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Journal articles on the topic 'SLP/AUD students'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Hickey, Ellen M., Monica McKenna, Celeste Woods, and Carmen Archibald. "Ethical Concerns in Voluntourism in Speech-Language Pathology and Audiology." Perspectives on Global Issues in Communication Sciences and Related Disorders 2, no. 2 (2012): 40–48. http://dx.doi.org/10.1044/gics2.2.40.

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There is growing interest in short-term volunteering (i.e., volunteer tourism) to contribute to the development of speech-language pathology (SLP) and audiology (AUD) in global contexts. While this is exciting, professionals and students must be properly prepared for such trips to ensure cultural safety and avoid potential ethical concerns and pitfalls of neo-colonialist perspectives in working in resource-poor contexts. There is a burgeoning literature on volunteer tourism and medical tourism that can be used to assist us in planning and preparing for such work. Some examples from the first a

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Vento, Barbara A. "Book Review: Telepractice in Audiology." International Journal of Telerehabilitation 8, no. 1 (2016): 49–50. http://dx.doi.org/10.5195/ijt.2016.6198.

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This article presents a review of the book Telepractice in Audiology, authored by Emma Rushbrooke MPhil(AUD), BA, DipAud., MAudSA., LSLS. Cert. AVT, RNC, and K. Todd Houston, PhD, CCC-SLP, LSLS Cert. AVT, and 13 contributing authors. This is the first book entirely devoted to tele-audiology. It provides practical information for working with clients across the lifespan and for multiple practice settings. Reviewer Dr. Barbara Vento endorses this work as a comprehensive resource on the topic of teleaudiology for both students and aspiring teleaudiologists.

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Keane, Lisa, and Laura Rogers. "Using What You Have: Training Teacher Assistants as Speech-Language Assistants." Perspectives on School-Based Issues 10, no. 1 (2009): 19–22. http://dx.doi.org/10.1044/sbi10.1.19.

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Abstract The “Speech-Language Assistant (S/L Assistant or SLA) Model” in Broward County Schools was created to assist the speech-language pathologist (SLP) with the continuing effort to provide quality programs to students with speech and language impairments. Through the perseverance and dedication of a group of SLPs and the organization SPEECH (Speech Language Pathologists Energetically Effecting Change), a 3-year study called The Speech Language Improvement Plan was initiated. The study demonstrated that the use of S/L assistants increased dismissal rates, allowed for better caseload manage

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Levy, Erika S., and Catherine J. Crowley. "Policies and Practices Regarding Students With Accents in Speech-Language Pathology Training Programs." Communication Disorders Quarterly 34, no. 1 (2011): 59–68. http://dx.doi.org/10.1177/1525740111409567.

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Speech-language pathology (SLP) training programs are the initial gateway for nonnative speakers of English to join the SLP profession. An anonymous web-based survey in New York State examined policies and practices implemented when SLP students have foreign accents in English or in other languages. Responses were elicited from 530 students and 28 clinic and program directors. Few policies delineated criteria for determining how native like or intelligible students’ speech needed to be for them to work effectively or for determining when accent modification was required. Students with foreign

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Nirmala, Sri Dewi, R. Rahman, and B. Musthafa. "Students’ Elementary Literacy Skill And Critical Thinking Skill Supported By School Literacy Program (SLP)." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 1, no. 2 (2018): 92. http://dx.doi.org/10.33578/jtlee.v1i2.5880.

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The literacy skills of elementary school students in Indonesia, according tointernational instructional survey data such as PISA and PIRLS are generally atlow ability level. Starting from this condition, the government then launched theSchool Literacy Program (SLP) which is in sync with the implementation ofCurriculum 2013. This study aims to analyze and calculate the difference ofliteracy ability and students’ fourth graders critical thinking in schools thatorganize SLP in three areas of the village, transitions, and cities located inSukabumi Indonesia. The results showed that the students' f

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Rocha, Joana Antonieta, Catarina Oliveira Santos, Vânia Peixoto, Fátima Maia, and Rita Gama Alegria. "Speech language pathology Clinical Education: perceptions and experiences of clinical educators and students." Revista de Investigación en Logopedia 10, no. 2 (2020): 123–33. http://dx.doi.org/10.5209/rlog.65677.

