Making the case for active learning

By Dawn Hackman, M.S., AHIP, Research &Education Librarian University of North Dakota Library of the Health Sciences, Grand Forks, ND On January 8, 2016 the University of North Dakota School of Medicine and Health Sciences (SMHS) hosted a workshop called “The Librarian and Active Learning Models,” which is available via the Medical Library Association’s Educational Clearinghouse. I worked with the SMHS’s Associate Dean for Teaching &Learning to identify a workshop on active learning that would be relevant to both librarians and faculty. We noticed that this workshop focused on three active learning methodologies that are common to medical education and might be effective at UND. (Incidentally, this workshop is being offered as CE at MLA’16 in Toronto…and I highly recommend it!) The co-instructors for the workshop are based out of the East Coast and so I knew the travel expenses would be considerable. To offset the cost to my library, I applied for (and received) a professional development grant through the GMR. This workshop wouldn’t have been possible without it. My target audience changed between my application and the actual event. Originally I planned on inviting only medical librarians and a handful of SMHS faculty to attend. I targeted medical librarians, because the methodologies were presented in the context of medical education in the class description. However, I soon realized that all UND librarians should be ...
Source: The Cornflower - Category: Databases & Libraries Authors: Tags: Funding General News from the Region Training Source Type: news

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Conclusions This study suggests that the choice of therapy materials, with an eye on the role that treatment stimuli play in generalization, is important for treatment efficacy. Clinicians should consider early selection of atelic, lower-frequency, phonologically complex verbs when teaching children to use regular past tense –ed. Further work expanding this to other morphemes and a larger population is needed to confirm this finding.
Source: Language, Speech, and Hearing Services in Schools - Category: Audiology Source Type: research
Conclusion Differences in ratings between grammatical and ungrammatical items in this task suggest that individuals with DLD can form grammatical categories from novel input and more broadly use distributional information. Differences in order effects suggest a developmental timeline for sensitivity to updating distributional information.
Source: Language, Speech, and Hearing Services in Schools - Category: Audiology Source Type: research
Conclusion The statistical learning literature offers principles for learning that can improve clinical outcomes for children with language impairment. There is potential for further applications of this basic research that is yet unexplored.
Source: Language, Speech, and Hearing Services in Schools - Category: Audiology Source Type: research
Developmental Psychobiology, EarlyView.
Source: Developmental Psychobiology - Category: Psychiatry & Psychology Authors: Source Type: research
Authors: Eisenwort B, Felnhofer A, Klier C Abstract Multilingual children and language impairment Abstract. For many children with a migration background, difficulties acquiring their second language skills influences their educational success. Because of the wide range of languages and their varieties, which are not described linguistically in detail, development of reliable and valid assessment procedures is hindered. This results in a diagnostic dilemma, as children who have problems learning their second language, along with many other reasons, have to be distinguished from children suffering from a specific la...
Source: Zeitschrift fur Kinder- und Jugendpsychiatrie und Psychotherapie - Category: Child Development Tags: Z Kinder Jugendpsychiatr Psychother Source Type: research
In this study, we present the self-assessment of functioning of students with CP and changes by the end of a school year. Thirty-seven pupils with spastic CP involving upper limbs, 24 pupils with typical development, and 20 pupils with speech and language disorders were studied by International Classification of Functioning, Disability, and Health core sets for CP. The CP group reported limitations in sensory functions (P
Source: International Journal of Rehabilitation Research - Category: Rehabilitation Tags: Brief research reports Source Type: research
Conclusion Outcomes indicate that secondary difficulties in emotional competence in children with DLD make these children more vulnerable to victimization and warrant specific support and interventions.
Source: Journal of Speech, Language, and Hearing Research - Category: Speech-Language Pathology Source Type: research
Conclusions Study findings indicate that, as compared to implicit instruction, children are more likely to acquire, maintain, and generalize novel grammatical forms when taught with explicit instruction. Further research is needed to evaluate the use of explicit instruction when teaching true grammatical forms to children with language impairment.
Source: Journal of Speech, Language, and Hearing Research - Category: Speech-Language Pathology Source Type: research
Publication date: Available online 2 August 2018Source: Research in Developmental DisabilitiesAuthor(s): Luca Onnis, Anna Truzzi, Xiaomeng MaAbstractLanguage development requires both basic cognitive mechanisms for learning language and a rich social context from which learning takes off. Disruptions in learning mechanisms, processing abilities, and/or social interactions increase the risks associated with social exclusion or developmental delays. Given the complexity of language processes, a multilevel approach is proposed where both cognitive mechanisms, genetic and environmental factors need to be probed together with t...
Source: Research in Developmental Disabilities - Category: Disability Source Type: research
Instead of retiring from our careers as speech-language pathologists, my friend Claire Gilgannon and I decided to look for volunteer positions incorporating our skills as SLPs. That’s how we met. And here’s how we went about volunteering. For both of us, our love of New York City combined with our interest in art led us to volunteer at The Metropolitan Museum of Art. We took a chance and YES! We still could learn a new skill even after 30-odd years of being SLPs! Volunteer training at The Met is intense, but over about 18 months we successfully transitioned, almost without even being aware, into our new roles a...
Source: American Speech-Language-Hearing Association (ASHA) Press Releases - Category: Speech-Language Pathology Authors: Tags: Schools Slider Speech-Language Pathology Autism Spectrum Disorder Language Disorders Professional Development Speech Disorders Source Type: blogs
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