The Influence of Direct and Overheard Messages on Children's Attitudes Toward Novel Social Groups     

Jonathan D. Lane  Emily B. Conder  Joshua Rottman 《Child development》2020,91(3):829-845

Individuals often develop negative biases toward unfamiliar or denigrated groups. Two experimental studies were conducted to investigate the extent to which brief negative messages about novel social groups influence children's (4- to 9-year-olds'; N = 153) intergroup attitudes. The studies examined the relative influence of messages that are provided directly to children versus messages that are overheard and examined whether the force of these messages varies with children's age. According to implicit and explicit measures of children's intergroup attitudes, children rapidly internalized messages demeaning novel groups, thus forming negative attitudes toward outgroups merely on the basis of hearsay. These effects were generally stronger among older children, and were particularly pronounced when the message was provided directly to children.  相似文献   

School Counselor Consultation Preparation: A National Study     

Blaire Cholewa  Emily Goodman-Scott  Jeffrey M. Warren  Michael F. Hull 《Counselor Education & Supervision》2020,59(1):46-58

The authors examined trends in school counselor consultation preparation using data collected from 238 program websites, 73 program survey responses, and 57 syllabi. The results indicated an emphasis on consultation content related to theories, stakeholders, and topics, rather than experiential practice. The findings suggest a need to incorporate and assess more application-specific consultation activities and assignments.  相似文献   

Development of teaching in ni-Vanuatu children     

Eva Brandl  Emily H. Emmott  Ruth Mace 《Child development》2023,94(6):1713-1729

Teaching is an important mechanism of social learning. In industrialized societies, 3-year-olds tend to teach through demonstrations and short commands, while 5-year-olds use more verbal communication and abstract explanations. However, it remains unclear whether this generalizes to other cultures. This study presents results from a peer teaching game with 55 Melanesian children (4.7–11.4 years, 24 female) conducted in Vanuatu in 2019. Up to age 8, most participants taught through a participatory approach, emphasizing learning-by-doing, demonstrations, and short commands (57.1% of children aged 4–6 and 57.9% of children aged 7–8). Contrary to Western findings, abstract verbal communication only became common in children aged 9–11 (63.6%), suggesting that the ontogeny of teaching is shaped by the socio-cultural environment.  相似文献   

School psychologists and autism identification: Present challenges and potential solutions     

Suzanne G. Margiano  Kari A. Sassu  Brittany A. Dale  Jacqueline M. Caemmerer  Melissa A. Bray  Emily Peters 《Psychology in the schools》2023,60(2):441-451

Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools.  相似文献   

The weight of waiting: the impact of delayed early intervention on parental self-efficacy     

Kerry Murphy  Emily Harrison 《British Journal of Special Education》2022,49(1):84-101

Early intervention is a systematic approach for identifying and co-ordinating support for children up to five years of age with developmental delay. The increasing number of children needing early intervention is leading to longer waiting lists for assessment, treatment and diagnosis. Through a mixed-methods approach, this study examined the impact of waiting lists on parental self-efficacy (PSE). An online survey was completed by 197 mothers of children with special educational needs aged one to seven years. Six mothers later took part semi-structured interviews. The research aimed to establish (a) whether there was a relationship between length of time on waiting lists and PSE, and (b) whether there were specific themes or patterns associated with delayed early intervention and PSE. Results showed no significant relationship between time spent on a waiting list and perceived PSE. The qualitative results, however, found that limited contact and poor quality of interactions alongside a lack of information did reduce perceived PSE.  相似文献   

Advancing autism technology     

Johanna M. deLeyer-Tiarks  Michael G. Li  Michelle Levine-Schmitt  Bryndis Andrade  Melissa A. Bray  Emily Peters 《Psychology in the schools》2023,60(2):495-506

The purpose of this review is to broadly identify technological advances in supports and evaluation for individuals on the autism spectrum. Literature review with commentary on the evolving technologies supporting and/or evaluating social-emotional, behavioral, academic, and cognitive domains. There has been an increasing synthesis of technology within the education domain. A growing body of research has investigated the potentiality and efficacy of technological interventions, specifically in the area of support for individuals on the autism spectrum. This growth must also factor in sustainability and feasibility to be practical within the school setting. Continued research is also necessary to ensure the equity of technology supporting individuals on the autism spectrum.  相似文献   

A performance support tool for novice reading facilitators     

Brenda Bannan‐Ritland  Emily Egerton  Jen Page  Michael Behrmann 《Performance Improvement》2000,39(6):47-54

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Access arrangements for secondary students. Are they fit for purpose?     