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For the purposes of professional development clinical education is crucial to speech-language pathologists (SLP). There is limited information about clinical education of SLP students in Portugal. The aim of this study was to describe and compare the mutual perceptions of Portuguese SLP’s clinical educators and students’ of SLP in a Portuguese private University Clinic. Five SLP clinical educators and nine students participated in a one on one semi-structured interview. Content analysis was used to explore interview data. The analysis led to the identification of four themes shared by bo

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Staley, Bea, Lynn Ellwood, David Rochus, Rachael Gibson, Dain Hong, and Katie Kwan. "Looking Through the Kaleidoscope: Stakeholder Perspectives on an International Speech-Language Pathology Placement." Perspectives of the ASHA Special Interest Groups 4, no. 6 (2019): 1595–600. http://dx.doi.org/10.1044/2019_pers-sig17-2019-0007.

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Purpose In this article, we consider the literature on international student placements to contextualize and describe a 10-year relationship that enables speech-language pathology (SLP) students in their final year of studies at a Canadian university to complete a 10-week clinical placement with a nongovernmental organization in Kenya. Method This work can be best described as a qualitative case study that includes the varied perspectives of students and colleagues (from both minority and majority worlds) involved in this partnership, which annually places Canadian SLP students in Western Keny

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Fahy, Jill K. "Assessment of Executive Functions in School-Aged Children: Challenges and Solutions for the SLP." Perspectives on School-Based Issues 15, no. 4 (2014): 151–63. http://dx.doi.org/10.1044/sbi15.4.151.

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The assessment of executive function (EF) deficits in school-aged children has become an area of increased interest and need for speech-language pathologists (SLPs) working in educational settings. Various challenges exist that complicate the assessment of executive dysfunction (EDF) in students, among them the fact that EDF is present within a heterogeneous mix of developmental disorders. The resulting communication, behavioral, and academic problems addressed by the SLP, educators, and parents are frequently an interwoven mix of language disorders, social disorders, learning disorders, and/o

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Leonard, Morgan V., Laura W. Plexico, and Allison M. Plumb. "Personality and Specialty Choice in Speech-Language Pathology Students." Journal of Career Development 46, no. 2 (2017): 130–43. http://dx.doi.org/10.1177/0894845317730904.

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The role of personality in specialty choices of speech-language pathology (SLP) students was examined. Specialty choices were obtained using a demographic questionnaire, and personality was measured with the Multidimensional Personality Questionnaire (MPQ) in an electronic survey. The personalities of SLP students were compared to students in nine educational majors using Hotelling’s T2-test analyses. Multivariate analyses of variance were conducted to evaluate the effects of the 11 primary personality traits on age and setting choice. SLP students were found to significantly differ from the n

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Poathen, Lillykutty, Suresh S. Vadakkedom, and Geeta Devi M. "Utility of self-learning packages in medical teaching: experience from a teaching hospital in South India." International Journal of Advances in Medicine 4, no. 6 (2017): 1613. http://dx.doi.org/10.18203/2349-3933.ijam20175176.

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Background: Many newer methods of teaching and learning have evolved, and more emphasis is given to self-directed learning. Self- Learning Package (SLP) is a teaching method used for self-directed learning which is complimentary to conventional teaching. Here the teacher plans and sets the teaching material and the students learn at their own time and pace. The proportion of students effectively making use of SLP varies. This study was designed to analyse the usefulness of these self- learning packages and to evolve strategies to improve its effectiveness.Methods: 131 students of second profes

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Richardson, Lydia, Elizabeth Roberts, and Shelley Victor. "Predicting Clinical Success in Speech-Language Pathology Graduate Students." Perspectives of the ASHA Special Interest Groups 5, no. 2 (2020): 479–88. http://dx.doi.org/10.1044/2020_persp-19-00075.

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Purpose Admissions committees rely heavily on quantitative academic variables such as undergraduate grade point average (UGPA) and scores on the Graduate Record Examination (GRE). However, the ability of these factors to predict the clinical success of speech-language pathology (SLP) graduate students has not been substantiated. The purpose of the current study was to examine the relationship between academic variables (i.e., UGPA, major grade point average, GRE scores) and nonacademic variables (i.e., age, personality type, prior work experience in the field) and determine the degree to which

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Padgett, Vernon R., and John F. Reid. "Five Year Evaluation of the Student Diversity Program: A Retrospective Quasi-Experiment." Journal of College Student Retention: Research, Theory & Practice 4, no. 2 (2002): 135–45. http://dx.doi.org/10.2190/25t7-3bbf-6hyb-nhay.

