Pub Date : 2020-11-01DOI: 10.1177/1525740119853244
Jane Puhlman, Carla L. Wood
There is not general consensus on best practice for assessment and intervention of phonological awareness (PA) for children who are D/deaf or hard of hearing (D/dhh). The current study surveyed the PA practices of teachers of the deaf and speech-language pathologists to explore perceptions of PA importance, familiarity, and helpfulness related to assessment and intervention approaches used when working with children who are D/dhh. Survey responses from speech-language pathologists (n = 80) and teachers of the deaf (n = 94) indicated that the majority of respondents perceive PA to be important to literacy instruction with children who are deaf or hard of hearing. Notably there was a significantly higher average PA importance rating for literacy instruction with children with typical hearing than the PA importance rating for children who were D/dhh. There was wide variability in reported PA assessment and intervention practices. Participants reported using some assessments that included explicit items or subtests for PA including the following: Clinical Evaluation of Language Fundamentals, Comprehensive Test of Phonological Processing, and the Dynamic Indicators of Basic Early Literacy Skills. There was not general consensus on a particular instructional method or approach to support literacy development.
{"title":"Phonological Awareness Assessment and Intervention Practices for Children Who Are D/deaf or Hard of Hearing","authors":"Jane Puhlman, Carla L. Wood","doi":"10.1177/1525740119853244","DOIUrl":"https://doi.org/10.1177/1525740119853244","url":null,"abstract":"There is not general consensus on best practice for assessment and intervention of phonological awareness (PA) for children who are D/deaf or hard of hearing (D/dhh). The current study surveyed the PA practices of teachers of the deaf and speech-language pathologists to explore perceptions of PA importance, familiarity, and helpfulness related to assessment and intervention approaches used when working with children who are D/dhh. Survey responses from speech-language pathologists (n = 80) and teachers of the deaf (n = 94) indicated that the majority of respondents perceive PA to be important to literacy instruction with children who are deaf or hard of hearing. Notably there was a significantly higher average PA importance rating for literacy instruction with children with typical hearing than the PA importance rating for children who were D/dhh. There was wide variability in reported PA assessment and intervention practices. Participants reported using some assessments that included explicit items or subtests for PA including the following: Clinical Evaluation of Language Fundamentals, Comprehensive Test of Phonological Processing, and the Dynamic Indicators of Basic Early Literacy Skills. There was not general consensus on a particular instructional method or approach to support literacy development.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"42 1","pages":"23 - 30"},"PeriodicalIF":0.9,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740119853244","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49483731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1525740119857985
L. Ross, Salome Geertsema, M. le Roux, Marien Alet Graham
Use of nonwords is a potentially more appropriate method of assessment for English second language (EL2) learners. A mixed comparative design was used to compare the effects when using nonwords instead of picture-based stimuli to assess articulation of EL2 learners. Subaims were to compare results between two tests and age groups. In all, 16 Setswana L1 children assigned to two age cohorts were assessed using the Goldman-Fristoe Test of Articulation–second edition (GFTA-2), and nonword list was created via a registered Speech Motor Learning website. Results of the two assessments differed significantly, indicating that lack of semantic information may yield different outcomes for articulation assessments of EL2 learners. Speech sound differences on the GFTA-2 were sounds not found in L1. This agrees with previous research indicating incorrect diagnosis due to speech and language differences. There was no significant difference between the two age cohorts. This research forms the basis for investigations into nonwords as a more accurate method for assessment of EL2 learners.
