The kid's speech: The effect of stuttering on human capital acquisition

A number of studies have shown that childhood speech disorders such as stuttering are associated with lower test scores and educational attainment. However, it is unclear whether these associations are causal in nature or whether they can be explained by difficult-to-measure heterogeneity at the community, family, or individual level. Using data from the National Longitudinal Study of Adolescent Health and ordinary least squares, we show that stuttering is negatively associated with high school grades, the probability of high school graduation, and the probability of college attendance. However, empirical specifications with family fixed effects or controls for learning disabilities such as Attention Deficit Hyperactivity Disorder suggest that these associations can, in large part, be explained by difficult-to-measure heterogeneity.     

Building student-teacher relationships and improving behaviour-management for classroom teachers

Teachers can at times view behavioural intervention procedures as time-consuming. Thus, socially-valid classroom-based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship-building component was added to target positive student-teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher-reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student-teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support.     

Adverse and adaptive childhood experiences are associated with parental reflective functioning in mothers with substance use disorder

Mothers with a substance use disorder (SUD) are at risk for maladaptive parenting practices, and have heightened likelihood of having experienced childhood adversity themselves. In addition, parental reflective functioning (PRF), a capacity underlying sensitive caregiving, is often low in mothers with SUD. This study examines the relationship between PRF and aversive (emotional, physical, sexual abuse and neglect) and adaptive (safety and competence) experiences, in different developmental phases (early childhood, latency, and adolescence) in mothers with a SUD. A sample of 43 mothers with small children were interviewed with the Parental Developmental Interview to assess PRF, and they completed the Traumatic Antecedents Questionnaire regarding aversive and adaptive experiences. In addition, we used the Hopkins Symptoms Checklist-10 to control for mental health status and a battery of neuropsychological tests to control for executive functions. Results indicated that adaptive experiences in early childhood were positively related to PRF, and that experience of emotional abuse was negatively related to PRF. When separating the group of mothers in two sub-groups based on PRF level, results showed that mothers with negative to low PRF had significantly more experiences of adversities in early childhood and latency, and significantly less adaptive experiences in early childhood, latency and adolescence, compared to mothers with moderate to high PRF. In addition, mothers with adequate to high PRF reported experiencing significantly more types of adaptive experiences, and significantly less adversities compared to mothers with negative to low PRF. Results are discussed in relation to developmental trauma, resilience, epistemic trust and mistrust.     

Changes in experiences with nature through the lives of environmentally committed university faculty

Previous work has identified time spent in nature as a child as a precursor to active care for the natural world (i.e. environmental commitment), but a paucity of data exists on what happens to environmentally committed people’s relationship to nature over time, including the time spent in nature and the quality of that experience. In addition, previous work has not more finely categorized these nature experiences, with the exception of natural history-oriented professionals. I address these gaps by conducting in-depth interviews with 12 faculty in the environment at Duke University regarding relationships with nature throughout their life. The interviews reveal that the amount of time spent in nature, and the quality of that experience, changed for this cohort over time. Moreover, these interviews revealed nuanced aspects of relationships with nature that changed with life stage, complementing that work which was conducted on natural history-oriented professionals. This work suggests that more research is needed on the changing relationship with nature among adults and environmental educators.     

The Classroom Practice of a Prospective Secondary Biology Teacher and His Conceptions of the Nature of Science and of Teaching and Learning Science

We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher’s conceptions of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom observations. The results reflected Miguel’s relativist conceptions of the nature of science that were consistent with his constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that knowledge. Miguel’s classroom behavior was completely contrary to his conceptions, which were to reinforce the students’ alternative ideas through debate, and not by means of teacher explanation.     

大学生艾滋病认知状况调查

目的：调查了解现阶段大学生对艾滋病的认知和行为意向以及态度,为进一步加强大学生艾滋病相关教育提供基础依据。方法：研究对象为1460名在校大学生,调查采用自填式调查表进行调查。结果：调查对象对艾滋病的知晓率为100％,对艾滋病有效传播途径的认识较清楚。结论：调查对象对艾滋病的严重性、传染性、易感性、传播途径、致病机理以及预防等知识的认知水平较高,以及对艾滋病的流行趋势有较清楚的认识。大多数大学生对于吸毒的危害有很好的认识;对艾滋病病人或感染者的态度,依然存在恐惧和歧视心理。     

Attention‐Deficit/Hyperactivity Disorder Symptoms,Perceived Stress,and Resilience in College Students

This research investigated the relationships among symptoms associated with attention‐deficit/hyperactivity disorder (ADHD), perceived stress, and resilience in college students. In our study of 558 college students (175 men, 383 women), we confirmed the hypothesis that the relationship between ADHD symptoms and perceived stress is mediated by protective factors associated with resilience. The relationships were not significantly moderated by sex. Implications for increasing resilience in college students and lowering perceived stress for college students are discussed.     

From research to reality: Australian evidence-based practice in autism education

Many teachers are sporadic in using evidence-based practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasons have been posited for this. However, no single study has worked to understand the relative importance of identified criteria in the EBP decision-making processes of teachers. Through the development of a new survey tool, the Evidence-Based Practice Innovation Survey (EBPIAS), an exploration of the decision-making process of Australian teachers in their adoption and cessation of EBP was undertaken. Teachers rated the perception that an EBP would meet the needs of their students as the most important criteria in determining their use of EBP. Conversely, the judgement that an EBP did not meet the needs of their student was the most important criteria in their decision to cease use. In comparing the relevant importance of identified criteria, teachers rated the perception of training as the second-lowest consideration in their decision to adopt and cease using EBP. Consequently, there may need to be greater promotion of, or information concerning, the training required by teachers for effective implementation supporting a more balanced and holistic approach in assessing criteria impacting the adoption of EBP by teachers in the first instance, potentially lowering cessation rates.     

视频示范教学法在自闭症谱系障碍者职业技能训练中的应用

视频示范教学法在自闭症谱系障碍者职业技能训练中的应用模式包括基本视频示范教学模式、自我视频示范模式、视频提示和视频反馈,并经常与虚拟现实和提示系统等其他循证实践一起使用。未来的研究和实践中应使用视频示范教学加强对非操作性技能的训练,探索更具竞争性的职业种类进行训练,培训专业人员,研发视频示范教学关联软件、注重被试样本的多样性及差异性、比较不同应用模式的干预效果。