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The Student Diversity Program (SDP) initially delivered academic and social support to Black student athletes, but expanded to include a more diverse group of students at risk of disqualification. To assess whether this program increased retention, we examined graduation rates and ending GPAs of students in four SDP cohorts from 1994 and 1995 ( n = 39), comparing them to matched students who were not in the program ( n = 434), over five years of academic progress. We matched these comparison students on semester of enrollment in CSUF, ethnic group, sex, age, transfer status (FTF or Transfer),

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Chrispeels, Hanya E., Jordan M. Chapman, Carole L. Gibson, and Gloria K. Muday. "Peer Teaching Increases Knowledge and Changes Perceptions about Genetically Modified Crops in Non–Science Major Undergraduates." CBE—Life Sciences Education 18, no. 2 (2019): ar14. http://dx.doi.org/10.1187/cbe.18-08-0169.

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We analyzed effects of peer teaching on non–science major undergraduates’ knowledge, perceptions, and opinions about genetically modified (GM) crops and their use in agriculture. Undergraduates enrolled in an introductory nonmajors biology course participated in a service-learning program (SLP) in which they acted as cross-age peer teachers to high school students, teaching about the role of genetics in crop improvement through traditional breeding and GM approaches. Using pre/postassessments, we found that undergraduates’ opinions shifted to favor the use of GM organisms (GMOs) in agriculture

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Syamsuyurnita, Syamsuyurnita, and Dewi Kesuma Nasution. "Development of Indonesian language book using glasser model." Journal of Applied Studies in Language 1, no. 1 (2017): 13. http://dx.doi.org/10.31940/jasl.v1i1.666.

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This study aims to describe the process of developing teaching materials by using Glasser model in the Indonesian language course in FKIP UMSU. The sample of the research is 34-second semester A morning students in the Study Program of Language and Literature of Indonesia, Faculty of Teacher Training and Education, University of Muhammadiyah, Sumatera Utara. The questionnaire instrument was used to determine the student's response and activeness to the developed teaching material, the observation sheet used to know the condition of the students in the learning process, and the validation sheet

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Reed, Vicki A., Linda Freeman, and Susan Trumbo. "Putting the “L” Back Into SLP for Middle School Students." ASHA Leader 24, no. 1 (2019): 40–41. http://dx.doi.org/10.1044/leader.scm.24012019.40.

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McLellan, Janet. "Literature Circles and the SLP: Opportunities and Challenges." Perspectives on School-Based Issues 13, no. 4 (2012): 120–29. http://dx.doi.org/10.1044/sbi13.4.120.

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Literature circles or book clubs are a component of many language arts programs in schools. These discussion groups offer students valuable opportunities to develop written and oral language skills. Speech-language pathologists can play an important role facilitating literacy and language growth in this challenging communicative context. In this article, I describe research supporting the use of literature circles and their theoretical underpinnings. Finally, I discuss supports that can be used in the classroom, direct intervention, and collaboration with other professionals.

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Lanter, Elizabeth, and Linda R. Watson. "Promoting Literacy in Students With ASD: The Basics for the SLP." Language, Speech, and Hearing Services in Schools 39, no. 1 (2008): 33–43. http://dx.doi.org/10.1044/0161-1461(2008/004).

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Ameen, Ahmed O., Moshood Alabi Alarape, and Kayode S. Adewole. "STUDENTS’ ACADEMIC PERFORMANCE AND DROPOUT PREDICTION." MALAYSIAN JOURNAL OF COMPUTING 4, no. 2 (2019): 278. http://dx.doi.org/10.24191/mjoc.v4i2.6701.

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Students’ Academic Performance (SAP) is an important metric in determining the status of students in any academic institution. It allows the instructors and other education managers to get an accurate evaluation of the students in different courses in a particular semester and also serve as an indicator to the students to review their strategies for better performance in the subsequent semesters. Predicting SAP is therefore important to help learners in obtaining the best from their studies. A number of researches in Educational Psychology (EP), Learning Analytics (LA) and Educational Data Min

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Heisler, Lori A., and Jacqueline S. Thousand. "A Guide to Co-Teaching for the SLP: A Tutorial." Communication Disorders Quarterly 42, no. 2 (2019): 122–27. http://dx.doi.org/10.1177/1525740119886310.

