inadequate skills in working with students with TBI. This finding suggests that teachers, especially those in general education, have misconceptions and knowledge gaps about TBI and its effects on students. Misconceptions have led to the misidentification and under-identification of students with TBI, leaving this group of students with disabilities potentially underserved. To meet the academic and behavioural needs of students with TBI, all educators need effective training in working with students with TBI

How robust are the natural history parameters used in chlamydia transmission dynamic models? A systematic review

Transmission dynamic models linked to economic analyses often form part of the decision making process when introducing new chlamydia screening interventions. Outputs from these transmission dynamic models can vary depending on the values of the parameters used to describe the infection. Therefore these values can have an important influence on policy and resource allocation. The risk of progression from infection to pelvic inflammatory disease has been extensively studied but the parameters which govern the transmission dynamics are frequently neglected. We conducted a systematic review of transmission dynamic models linked to economic analyses of chlamydia screening interventions to critically assess the source and variability of the proportion of infections that are asymptomatic, the duration of infection and the transmission probability. We identified nine relevant studies in Pubmed, Embase and the Cochrane database. We found that there is a wide variation in their natural history parameters, including an absolute difference in the proportion of asymptomatic infections of 25% in women and 75% in men, a six-fold difference in the duration of asymptomatic infection and a four-fold difference in the per act transmission probability. We consider that much of this variation can be explained by a lack of consensus in the literature. We found that a significant proportion of parameter values were referenced back to the early chlamydia literature, before the introduction of nucleic acid modes of diagnosis and the widespread testing of asymptomatic individuals. In conclusion, authors should use high quality contemporary evidence to inform their parameter values, clearly document their assumptions and make appropriate use of sensitivity analysis. This will help to make models more transparent and increase their utility to policy makers

Southern Hunting Culture and Academic Life: Explorations of a Hybridized Location

In this essay, the author autobiographically explores his perceived hybrid location of southern place in the space of academic life. Homi Bhabha’s concept of hybridity is deployed to illustrate the competing identities of a burgeoning critical scholar and native to the rural South. The culture of hunting in the South, particularly as it applies to the author’s early identity formation and familial relations is contrasted to a university life in which hunting is a foreign or competing narrative for value and importance. Although the issues of race relations and inequality in the American South were not the intended focus of this work, the author’s investigation revealed the degree to which this history of prejudice and racism pervades even the most seemingly unrelated of activities, such as hunting. The author interprets this discovery as further indication for the development of a contradictory space in which personal and professional values have become further estranged from prior beliefs and understandings. The importance of this revelation is to offer an example of a critical analysis that challenges previous thinking patterns about oneself, while also highlighting how the personal beliefs held by instructors may unintentionally impact the modeling and development of a critically conscious, border crossing, or culturally relevant classroom. The author concludes by reiterating the duality of southern identity, even when that dualism may differ for each individual or goes unrecognized by others

A Deaf School Psychologist Signs Out: Reflections/Insights on 30 Years of Working in the Trenches of Deaf Education

A Deaf School Psychologist Signs Out: Reflections/Insights on 30 Years of Working in the Trenches of Deaf Education Michael Ralph, MA, CAGS, NCSP National Association of School Psychologists (NASP) Maine Association of School Psychologists (MASP) Association of School Psychologists of Pennsylvania (ASPP) Biographical Sketch: Michael P. Ralph is a graduate of Gallaudet University with an Educational Specialist Degree in School Psychology. He has worked at four schools for the deaf throughout his career. Currently, Mr. Ralph is serving his 1st full year as a School Psychologist at the Pennsylvania School for the Deaf (PSD) in Philadelphia, PA. Mr. Ralph arrived at PSD in January, 2011 after working 7+ years at the Maine Educational Center for the Deaf and Hard of Hearing (MECDHH) and the Governor Baxter School for the Deaf located on Mackworth Island in Falmouth, Maine. He is a native Philadelphian and grew up in Ridley Park and attended Archbishop Ryan Memorial Institution for the Deaf in the Spring Garden section of Philadelphia, later transferring to the Ridley School District in Folsom, PA. Additional professional experiences for Mr. Ralph include being a teacher assistant at the Summit School in Wallingford, PA before attending Gallaudet University in Washington, DC. This is the only liberal arts college in the world for deaf students. Mr. Ralph is a deaf professional fluent in American Sign Language (ASL) with over 30 years of experience performing psychological evaluations with deaf and hard of hearing children. He has been a Nationally Certified School Psychologist since 1989. He is especially skilled at administrating psychological test instruments to children with significantly delayed language and limited communication skills, to children with special needs. Because of his fluency in ASL, he is able to conduct testing in the child\u27s native language, which, in most cases, is ASL. Mr. Ralph is very experienced in determining which tests would be appropriate/not appropriate to administer based on pertinent factors including language and cultural issues. Description of presentation: The role of a psychologist in any particular school system is rewarding, yet challenging when faced with different situations. The challenges may become magnified based upon exceptionalities less discussed in higher learning institutions. This presentation will reflect and highlight over 30 years of experiences working with deaf and hard of hearing children. Throughout the presentation many topics directly and indirectly related to working as a school psychologist such as American Sign Language (ASL), deaf history/deaf community/deaf culture, cochlear implants, communication modalities, assessment issues, deaf/HOH children and their families will be explored. Additionally, stories and video clips will further enhance participants\u27 understanding of working with this sensitive population. Educational Objectives: Participants will be able to explain the differences between deaf, hard of hearing, signing/sign language and other forms of communication used within the deaf community Participants will learn about the challenges facing deaf children in the educational system and how advocates can advance the cause for appropriate assessment for deaf children Participants will learn about what assessment measures are used in determining eligibility for special education services Participants may indirectly learn ASL alphabet and ASL signs throughout the presentation Target Audience: Doctoral Level Psychologists, Mental Health & Health Professionals, Social Workers, and Counselors Level of Instruction: Intermediate CEU: 1 credi

How useful are computers? Comparison of the attitudes of students with and without learning disabilities

This study investigated the attitudes and opinions of students with and without learning disabilities regarding the use of computers for school-related work. Using in-depth interviews, six students from grades 5 through 12, three students with learning disabilities and three students without learning disabilities, were interviewed. The interviews revealed five general themes: applications of computers, instructional uses of computers, attitudes about computers, personal experience with computers, and resource needs. Comparison of the interviews of students with and without learning disabilities showed that students with learning disabilities experienced greater difficulty with learning how to use computer