Emily McGhee  Jackie Masterson 《Support for Learning》2022,37(2):244-262

The purpose of this study was to investigate Access Arrangements (AA) which allow students with specific learning difficulties (SpLDs), disabilities or medical needs to access assessments by making reasonable adjustments, as established by the Equality Act 2010. A review of the literature revealed some problematic issues relating to the perceived manageability of the system, assessments used to ascertain eligibility for AAs, the evidence-base for specific AAs, some training routes to become an assessor, and the lack of stakeholder voice in the process. The present study involved gathering information on views and experiences with AA by means of a survey with 513 UK educational professionals, in-depth interviews and a small-scale study involving pupils with reading difficulties. The results suggest that the system needs reviewing to make sure there is equitable provision for all those who need AA.  相似文献   

Childhood acquired brain injury: the knowledge and training needs of special educational needs coordinators     

Emily Bennett  Shirley Thomas  Emma Woolf 《Support for Learning》2022,37(2):209-224

The aim of this study was to further explore Special Educational Need Co-ordinators' (SENCos) knowledge of childhood acquired brain injury (ABI) and if they have received training on how to effectively support children and young people (CYP) with an ABI in school. SENCos from Nottinghamshire were asked to complete a survey face-to-face or online. Data reported by Howe and Ball (Support for Learning, 32, 1, 85–100), was also used to allow comparisons between different counties in the UK for knowledge of childhood ABI. Results indicated that SENCos from Nottinghamshire hold numerous uncertainties about childhood ABI, although less uncertainties than SENCos from the West Midlands. A majority SENCos from Nottinghamshire had not received training about childhood ABI. Additional challenges in supporting CYP with an ABI were also identified. The findings show a clear need for more training on childhood ABI across UK schools. It is also apparent that obtaining funding for CYP with an ABI can be a challenge for SENCos. However, further research is needed to determine what these barriers to funding are.  相似文献   

Effects of implementation support on children's reading outcomes following an online early reading programme: A cluster-randomised controlled trial     

Emily J. Roberts-Tyler  Sarah E. Roberts  Richard Watkins  J. Carl Hughes  Richard P. Hastings  David Gillespie 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1373-1396

Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced. However, the extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear. This study investigated the effects of providing ongoing implementation support for Headsprout Early Reading (HER, an early reading programme accessible via a computer or an app), to determine whether such support leads to better outcomes. Twenty-two primary schools (269 learners) participated in a cluster-randomised controlled trial. Eleven schools received initial training followed by ongoing support across the school year, whereas the other 11 schools received initial training and technical support only. Pre- and post-measures of reading skills were conducted using the York Assessment of Reading for Comprehension. We found no effect of implementation support on outcomes, and no effect of implementation support on delivery of the core element of HER. However, there were some effects of implementation support on the implementation of other HER elements relating to the responsiveness of educators to learners' learning within HER. These findings have implications for providing access to high quality online instruction in early reading skills at scale, with minimal training. More broadly, the current study suggests that well-designed computer or app-based instruction can yield positive outcomes with minimal implementation support and training. However, further research is required to ensure the interplay between learners' app-based learning and teacher intervention functions as intended to provide additional support for those who need it.

Practitioner notes

What is already known about this topic

• Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time).
• Implementation can still affect outcomes when using educational technology, and without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced.
• The extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear.

What this paper adds

• We found that providing implementation support for teachers and teaching assistants delivering Headsprout Early Reading (HER; an early reading programme accessible via a computer or an app) did not affect the reading outcomes of learners.
• We also found the implementation support did not affect delivery of the core, app-delivered element of the programme.
• However, there were notable differences in implementation of other aspects of the programme, particularly in relation to the role of the teacher or educational practitioner in managing the interplay between the app-based learning and teacher intervention for learners who require further support.

Implications for practice and policy

• These findings have implications for providing access to high quality instruction in early reading skills at scale, with minimal training.
• More broadly, the current study suggests that well-designed computer or app-based instruction can yield positive outcomes with minimal implementation support and training.
• However, the findings of this study identify some potential risk of an over-reliance on technology to facilitate the learning of all learners accessing the programme.
• Further research is required to ensure the interplay between learners' app-based learning and teacher intervention functions as intended to provide additional support for those who need it.

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