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Co-teaching is when two or more people share instructional responsibility for all of the students assigned to them. There are many benefits to students when speech–language pathologists (SLPs) participate in co-teaching relationships with other educators and specialists by working on functional goals in the natural environment of the classroom. With co-teaching, SLPs are able to provide services to students who are eligible for special education and also support their school community through a model of multitiered system of support for all children. The purpose of this tutorial is to provide

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Brimo, Danielle, and Tina Melamed. "Pre-professional students’ explicit syntax knowledge: Preliminary analysis." Child Language Teaching and Therapy 33, no. 3 (2017): 255–66. http://dx.doi.org/10.1177/0265659017717845.

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Existing research concludes that educators have varying levels of language knowledge. Educators’ varying levels of language knowledge may be related to the type of content knowledge they received while in school. The purpose of this study was to compare the performance of pre-professional speech-language pathology (SLP) students who have taken language development coursework to pre-professional students who have not taken language development coursework on an explicit syntax knowledge task. Forty-four undergraduate and graduate students from speech language pathology, early childhood education

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Collins, Belva C., Diane M. Browder, Kathryn L. Haughney, Caryn Allison, and Kathy Fallon. "The Effects of a Computer-Aided Listening Comprehension Intervention on the Generalized Communication of Students With Autism Spectrum Disorder and Intellectual Disability." Journal of Special Education Technology 34, no. 4 (2019): 269–83. http://dx.doi.org/10.1177/0162643419832976.

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In this study, a computer-aided listening comprehension intervention package supported both listening comprehension and communication goals for three students with autism spectrum disorder (ASD) and intellectual disability (ID). The package consisted of systematic instruction (i.e., system of least prompts [SLP] procedure) to teach listening comprehension, an iPad-supported electronic communication book, and a peer support arrangement. The students with ASD and ID who participated in the study increased both listening comprehension and communication skills, while showing an increase in general

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Kelly, Virginia. "Unleashing Your SUPERvision powers." Perspectives on School-Based Issues 15, no. 3 (2014): 107–14. http://dx.doi.org/10.1044/sbi15.3.107.

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In a time of limited resources and increased accountability, speech-language pathologists (SLPs) are asked to broaden their roles resulting in efforts to continually redefine and refine service delivery options. SLPs in schools have to be creative as we manage and shift toward a more formidable role in prevention, while still providing educationally relevant services to students who receive special education services. This article shares benefits for one SLP who embraces supervision of SLP assistants as one method for increasing service delivery options.

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Makwana, Hiral, Deepika Manche, Dr Kranti Ghag, and Sanika More. "Mentoring System: Student Leadership Programme." International Journal of Innovative Science and Research Technology 5, no. 7 (2020): 629–34. http://dx.doi.org/10.38124/ijisrt20jul496.

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Indian Development Foundation’s Student Leadership Programme (SLP) is a 16-hour powerpacked programme. 7 days of life-skill training and the eighth day is for certificate presentation to all the students. The volunteers will be trained in two/ three sessions and they will be called as mentors. The mentors will have to conduct sessions in schools assigned by the IDF. Their main objective is to inculcate leadership skills in the students. Hence, we, SAKEC students, have stepped in to help them. The project includes a web application which will help to connect to colleges for mentors and the scho

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Crowley, Catherine J., Kristin Guest, and Kenay Sudler. "Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 22, no. 2 (2015): 64–76. http://dx.doi.org/10.1044/cds22.2.64.

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What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that p

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Watson, Jennifer B., Teresa Drulia, and Laurel Lynch. "Enhancing SLP Students' Perceptions of Older Persons and Collaborative Practice Through Geriatric Interprofessional Teamwork." Perspectives of the ASHA Special Interest Groups 6, no. 4 (2021): 941–54. http://dx.doi.org/10.1044/2021_persp-21-00011.

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Purpose To address the need for practice-ready geriatric health professionals, the Seniors Assisting in Geriatric Education (SAGE) program was developed and implemented by two partnering institutions. This study examines speech-language pathology students' perceptions of interprofessional (IP) teamwork and older persons following participation in the SAGE program. Specifically, students reflected on their IP competencies and attitudes toward older persons and overall perceptions of their SAGE experience and how this experience may impact their future practice. Method IP teams of three or four

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Overby, Megan S., and Annette Baft-Neff. "Perceptions of telepractice pedagogy in speech-language pathology: A quantitative analysis." Journal of Telemedicine and Telecare 23, no. 5 (2016): 550–57. http://dx.doi.org/10.1177/1357633x16655939.

