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1.
Elizabeth Bruce PhD, a psychologist in private practice, and Cynthia Schultz PhD, honorary associate at LaTrobe University, both live and work in Australia. Their work on supporting parents who have children with special needs, however, has been published around the world. In this article Bruce and Schultz explore the notion of 'non-finite loss', defined as the ongoing sense of grief experienced by parents caring for children with severe disabilities. The authors discuss the issues that professionals need to consider when working with parents in these circumstances. The article closes with a set of recommendations for promoting more effective partnerships between parents and professionals. 相似文献
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The need for science communication programs is matched with the need for program evaluation. This case study is an evaluation of the “Decoding Science” program (DSP) [Rodgers et al. (2018). Science Communication, 40(1), 3–32], a science communication training program, and examines key experiential-learning themes [Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall]. Specifically, we discuss the program's emphasis on learning that science communication is a process that (a) is continual, (b) involves conflict resolution, (c) requires adaptation to the world, (d) requires environmental interaction, and leads to (e) knowledge creation. Additionally, we discuss our analysis of student feedback. Results suggest that the DSP successfully utilizes experiential learning to facilitate the learning of science communication techniques and that future evaluations can lead to the development and improvement of science communication training programs. 相似文献
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Samantha Plate Lisa Yankowitz Leslie Resorla Meghan R. Swanson Shoba Sreenath Meera Annette Estes Natasha Marrus Meredith Cola Victoria Petrulla Aubrey Faggen Juhi Pandey Sarah Paterson John R. Pruett Jr. Heather Hazlett Stephen Dager Tanya St. John Kelly Botteron Lonnie Zwaigenbaum Joseph Piven Robert T. Schultz Julia Parish-Morris IBIS Network 《Child development》2022,93(2):468-483
Infant vocalizations are early-emerging communicative markers shown to be atypical in autism spectrum disorder (ASD), but few longitudinal, prospective studies exist. In this study, 23,850 infant vocalizations from infants at low (LR)- and high (HR)-risk for ASD (HR-ASD = 23, female = 3; HR-Neg = 35, female = 13; LR = 32, female = 10; 80% White; collected from 2007 to 2017 near Philadelphia) were analyzed at 6, 12, and 24 months. At 12 months, HR-ASD infants produced fewer vocalizations than HR-Neg infants. From 6 to 24 months, HR-Neg infants demonstrated steeper vocalization growth compared to HR-ASD and LR infants. Finally, among HR infants, vocalizing at 12 months was associated with language, social phenotype, and diagnosis at age 2. Infant vocalizing is an objective behavioral marker that could facilitate earlier detection of ASD. 相似文献
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Miller Andrew F. Park Younghee Conway Patrick Cownie Charles T. Reyes John Reynoso Myra Smith Annie 《The Urban Review》2022,54(3):481-508
The Urban Review - Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and... 相似文献
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Jannet A. Wright and Myra Kersner, senior lecturers in the Department of Human Communication Science, University College London, consider the practical implications of recent policies for teachers and speech and language therapists working together in inclusive settings. Their conclusions complement McCartney's ideas in the previous article. 相似文献
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Andreas Nilsson Magnus Bergquist Wesley P. Schultz 《Environmental Education Research》2017,23(4):573-589
When implementing environmental education and interventions to promote one pro-environmental behavior, it is seldom asked if and how non-target pro-environmental behaviors are affected. The spillover effect proposes that engaging in one behavior affects the probability of engagement or disengaging in a second behavior. Therefore, the positive spillover effect predicts that interventions targeting one specific behavioral have the capacity to promote non-targeted and/or future pro-environmental behaviors. However, the negative spillover effect predicts that engaging in a first pro-environmental behavior will prevent or decrease a second pro-environmental behavior. Since the theoretical and empirical basis for positive and negative spillover effects are not sufficiently understood, the present paper (1) suggests a distinction between behavioral, temporal, and contextual spillovers (2) reviews the existing spillover research literature across a variety of environmental domains, (3) presents potential moderators governing the direction of spillover effects, and finally (4) discuss techniques to promote pro-environmental spillovers. 相似文献