{"title":"The Use of Nonword Keywords in the Speech Assessment of English Second Language Learners","authors":"L. Ross, Salome Geertsema, M. le Roux, Marien Alet Graham","doi":"10.1177/1525740119857985","DOIUrl":"https://doi.org/10.1177/1525740119857985","url":null,"abstract":"Use of nonwords is a potentially more appropriate method of assessment for English second language (EL2) learners. A mixed comparative design was used to compare the effects when using nonwords instead of picture-based stimuli to assess articulation of EL2 learners. Subaims were to compare results between two tests and age groups. In all, 16 Setswana L1 children assigned to two age cohorts were assessed using the Goldman-Fristoe Test of Articulation–second edition (GFTA-2), and nonword list was created via a registered Speech Motor Learning website. Results of the two assessments differed significantly, indicating that lack of semantic information may yield different outcomes for articulation assessments of EL2 learners. Speech sound differences on the GFTA-2 were sounds not found in L1. This agrees with previous research indicating incorrect diagnosis due to speech and language differences. There was no significant difference between the two age cohorts. This research forms the basis for investigations into nonwords as a more accurate method for assessment of EL2 learners.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"42 1","pages":"12 - 22"},"PeriodicalIF":0.9,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740119857985","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48799862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1525740119868440
Bridget M. Wright, Joann P. Benigno, J. Boster, John W. Mccarthy, Bridget Kathleen Coologhan
Thirty-one children with and without autism spectrum disorder were asked to draw the meaning of 10 basic concepts. Following each drawing, children explained their drawing to the experimenter. Transcripts of the drawing task were coded for children’s use of personal pronouns and internal state terms. Children’s use of on- and off-task comments while explaining each drawing was examined. Both groups of children had a longer mean length of utterance when prompted to explain their drawings than while they were drawing. Analyses revealed no significant differences between children with and without autism in their use of internal state terms, pronouns, or their use of on- and off-task language during the drawing task. Clinical implications for the use of drawings as expressive language supports for children with autism are discussed.
{"title":"“Tell Me About Your Picture”: Using Drawings to Support Expressive Language in Children With Autism Spectrum Disorder","authors":"Bridget M. Wright, Joann P. Benigno, J. Boster, John W. Mccarthy, Bridget Kathleen Coologhan","doi":"10.1177/1525740119868440","DOIUrl":"https://doi.org/10.1177/1525740119868440","url":null,"abstract":"Thirty-one children with and without autism spectrum disorder were asked to draw the meaning of 10 basic concepts. Following each drawing, children explained their drawing to the experimenter. Transcripts of the drawing task were coded for children’s use of personal pronouns and internal state terms. Children’s use of on- and off-task comments while explaining each drawing was examined. Both groups of children had a longer mean length of utterance when prompted to explain their drawings than while they were drawing. Analyses revealed no significant differences between children with and without autism in their use of internal state terms, pronouns, or their use of on- and off-task language during the drawing task. Clinical implications for the use of drawings as expressive language supports for children with autism are discussed.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"42 1","pages":"3 - 11"},"PeriodicalIF":0.9,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740119868440","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42821770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1525740119859520
Krystal L. Werfel, Marren Brooks, Lisa Fitton
Although speech–language pathologists increasingly make use of tablets in clinical practice, little research to date has evaluated the effectiveness or efficiency of tablet use for targeting speech sound goals. The twofold purpose of this study was to compare (a) the effectiveness and (b) the efficiency of speech sound intervention using tablets versus flashcards. Four kindergarten students with at least two similar speech sound errors participated in this adapted alternating treatments single subject design study that explored the functional relation between speech sound intervention that differed by modality of delivery (tablet vs. flashcards) and increased speech sound skill in elementary school children with speech sound errors. Flashcards and tablets were both effective single-word speech sound intervention modalities; however, for three of the four participants, flashcards were more efficient than tablets.