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Introduction Despite the growth of telecommunication applications to provide clinical healthcare services, there has been little attention to the pedagogical framework needed to train healthcare students to deliver these services. Methods In this exploratory investigation, perceptions of speech-language pathology/therapy (SLP/SLT) faculty ( n = 31), graduate students ( n = 16), and telehealth (“telepractice”) clinicians ( n = 16) were examined with a 15-item survey regarding the 1) comparative pedagogical importance of four skills common to telepractice and face-to-face service (f2f) delivery,

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Herawan, Tutut, Prima Vitasari, and Zailani Abdullah. "Mining Interesting Association Rules of Students Suffering Study Anxieties Using SLP-Growth Algorithm." International Journal of Knowledge and Systems Science 3, no. 2 (2012): 24–41. http://dx.doi.org/10.4018/jkss.2012040102.

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One of the most popular techniques used in data mining applications is association rules mining. The purpose of this study is to apply an enhanced association rules mining method, called SLP-Growth (Significant Least Pattern Growth) for capturing interesting rules from students suffering mathematics and examination anxieties datasets. The datasets were taken from a survey exploring study anxieties among engineering students in Universiti Malaysia Pahang (UMP). The results of this research provide useful information for educators to make decisions on their students more accurately and adapt the

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Pascoe, Michelle, and Shajila Singh. ""By the end of this course you should be able to...": Towards Constructive Alignment in the SLP Curriculum." South African Journal of Communication Disorders 55, no. 1 (2008): 91–111. http://dx.doi.org/10.4102/sajcd.v55i1.772.

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This paper describes the way in which constructive alignment is being implemented in the Speech-language Pathology (SLP) programme at a South African university. We focus on one of the courses, Human Communication Development, that comprises the four year programme of study. A first year, first semester course that is attended by both SLP and Audiology students, it aims to introduce fundamentals of the communication process and its development at a pre-clinical level. We aim to show how theoretical principles from higher education can be implemented at a micro level in a course of the SLP Prog

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Laurson, Kelly R., Joey A. Lee, and Joey C. Eisenmann. "The Cumulative Impact of Physical Activity, Sleep Duration, and Television Time on Adolescent Obesity: 2011 Youth Risk Behavior Survey." Journal of Physical Activity and Health 12, no. 3 (2015): 355–60. http://dx.doi.org/10.1123/jpah.2013-0402.

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Background:Physical activity (PA), television time (TV), and sleep duration (SLP) are considered individual risk factors for adolescent obesity. Our aim was to investigate the concurrent influence of meeting PA, SLP, and TV recommendations on adolescent obesity utilizing 2011 Youth Risk Behavior Surveillance Survey (YRBSS) data.Methods:Subjects included 9589 (4874 females) high school students. PA, SLP, and TV were categorized utilizing established national recommendations and youth were cross-tabulated into 1 of 8 groups based on meeting or not meeting each recommendation. Logistic models wer

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Neubauer, Natalie P., Vikram N. Dayalu, Brian B. Shulman, and Genevieve Pinto Zipp. "Interprofessional Education at Seton Hall University." Perspectives on Issues in Higher Education 17, no. 2 (2014): 56–63. http://dx.doi.org/10.1044/aihe17.2.56.

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Over the last 3 years, The School of Health and Medical Sciences (SHMS) at Seton Hall University has embarked on implementing an Interprofessional Education (IPE) framework to educate students in 5 of its professional graduate health science programs. The goals of this framework are to (1) educate faculty, students, practitioners, and staff on the value of interprofessional education and (2) create student clinical experiential learning opportunities that foster development of core competencies necessary to become effective, collaborative members of interprofessional teams. A Structured Immers

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Kaur, Amrita, and Mohammad Noman. "Investigating students’ experiences of Students as Partners (SaP) for basic need fulfilment: A self-determination theory perspective." Journal of University Teaching and Learning Practice 17, no. 1 (2020): 108–21. http://dx.doi.org/10.53761/1.17.1.8.

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There is sufficient evidence that suggests Student as Partners’ (SaP) practices promote student motivation, engagement, and learning outcomes. This study attempts to understand the underlying mechanism of SaP and its potential to provide the motivational foundation for the students who engage in it and produce quality outcomes. We employ the self-determination theory’s (SDT) framework to explain how the processes of partnership lead to students’ psychological need satisfaction (autonomy, competence, and relatedness) in order to develop and maintain motivation. The data for this proposition was

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Gonulal, Talip. "Statistical knowledge and training in second language acquisition." ITL - International Journal of Applied Linguistics 171, no. 1 (2019): 62–89. http://dx.doi.org/10.1075/itl.18031.gon.

