Mod 5,Discussion Exceptional Children
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Piedmont College *
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Course
6655
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by CorporalNeutron11159
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Notes
RESPONSE TIME
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Working memory; deficits in the central executive, the visual-spatial sketchpad, and the
phonological loop of some children with CCN make them take longer to respond)
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2. Second, response time not only reflects processing speed but also is affected by knowledge (Light & McNaughton, 2014). (Miller et al
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Third, use of AAC places operational demands on the child (Light & McNaughton, 2014). AAC requires more time to locate relevant symbol(s) and initiate a response (i.e., time to
the start of an observable response) as well as compose a response (i.e., time spent from the start to end of a response) when compared with responding using speech (Beukelman & Mirenda, 2013; Lund & Light, 2007b). o
providing another communication opportunity if the child does not respond to a prior communication opportunity
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. For digital or nondigital AAC, all children used direct selection with a finger, so the event began when the child touched the symbol (and elicited the voice output for digital
AAC). For gestures, objects, and sign language, the event started when the child touched
the object after a choice or made a recognized gesture or sign. o
keeping a child’s attention with a longer wait time (Broberg et al., 2012). Providing choices and motivating activities may provide a better approach to maintaining child attention than shorter wait times. Empirical studies examining professional development should explore how to help educators to learn to provide sufficient wait time and provide motivating activities to help support child communication
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Children responded faster to choices and questions compared with comments and faster following opportunities where AAC modeling was provided
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Additionally, the more opportunities that occurred without a child response, the longer child response time tended to be. Thus, if the child does not respond, communication partners should wait and use questions and choices along with modeling, instead of simply repeating communication opportunities, to increase the likelihood of faster child communication.
SLI DISPARITIES o
Possible mechanisms for racial, ethnic, and language use disparities in special education service receipt for SLIs include socioeconomic, language, and cultural factors that reduce
access and receptivity to SLI screening and treatment by minority families; a lack of diagnostic protocols designed and validated for use with cultural and language minority populations and a reluctance by practitioners to identify minority children for fear of being considered racially biased (possibly by misattributing a speech or language dialectal difference to SLIs;
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For example, minority children are more likely to experience low birthweight (Clay & Andrade, 2016), which may itself increase the risk for SLIs
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Because non-English-speaking families may have reduced interactions with health care providers and school personnel, we included a variable indicating whether English or another language was primarily spoken at home (Morgan et al., 2016). We did so to examine whether disparities in SLI service receipt were also occurring based on language use, as well as possibly based on race or ethnicity
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), suggesting that minority children in the United States may be disproportionately more
likely to experience the many adversities associated with untreated SLIs, including lower
academic achievement, bullying, school dropout, unemployment, and psychiatric disorders
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It is important to note that we found no evidence indicating that the disparities for children who are Black and those from non-English-speaking homes have appreciably lessened in the United States. Instead, racial, ethnic, and language use disparities in SLI service receipt have been generally stable across a 12-year period
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Hispanic children in the United States and now have become statistically as well as practically significant (i.e., a difference of 46% in respective odds
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This suggests differences in SLI identification and service use depending on where children and their families live in the United States.
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Disparities in special education service receipt for SLIs may be contributing to minority children’s well-documented lower educational attainment including in both reading and mathematics, greater likelihood of experiencing harsh or punitive discipline in school, more frequent experiences of economic adversity, and comparatively fewer societal opportunities over the life course
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f Black middle-class parents of children with identified disabilities indicated that the families felt that they encountered school professionals who were resistant to their concerns “at virtually every stage” and who “reacted with little interest, ranging from slow responses to open antagonism and refusal
Why is response time an important factor when thinking about communication between students who use AAC and adults?
Response time is important because it allows a student an opportunity to interact and create a learning experience. As stated in the article, Due to restricted interactions and learning experiences, children with CCN( complex communication needs) may have limited knowledge (i.e., both world and word knowledge) and thus require more time to comprehend the message and respond. As a teacher, knowing the proper strategies to use to evoke a response would not only benefit the student's chance but builds the teacher's knowledge and understanding of Response time (, communication partners should wait and use questions and choices along with modeling, instead of simply repeating communication opportunities). When working with students who experience communication deficits, the proper response time strategy to use is vitally important because you don’t want to quickly provide another opportunity or continuous probing which may lead to shorter response times. In your opinion, why are some students less likely than others to receive special education support for speech or language impairments
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Some students are less likely than others to receive special education support for speech or language impairments due to socioeconomic, language, and cultural factors. Lack of access to important heath care testing leads to a socioeconomic factor. The lack of healthcare resources automatically eliminates many minorities from being identified. Also, non-English speaking parents encounter language barriers because they can’t effectively communicate the needs and wants of their child with the psychologist or school professional. Last,
the insensitive care of culture and language creates a disconnect between the parent and the psychologist. As stated in the article black middle-class parents of children with identified disabilities indicated that the families felt that they encountered school professionals who were resistant to their concerns “at virtually every stage” and who “reacted with little interest, ranging from slow responses to open antagonism and refusal. If a parent doesn’t feel cared for or connected
to the psychologist, how can they be sure if their child will be. These areas require continuous attention, because the data has not changed but has grown worse for minorities.
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