Communication disorders in the school: Perspectives on academic and social success an introduction

The critical role of communication in schools cannot be understated. Communication skills are a necessity both in the academic and social atmosphere of the school environment. Unfortunately, there are a large number of children in the schools today identified with speech and language disorders. This special edition of Psychology in the Schools examined issues that impact the academic and social functioning of such children. Several articles are focused on potential early intervention strategies or services surrounding literacy and social skills that may enhance the success of children with communication disorders and/or at risk for communication disorders (e.g., Chapman, Denning, & Jamison, 2008; Thatcher & Fletcher, 2008; van Kleeck, 2008). Two other articles tackle promising strategies that may be used in academic settings with children who stutter (Logan, Mullins, & Jones, 2008) or with children with cognitive impairments (Gillette & DePompei, 2008). Despite promising avenues of intervention and practice, there are also barriers to providing instruction to children with communication disorders in a regular classroom (Pufpaff, 2008). Each article provides insight into the importance of communication skills for academic and social success in the schools. The key to the success of children with or at risk for communication is for all school personnel to be aware of and proactive with children with communication disorders. © 2008 Wiley Periodicals, Inc.     

Training boys with ADHD to work collaboratively: Social and learning outcomes

This study examined social participation and strategic problem solving behavior of boys diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) when collaborating on a planning task with a trained peer partner. Twenty-four 9- to 13-year-old boys with ADHD who were receiving a medication intervention, were individually pre-tested to assess their initial ability to plan an errand route task. They were then observed doing an alternate planning task during collaborative sessions with a female peer partner who had received prior training in the task and in facilitating social interaction. Boys with ADHD were then individually post-tested on the original planning task. Observations of the collaborative sessions revealed significant, positive changes across three phases in the quality of social interactions by boys with ADHD, in their planning strategies, and planning efficiency. Findings suggest positive benefits of collaborative learning structures for boys with ADHD when they are placed in a collaborative learning setting with a partner who has received a prior training intervention.     

Not just for celebrities: collaborating with a PR representative to market library education services

Hardin Library for the Health Sciences offers an education service called Hardin House Calls. In collaboration with the University of Iowa libraries' public relations coordinator, the education team developed a marketing campaign for Hardin House Calls. Marketing strategies included designing a new logo, meeting with external relations representatives and faculty, distributing a user survey, and producing and distributing posters and advertisements. These marketing strategies greatly increased the visibility and use of Hardin House Calls. The campaign also led to a series of faculty development sessions, education collaborations with smaller health sciences departments, and collection development opportunities. Promoting an instructional service through a public relations frameworkwas found to be a highly successful strategy.     

Detailed description of Division I ice hockey concussions: Findings from the NCAA and Department of Defense CARE Consortium

Objective:Since concussion is the most common injury in ice hockey,the objective of the current study was to elucidate risk factors,specific mechanisms,and clinical presentations of concussion in men’s and women’s ice hockey.Methods:Ice hockey players from 5 institutions participating in the Concussion Assessment,Research,and Education Consortium were eligible for the current study.Participants who sustained a concussion outside of this sport were excluded.There were 332(250 males,82 females)athletes who participated in ice hockey,and 47(36 males,11 females)who sustained a concussion.Results:Previous concussion(odds ratio(OR)=2.00;95%confidence interval(95%CI):1.02‒3.91)was associated with increased incident concussion odds,while wearing a mouthguard was protective against incident concussion(OR=0.43;95%CI:0.22‒0.85).Overall,concussion mechanisms did not significantly differ between sexes.There were specific differences in how concussions presented clinically across male and female ice hockey players,however.Females(9.09%)were less likely than males(41.67%)to have a delayed symptom onset(p=0.045).Additionally,females took significantly longer to reach asymptomatic(p=0.015)and return-to-play clearance(p=0.005).Within the first 2 weeks post-concussion,86.11%of males reached asymptomatic,while only 45.50%of females reached the same phase of recovery.Most males(91.67%)were cleared for return to play within 3 weeks of their concussion,compared to less than half(45.50%)of females.Conclusion:The current study proposes possible risk factors,mechanisms,and clinical profiles to be validated in future concussions studies with larger female sample sizes.Understanding specific risk factors,concussion mechanisms,and clinical profiles of concussion in collegiate ice hockey may generate ideas for future concussion prevention or intervention studies.     

Formative Evaluation of Computer‐Based Training For a University Financial System

This article describes a formative evaluation of a one‐day introductory computer‐based training (CBT) course for a new on‐line financial and purchasing system at a large public university. The purposes of the evaluation were to evaluate the effectiveness of the training and to identify appropriate revisions and incorporate them into the training program. Participants were 78 university employees who were likely future users of the financial and purchasing system. The mean score on an on‐line performance posttest that simulated real‐work tasks was 94%, and the mean on a 40‐item knowledge posttest covering the CBT content was 74%. Learner attitudes toward the course were positive, averaging 4.4 on a 5‐point scale. Formative evaluation of the program resulted in revisions that had the potential to improve its effectiveness and provided evidence of the value of ongoing formative evaluation of workplace training.