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Abstract The present study investigated second language acquisition (SLA) doctoral students’ statistical training and knowledge of statistics. One hundred and twenty SLA doctoral students in North America took a comprehensive statistics survey, and 16 of them participated in follow-up interviews. The results showed that doctoral students were well trained in basic descriptive statistics, while their training in inferential statistics, particularly advanced statistics, was limited. When looking at their statistical knowledge, the results indicated that SLA doctoral students were good at underst

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Dianati, Seb, and Yvonne Oberhollenzer. "Reflections of students and staff in a project-led partnership: Contextualised experiences of students-as-partners." International Journal for Students as Partners 4, no. 1 (2020): 1–15. http://dx.doi.org/10.15173/ijsap.v4i1.3974.

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For many years, the methods of teaching and learning have remained relatively unchanged, with teachers bestowing knowledge to their students in a one-way hierarchical approach to learning. However, Student as Partners (SaP) as a concept and an ideology aims to disrupt traditional power structures of learning to offer a shared space where students become co-creators of change. This research reflects on one particular SaP project, a small-scale, project-based, institutionally resourced partnership whereby 14 students collaborated alongside 3 staff members to enhance the quality of the student ex

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Syarifah, Liah Siti. "Career Guidance in Preparing Students with Disabilities for Get in to the Worke in Preparing Students with Disabilities for Get in to the Work." JURNAL PENDIDIKAN DASAR 9, no. 1 (2021): 135–45. http://dx.doi.org/10.46368/jpd.v9i1.347.

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Abstract: This research aims to describe career guidance for students with disabilities in special schools (SLB). This research uses a qualitative approach with descriptive methods. The research subjects were the Principals and Teachers at SLB Negeri 1 Subang, SLB SLB Maliwis, SLB Negeri Cicendo, SLB Sukapura, SLB Negeri Handayani and SLB PGRI and the object of research was the implementation of career guidance for deaf and mentally retarded students. By using purposive sampling technique, the sample taken is the principal and teachers of skills subjects and/ or teachers accompanying apprentic

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Azarkamand, Akbar, Mahboobeh Roshanak, and Mohsen Fatehi. "Motivating Learners and the Importance of Materials Used in Language Teaching." International Letters of Social and Humanistic Sciences 55 (July 2015): 13–16. http://dx.doi.org/10.18052/www.scipress.com/ilshs.55.13.

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The motivation of the learner is one of the most important factors in Second Language Acquisition (SLA), meanwhile language teaching materials are having a very important effect and role in language learning and teaching activities. This research focus on how different materials motivate students. Many factors which affect student's motivation towards teaching materials were perceived, such as interest in the subject matter, level of difficulty, relevance to existing knowledge, perception of usefulness.

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Dachtyl, Sarah A., and Pedro Morales. "A Collaborative Model for Return to Academics After Concussion: Athletic Training and Speech-Language Pathology." American Journal of Speech-Language Pathology 26, no. 3 (2017): 716–28. http://dx.doi.org/10.1044/2017_ajslp-16-0138.

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Purpose In this article, we describe an academic concussion management protocol designed for grades Pre-K to 12, called Cognitive Return to Exertion (CoRTEx). Collaboration between the speech-language pathologist (SLP) and athletic trainer (AT) is highlighted. Method A description of CoRTEx is provided, and the need for collaboration is emphasized. A case study illustrates an example of how CoRTEx can be implemented at the individual student level. Results A total of 165 students went through CoRTEx from the pilot in April 2014 through December 2016. Referrals to CoRTEx were highest for footba

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McManamon, Alyssa Claire, and Marie Thompson. "Survivors’ stories are the teacher: Narrative mapping and survivorship care plans as educational innovation for pre-clerkship medical students." Journal of Clinical Oncology 35, no. 5_suppl (2017): 90. http://dx.doi.org/10.1200/jco.2017.35.5_suppl.90.

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90 Background: The IOM’s recommendation for Survivorship Care Plans (SCPs) has met slow adoption, further hampered by growth in survivorship. Inviting patients into SCP creation supports individualized care goals. Narrative mapping is a visual tool to navigate challenging communicative landscapes. We describe an educational innovation that values SCP completion, engages physicians & trainees to solicit patient narrative, and allows emergence of collaborative care. We hypothesized it is feasible to: provide preclerkship medical students “legitimate peripheral participation” via meaningful u

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Yu, Betty, and Laura Epstein. "Facilitating Critical Reflections About Disability Among Students in Speech-Language Pathology." Perspectives on Issues in Higher Education 14, no. 1 (2011): 11–20. http://dx.doi.org/10.1044/ihe14.1.11.