{"title":"The Comparative Efficiency of Speech Sound Interventions That Differ by Delivery Modality: Flashcards Versus Tablet","authors":"Krystal L. Werfel, Marren Brooks, Lisa Fitton","doi":"10.1177/1525740119859520","DOIUrl":"https://doi.org/10.1177/1525740119859520","url":null,"abstract":"Although speech–language pathologists increasingly make use of tablets in clinical practice, little research to date has evaluated the effectiveness or efficiency of tablet use for targeting speech sound goals. The twofold purpose of this study was to compare (a) the effectiveness and (b) the efficiency of speech sound intervention using tablets versus flashcards. Four kindergarten students with at least two similar speech sound errors participated in this adapted alternating treatments single subject design study that explored the functional relation between speech sound intervention that differed by modality of delivery (tablet vs. flashcards) and increased speech sound skill in elementary school children with speech sound errors. Flashcards and tablets were both effective single-word speech sound intervention modalities; however, for three of the four participants, flashcards were more efficient than tablets.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"42 1","pages":"31 - 39"},"PeriodicalIF":0.9,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740119859520","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47568470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.1177/1525740120967013
Nuria Senent-Capuz, Inmaculada Baixauli Fortea, M. Perales
This study sought to assess the social validity of It Takes Two to Talk (ITTT)®—the Hanen Program for parents, delivered to families of children with language delays in Valencia, Spain. Social validity was assessed using a multi-method approach—questionnaires (filled out by the parents) and a focus group—at different times during the program and at follow-up. The acceptability of the procedures used in ITTT® was positive in terms of the program format and the didactic resources used, such as the video-recordings of the parent–child interactions. Parents also expressed their overall satisfaction with the results regarding changes in their communication style and the advances observed in their child’s language development. However, some suggestions were made to better meet the families’ needs related to the length of the program and distribution of the contents, the time devoted to individual training, and the adaptation to the context.
这项研究旨在评估It Takes Two to Talk（ITTT）®的社会有效性，ITTT®是一项针对父母的哈宁计划，在西班牙巴伦西亚为语言延迟儿童的家庭提供。在项目期间和随访的不同时间，使用多方法评估社会有效性——问卷调查（由家长填写）和焦点小组。ITTT®中所用程序的可接受性在程序格式和所用教学资源方面是积极的，例如亲子互动的视频记录。家长们还对沟通方式的变化以及孩子语言发展的进步表示总体满意。然而，有人提出了一些建议，以更好地满足家庭的需求，包括课程的长度和内容的分配、用于个人培训的时间以及对环境的适应。
{"title":"Social Validity Evaluation of the Hanen Program It Takes Two to Talk® in Spain","authors":"Nuria Senent-Capuz, Inmaculada Baixauli Fortea, M. Perales","doi":"10.1177/1525740120967013","DOIUrl":"https://doi.org/10.1177/1525740120967013","url":null,"abstract":"This study sought to assess the social validity of It Takes Two to Talk (ITTT)®—the Hanen Program for parents, delivered to families of children with language delays in Valencia, Spain. Social validity was assessed using a multi-method approach—questionnaires (filled out by the parents) and a focus group—at different times during the program and at follow-up. The acceptability of the procedures used in ITTT® was positive in terms of the program format and the didactic resources used, such as the video-recordings of the parent–child interactions. Parents also expressed their overall satisfaction with the results regarding changes in their communication style and the advances observed in their child’s language development. However, some suggestions were made to better meet the families’ needs related to the length of the program and distribution of the contents, the time devoted to individual training, and the adaptation to the context.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"224 - 233"},"PeriodicalIF":0.9,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740120967013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41888568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-09DOI: 10.1177/1525740120961318
A. Ball, W. Postman
Writing formats have expanded beyond the pen to include new technologies, particularly in this era of immediate digital communication. Rehabilitation professionals are not routinely incorporating writing formats using technology, such as texting, keyboard, or tablet interfaces when evaluating and treating adult writing disorders. The purpose of this study was to obtain normative baseline information about the writing behaviors of typical adults across generations. A total of 199 respondents, ages 18–106, provided data on rating importance of format, frequency of use, and ranking of writing activities. Findings indicated that the importance of technology for communication, learning, and work activities exists across the generations (except the centenarian). Written forms of enjoyment, such as crossword puzzles, song lyrics, and story writing, were meaningful to younger as well as older generations. Obtaining client perspectives on writing activities and formats that are personally relevant and meaningful can help the clinician create a more client-based program.
