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Using Multivariate Statistics

http://library.um.ac.id/free-contents/downloadpdf.php/buku/focus-groups-as-qualitative-research-by-morgan-david-l-11476.pdf

Focus groups as qualitative research / by Morgan, David L.

In Art as Experience, Dewey brings together the deep and enduring connection between art and human experience. Art is understood not as a commodity or solitary object but as an intensely meaningful...

Art as experience

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

Autism Diagnostic Interview—Revised

Assessing Language Production using SALT Software. A Clinician's Guide to Language Sample Analysis. New Zealand version

A New Zealand (NZ) database has been created comprising conversational and narrative spoken language samples from 268 children aged between 4;5 and 7;6 years. This paper addresses several questions related to the development and validation of the database and provides a comparison of this NZ database with an American database of language samples. Analyses of the spoken language samples contained in the database revealed a clear developmental trend of increasing syntactic complexity, semantic diversity and verbal productivity with increasing age of the participants. In addition, elicitation context for the language samples had a significant impact on language production measures obtained. The narrative language sampling contexts elicited more syntactically complex language samples. To ascertain if the New Zealand database is useful in identifying children with language impairment, oral narrative transcripts from 21 children with identified reading comprehension difficulties and mild spoken language impairm...

Spoken language samples of New Zealand children in conversation and narration

This study aimed to determine if oral narrative comprehension and production measures derived in a fictional story retelling task could be used to create a profile of strengths and weaknesses in oral narrative ability (Profile of Oral Narrative Ability: PONA) in young school-aged children. The story retelling task was field-tested with 169 typically developing children, aged between 5;0 and 7;6 years. Children listened twice to an unfamiliar story while looking at the pictures in a book. Comprehension questions were asked after the first exposure. Following the second exposure, children were asked to retell the story without the use of the pictures. Story retellings were analysed on measures of semantics, morphosyntax, verbal productivity, and narrative quality. Results indicated sensitivity for age on measures of comprehension, narrative quality, semantics, and verbal productivity, but not for morphosyntactic measures. Factor analysis indicated that oral narrative performance comprised three factors, explaining more than 80% of the variance. Two clinical case examples are presented, which show the potential of the PONA to reveal different patterns of strengths and weaknesses across the oral narrative measures. Although early evidence suggests the potential usefulness of the PONA, further research is now needed to test the validity, reliability and clinical application of this tool.

Profiling oral narrative ability in young school-aged children

A high percentage of school-age students with autism spectrum disorder (ASD) have reading comprehension difficulties leading to academic disadvantage. These difficulties may be related to differences in children's emergent literacy development in the preschool years. In this study, we examined the relationship between emergent literacy skills, broader cognitive and language ability, autism severity, and home literacy environment factors in 57 preschoolers with ASD. The children showed strengths in code-related emergent literacy skills such as alphabet knowledge, but significant difficulties with meaning-related emergent literacy skills. There was a significant relationship between meaning-related skills, autism severity, general oral language skills, and nonverbal cognition. Identification of these meaning-related precursors will guide the targets for early intervention to help ensure reading success for students with ASD.

The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

A national online survey was used to investigate spontaneous language sampling and analysis practices by speech-language pathologists working with children and adolescents. A total of 257 responses were received from clinicians around Australia. Results indicated that spontaneous language samples are collected on a routine basis in elicitation contexts deemed appropriate to the clients' age or developmental stage. However, language samples were generally short, often not recorded, and analysed informally. Consistent with previous research into language sampling practices, the main barrier to more detailed language sample analysis appears to be the time needed for transcription. Despite rapid technological advances in the last two decades, only 12.5% of the respondents reported using computer-assisted transcription and analysis procedures. Suggestions are made on how to promote change in clinical practice to ensure spontaneous language samples are transcribed and analysed in more detail. By transcribing the samples, detailed analysis of children's language performance can be undertaken, allowing for effective goal-setting and assisting in objective progress measuring during and following intervention.

/pdf/clinician-survey-of-language-sampling-practices-in-australia-3f2xgzqcl3.pdf

Marleen F. Westerveld

Papers

Assessing Language Production using SALT Software. A Clinician's Guide to Language Sample Analysis. New Zealand version

Spoken language samples of New Zealand children in conversation and narration

Profiling oral narrative ability in young school-aged children

The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

Clinician survey of language sampling practices in Australia