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Disability scholars argue that it is crucial for clinical professionals to critically examine the dominant and alternative discourses about disability, reflect on their own assumptions about disability, and contemplate the different roles they might take in relation to their patients. To date there are few studies examining how disability is conceptualized by speech-language pathologists (SLPs), or how those ideas affect their approach to working with persons with disabilities. The purpose of this study is to investigate whether shifts in the teaching approaches along medical, social, and expe

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Matthews, Jairus-Joaquin, Abbie Olszewski, and Juli Petereit. "Knowledge, Training, and Attitudes of Students and Speech-Language Pathologists About Providing Communication Services to Individuals Who Are Transgender." American Journal of Speech-Language Pathology 29, no. 2 (2020): 597–610. http://dx.doi.org/10.1044/2020_ajslp-19-00148.

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Purpose Little is known about the professional knowledge, training, and attitudes of current and future speech-language pathologists (SLPs) toward serving people who are transgender. The purpose of this study was to understand the current climate of students and professionals in delivering voice and communications services to people who are transgender. An understanding of these areas is necessary to help practicing and aspiring SLPs work toward cultural competence in serving this population. Method A survey was completed by 386 speech-language pathology students and SLPs at three professional

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Novojenova, Rima, and Shlomo S. Sawilowsky. "MEASUREMENT OF INFLUENCE OF THE TEACHER'S PERSONALITY ON STUDENTS IN THE CLASSROOM." Social Behavior and Personality: an international journal 27, no. 5 (1999): 533–43. http://dx.doi.org/10.2224/sbp.1999.27.5.533.

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The focus of this research is the assessment of pedagogical interaction as a dimension of the learning environment through the personal representation of a teacher in the student's personality, and the assessment of the nature and extent to which teachers are involved in changes of interpersonal dimensions of their student's personality. This was examined by the assessment of the shift in egograms of a teacher's students, as measured by the Interpersonal Check List (ICL). A 2 × 9 doubly multivariate repeated measures analysis of variance was conducted on the adult, parent, and child ego states

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Gayer, Harvey L., Michael B. Brown, Betty E. Gridley, and James H. Treloar. "PREDOCTORAL PSYCHOLOGY INTERN SELECTION: DOES PROGRAM TYPE MAKE A DIFFERENCE?" Social Behavior and Personality: an international journal 31, no. 3 (2003): 313–21. http://dx.doi.org/10.2224/sbp.2003.31.3.313.

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The purpose of this study was to determine whether or not the type of program (school psychology, clinical psychology or counseling psychology) is a factor in the predoctoral psychology internship selection process. Simulated application materials describing a prospective intern, identical in all respects except for the doctoral program type, were randomly sent to 535 directors of Association of Psychology Postdoctoral and Internship Centers (APPIC) internship sites. One-third of the sites each received application materials that indicated that the student's training was in an APA-accredited c

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Luo, Benjamin, Kelly Matthews, and Prasad Chunduri. "“Commitment to collaboration”: What students have to say about the values underpinning partnership practices." International Journal for Students as Partners 3, no. 1 (2019): 123–39. http://dx.doi.org/10.15173/ijsap.v3i1.3688.

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Students as Partners (SaP) is about students and staff working together in teaching and learning. It is guided by the values of partnership. Knowing how students understand these values, particularly students new to the ideas and language of SaP, would enrich the scholarly conversation about partnership practices. To that end, our study asked students unfamiliar with SaP, “what values and attitudes do you think are necessary for students and academics to work as collaborative partners on teaching and learning?” We captured 173 written responses from students in a biomedical sciences degree pro

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Lane, John, Andrew M. Lane, and Anna Kyprianou. "SELF-EFFICACY, SELF-ESTEEM AND THEIR IMPACT ON ACADEMIC PERFORMANCE." Social Behavior and Personality: an international journal 32, no. 3 (2004): 247–56. http://dx.doi.org/10.2224/sbp.2004.32.3.247.