{"title":"Written Language Usage With Pen and Technology in Adults Across Generations","authors":"A. Ball, W. Postman","doi":"10.1177/1525740120961318","DOIUrl":"https://doi.org/10.1177/1525740120961318","url":null,"abstract":"Writing formats have expanded beyond the pen to include new technologies, particularly in this era of immediate digital communication. Rehabilitation professionals are not routinely incorporating writing formats using technology, such as texting, keyboard, or tablet interfaces when evaluating and treating adult writing disorders. The purpose of this study was to obtain normative baseline information about the writing behaviors of typical adults across generations. A total of 199 respondents, ages 18–106, provided data on rating importance of format, frequency of use, and ranking of writing activities. Findings indicated that the importance of technology for communication, learning, and work activities exists across the generations (except the centenarian). Written forms of enjoyment, such as crossword puzzles, song lyrics, and story writing, were meaningful to younger as well as older generations. Obtaining client perspectives on writing activities and formats that are personally relevant and meaningful can help the clinician create a more client-based program.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"84 - 95"},"PeriodicalIF":0.9,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740120961318","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45009149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-30DOI: 10.1177/1525740120960643
Elena Theodorou, Eliada Pampoulou
Successful intervention outcomes and comprehensive assessment is important for people who rely on augmentative and alternative communication (AAC). However, the literature surrounding AAC assessment remains sparse. The purposes of this project were to describe the AAC assessment process followed by speech-language pathologists (SLPs) and to suggest areas for a comprehensive assessment. The research questions were (1) to identify the training received and (2) to explore the key elements of the assessment process. A questionnaire was developed based on the Participation Model and completed by 89 SLPs. The findings show that SLPs base their AAC assessment on clinical decisions, taking into consideration a number of elements, such as language, communication, and social skills. However, the process uncovered through this research cannot be characterized as either comprehensive or systematic. The findings indicate that further training on AAC assessment is warranted, thus ensuring high quality of services for people with complex communication needs.
{"title":"Investigating the Assessment Procedures for Children With Complex Communication Needs","authors":"Elena Theodorou, Eliada Pampoulou","doi":"10.1177/1525740120960643","DOIUrl":"https://doi.org/10.1177/1525740120960643","url":null,"abstract":"Successful intervention outcomes and comprehensive assessment is important for people who rely on augmentative and alternative communication (AAC). However, the literature surrounding AAC assessment remains sparse. The purposes of this project were to describe the AAC assessment process followed by speech-language pathologists (SLPs) and to suggest areas for a comprehensive assessment. The research questions were (1) to identify the training received and (2) to explore the key elements of the assessment process. A questionnaire was developed based on the Participation Model and completed by 89 SLPs. The findings show that SLPs base their AAC assessment on clinical decisions, taking into consideration a number of elements, such as language, communication, and social skills. However, the process uncovered through this research cannot be characterized as either comprehensive or systematic. The findings indicate that further training on AAC assessment is warranted, thus ensuring high quality of services for people with complex communication needs.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"105 - 118"},"PeriodicalIF":0.9,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740120960643","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42379304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-29DOI: 10.1177/1525740120961049
Mark M. Guiberson, Debra C. Vigil
The purpose of this survey study was to describe screening and admission processes and considerations for graduate speech-language pathology (SLP) programs, with an eye for how programs consider cultural and linguistic diversity (CLD) in these processes. Responses were obtained from 110 graduate SLP programs. In addition to admission processes and decisions, the survey also asked specific questions about how bilingualism was considered, holistic admission processes and outcomes, and barriers to recruiting students from CLD backgrounds into programs. Based on results obtained as well as knowledge from admission considerations for other professional degree programs and trends in the field, the authors present promising undergraduate supports and holistic admission processes to recruit diverse students to graduate programs.
