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Interaction With Augmented Reality Sandbox Does Not Produce Greater Gains In Topographic Map Skills for Undergraduate Students
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In: Honors Theses, University of Nebraska-Lincoln (2022)
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| 82 |
Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 83 |
Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 84 |
Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 85 |
A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 86 |
Current Trends in Second Language Assessment
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 87 |
Current Trends in Second Language Assessment
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 88 |
A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 89 |
International Perspectives on CLIL. Hemmi, C., & Banegas, D. L. (Ed.) (2021). Palgrave, Cham, 300 pages, ISBN: 978-3-030-70094-2.
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 313-314 (2022)
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| 90 |
Analyzing the relationship between the English impersonal appearance construction and framed clause deicticity: a quantitative study
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 50-70 (2022)
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| 91 |
Correlations Between Proposed Orthoepic Competence Descriptors and Japanese Language Ability
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In: Acta Linguistica Asiatica, Vol 12, Iss 1 (2022) (2022)
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| 92 |
“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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| 93 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 94 |
The 2011 Tohoku Tsunami from the Sky: A Review on the Evolution of Artificial Intelligence Methods for Damage Assessment
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In: ISSN: 2076-3263 ; Geosciences ; https://hal.archives-ouvertes.fr/hal-03168500 ; Geosciences, MDPI, 2021, ⟨10.3390/geosciences11030133⟩ (2021)
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| 95 |
Assessment of adult speech disorders: current situation and needs in French-speaking clinical practice
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In: ISSN: 1401-5439 ; Logopedics Phoniatrics Vocology ; https://hal.archives-ouvertes.fr/hal-03120115 ; Logopedics Phoniatrics Vocology, Taylor & Francis, 2021, pp.1-15. ⟨10.1080/14015439.2020.1870245⟩ (2021)
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| 96 |
Improving Learners’ Assessment and Evaluation in Crisis Management Serious Games: an Emotion-based Educational Data Mining Approach
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In: ISSN: 1875-9521 ; Entertainment Computing ; https://hal.archives-ouvertes.fr/hal-03203938 ; Entertainment Computing, Elsevier, 2021, pp.100428. ⟨10.1016/j.entcom.2021.100428⟩ (2021)
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| 97 |
Intelligence and radicalization in French prisons: Sociological analysis bottom-up
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In: Security Dialogue ; https://hal.univ-lille.fr/hal-03357921 ; Security Dialogue, 2021, Security Dialogue, pp.096701062110048. ⟨10.1177/09670106211004824⟩ (2021)
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| 98 |
Promoting Health via mHealth Applications Using a French Version of the Mobile App Rating Scale: Adaptation and Validation Study
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In: ISSN: 2291-5222 ; JMIR mHealth and uHealth ; https://hal-univ-lyon1.archives-ouvertes.fr/hal-03331985 ; JMIR mHealth and uHealth, JMIR Publications, 2021, 9 (8), pp.e30480. ⟨10.2196/30480⟩ (2021)
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| 99 |
Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
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In: World Languages and Cultures (2021)
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| 100 |
Explorations of language and communication in autism spectrum disorder: studies of under-researched and under-served populations
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Abstract:
Two of the most under-researched and under-served populations in the field of autism spectrum disorder (ASD), minimally to low-verbal (MLV) individuals and children from low-resource countries, would benefit the most from engaging their parents in research and intervention. First, parents’ unique familiarity with their children could be highly advantageous for language assessment providing a more ecologically valid representation of their children’s abilities. Second, parents’ verbal input, known to predict children’s language, is an important avenue to investigate to guide the development of parent-mediated interventions. Natural language samples, which are used in all three dissertation studies, are ideal for assessing expressive language and for analyzing communicative variations in verbal input. In Study 1, I examined the feasibility of parents (N=33) collecting language samples at home from their MLV children/adolescents with ASD (6;6–19;7years) following a semi-structured elicitation protocol, ELSA-A. I predicted that because of parents’ unique familiarity with their children, they will be better at eliciting speech from them. The results supported this prediction. When with their parents, the MLV children/adolescents produced twice as much speech than when with examiners. Parents collected longer ELSA-As but administered fewer of the recommended activities. Therefore, although parents are not as good at following semi-structured assessment protocols, they elicit speech that is more representative of their children’s everyday abilities. In Studies 2 and 3, I compared the parental input to 37 Bulgarian-speaking (2;7–9;10 years) and 37 English-speaking (1;8–4;9 years) children with ASD matched on expressive language. I compared input in terms of quantity and quality, such as lexical diversity and sentence types (Study-2), and in terms of how parents addressed their children, focusing on personal pronouns, names, and kinship terms (Study-3). Based on past research, I hypothesized that input would differ in quality but not quantity. Indeed, parents’ speech differed in sentence types but not in overall amount. Bulgarian parents asked fewer questions but used more statements. As predicted, they also used significantly more ways to address their children because of the structural characteristics of Bulgarian and potentially different discourse practices. These studies lay the foundation for future cross-linguistic and cross-cultural comparisons in ASD. ; 2023-08-30T00:00:00Z
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Keyword:
Assessment; Autism spectrum disorder; Bulgarian; Developmental psychology; Language; Natural language sampling; Parental input
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URL: https://hdl.handle.net/2144/42955
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