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This study investigated relationships between self-efficacy, self-esteem, previous performance accomplishments, and academic performance among a sample of 205 postgraduate students. Participants completed measures of past performance accomplishments, self-esteem, and self-efficacy at the start of a 15-week course. Each student's average grade from modules studied was used as the performance measure. Correlation results indicated significant relationships between self-efficacy and self-esteem. Multiple regression results indicated that self-efficacy mediated the relationship between performance

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Fadilah, Risydah, Sari Atika Parinduri, Khairina Ulfa Syaimi, and Agung Suharyanto. "Islamic Guidance and Counseling to Overcome the Study Difficulty of Junior High School Students in SMP IT Nurul Azizi Medan (Case Study of Students experiencing Anxiety)." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (2020): 1154–60. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201262.

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Kim, Yu Kyung, and Hyun Jin Chang. "Using Metaphor Analysis to Speech-language Pathologist - Focus on High School Students and Pre-SLP -." Journal of speech-language & hearing disorders 28, no. 2 (2019): 183–93. http://dx.doi.org/10.15724/jslhd.2019.28.2.183.

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Ocean, Mia. "Academically Eligible and Ineligible Pell Grant Community College Students: A Qualitative Investigation." Community College Review 49, no. 2 (2021): 156–76. http://dx.doi.org/10.1177/0091552120982010.

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Objective: The purpose of this research is twofold: first, to investigate financially eligible Pell Grant community college students’ perceptions of barriers and enablers to student success, and second, to critique the financial aid satisfactory academic progress (SAP) criteria through a cross-case comparison of students who are meeting and are not meeting the academic requirements. Method: To complete this investigation, I conducted semistructured interviews with financially eligible Pell Grant community college students ( N = 62) who were meeting SAP ( n = 31) and who were not meeting SAP (

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Maeda, Naoki, and Soichiro Hatada. "The school attendance problem in Japanese compulsory education: the case of a public junior high school." European Journal of Education and Psychology 12, no. 1 (2019): 63. http://dx.doi.org/10.30552/ejep.v12i1.241.

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The purpose of this study was to collect accurate data on the School Attendance Problem (SAP) in Japan at a local level while using an explicit definition of legitimate attendance. Attendance data on 35 students at a junior high school (M=13.9 years, SD=0.9) were extracted and 11 fundamental factors related to SAP were examined. The analysis showed that the number of absences in the previous year was a strong predictor of SAP in the current year; that more than 90% of the subjects did not take advantage of special institutions; that parents’s attitude was a significant predictor of the prolong

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Howlader, Md Hanif, AKM Mazharul Islam, Md Mostafizur Rahman, Umme Sadia Mili, Rommana Sayla Nur, and Md Golam Kibria. "Correlation between Body Mass Index and Fasting Blood Glucose Level in a Selected Group of Teenagers in Bangladesh." Medicine Today 30, no. 2 (2018): 74–77. http://dx.doi.org/10.3329/medtoday.v30i2.37814.

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The trend of increasing overweight and obesity is not related to genetic factors only; rather majority of this burden is attributable to the environmental factors. The aim of the study was to observe the correlation between body mass index (BMI) and fasting blood glucose (FBG) level in a selected group of teenagers of Bangladesh. A cross sectional study was conducted involving 39 male and 41 female MBBS students of Faridpur Medical College during 06-04-2014 to 22-05- 2014 by purposive sampling. Data were collected using a questionnaire & check list. Out of 80 students 48.8% male, 51.2% fem

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Niven, Philippa, Maree Scully, Belinda Morley, David Crawford, Louise A. Baur, and Melanie Wakefield. "Socio-economic disparities in Australian adolescents’ eating behaviours." Public Health Nutrition 17, no. 12 (2013): 2753–58. http://dx.doi.org/10.1017/s1368980013002784.

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AbstractObjectiveTo assess the association between socio-economic position (SEP) and poor eating behaviours in a large representative sample of Australian secondary-school students.DesignCross-sectional survey of students’ vegetable, fruit, sugar-sweetened beverage and fast-food consumption assessed using validated instruments and collected via a web-based self-report format.SettingSecondary schools across all Australian states and territories.SubjectsSecondary-school students (n 12 188; response rate: 54 %) aged 12–17 years participating in the 2009–10 National Secondary Students’ Diet and Ac

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Conrad, Barbara. "The Power of Passionate Mentoring: An SLP Reaches Out to Mentors, Gives Back to Students." ASHA Leader 11, no. 13 (2006): 57–58. http://dx.doi.org/10.1044/leader.ftr7.11132006.57.

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