{"title":"Speech-Language Pathology Graduate Admissions: Implications to Diversify the Workforce","authors":"Mark M. Guiberson, Debra C. Vigil","doi":"10.1177/1525740120961049","DOIUrl":"https://doi.org/10.1177/1525740120961049","url":null,"abstract":"The purpose of this survey study was to describe screening and admission processes and considerations for graduate speech-language pathology (SLP) programs, with an eye for how programs consider cultural and linguistic diversity (CLD) in these processes. Responses were obtained from 110 graduate SLP programs. In addition to admission processes and decisions, the survey also asked specific questions about how bilingualism was considered, holistic admission processes and outcomes, and barriers to recruiting students from CLD backgrounds into programs. Based on results obtained as well as knowledge from admission considerations for other professional degree programs and trends in the field, the authors present promising undergraduate supports and holistic admission processes to recruit diverse students to graduate programs.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"42 1","pages":"145 - 155"},"PeriodicalIF":0.9,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740120961049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44419154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-22DOI: 10.1177/1525740120951185
Jayne Brandel
The Individuals with Disabilities Education Act (IDEA) requires Individualized Education Programs (IEPs) be developed utilizing a team-based model. This study examined how speech-language pathologists (SLPs) make service delivery decisions for students with language disorders. Four hundred thirty-nine SLPs participated in a national online survey regarding how they determined the place and intensity of services for students with language disorders. SLPs most often made service delivery decisions after receiving input from the team, but slightly more than one third made decisions independently. The school teaming model and SLP experiences during graduate school affected how SLPs made service delivery decisions. The results indicate that service delivery decisions in the schools are made primarily by the SLP with varying levels of input from others on the student’s IEP team. The need for changes in practice as well as preprofessional training and professional development to prepare practitioners for interprofessional practice is discussed.
{"title":"SLP Service Delivery Decisions: How Are They Made?","authors":"Jayne Brandel","doi":"10.1177/1525740120951185","DOIUrl":"https://doi.org/10.1177/1525740120951185","url":null,"abstract":"The Individuals with Disabilities Education Act (IDEA) requires Individualized Education Programs (IEPs) be developed utilizing a team-based model. This study examined how speech-language pathologists (SLPs) make service delivery decisions for students with language disorders. Four hundred thirty-nine SLPs participated in a national online survey regarding how they determined the place and intensity of services for students with language disorders. SLPs most often made service delivery decisions after receiving input from the team, but slightly more than one third made decisions independently. The school teaming model and SLP experiences during graduate school affected how SLPs made service delivery decisions. The results indicate that service delivery decisions in the schools are made primarily by the SLP with varying levels of input from others on the student’s IEP team. The need for changes in practice as well as preprofessional training and professional development to prepare practitioners for interprofessional practice is discussed.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"3 - 14"},"PeriodicalIF":0.9,"publicationDate":"2020-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740120951185","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42206750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-21DOI: 10.1177/1525740120950638
Sanyin Cheng, Meng Deng, Yuqin Yang
This study explores how students’ social support are related to their engagement, by administering the Chinese Version of Zimet’s Multidimensional Scale of Perceived Social Support (MSPSS-C) and the Student Engagement Scale to 225 deaf or hard-of-hearing (D/HH) school students in mainland China. Results show that, among all participants, those with higher levels of social support scored higher on student engagement, whereas those with lower levels of social support had lower scores. The contributions, limitations, and implications of the present research are discussed.
{"title":"Social Support and Student Engagement Among Deaf or Hard-of-Hearing Students","authors":"Sanyin Cheng, Meng Deng, Yuqin Yang","doi":"10.1177/1525740120950638","DOIUrl":"https://doi.org/10.1177/1525740120950638","url":null,"abstract":"This study explores how students’ social support are related to their engagement, by administering the Chinese Version of Zimet’s Multidimensional Scale of Perceived Social Support (MSPSS-C) and the Student Engagement Scale to 225 deaf or hard-of-hearing (D/HH) school students in mainland China. Results show that, among all participants, those with higher levels of social support scored higher on student engagement, whereas those with lower levels of social support had lower scores. The contributions, limitations, and implications of the present research are discussed.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"15 - 22"},"PeriodicalIF":0.9,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740120950638","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44860840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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