Sentences with phrase «language intervention program»

Not exact matches

They may be able to refer you to a therapy or intervention program in your area that could help to screen for and correct language problems.

If you're concerned with your child's speech or language talk to your pediatrician, and as another SLP posted seek out your early intervention program - everyone is entitled to an assessment.

Soon her lack of language began to trouble me, and we had her evaluated by the Early Intervention program, where she qualified for speech therapy.

Your child can get an evaluation and might be eligible for a speech and language early intervention program (usually coordinated through the public school system).

Participating children had higher rates of high - school completion, lower rates of grade retention and special education placement, and a lower rate of juvenile arrests.32 Another example showing more intensive programming has larger impacts is the Healthy Steps evaluation showing significantly better child language outcomes when the program was initiated prenatally through 24 months.33 These studies suggest that a more intensive intervention involving the child directly may be required for larger effects to be seen.

The ads, which begin with a warning disclaimer, «This program contains subject matter and language that may be disturbing to some viewers,» shows a small group of men and women sitting in a circle staging an intervention for a struggling friend.

Sandberg's study of adults with aphasia compared to same - age healthy adults indicates that issues may extend beyond language portions of the brain and therefore require additional intervention programs to ensure patients» full recovery.

The language of program evaluators is framed in terms of efficacy: what is the actual outcome of an intervention, compared with the outcome expected from no intervention?

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

«Meredith Rowe's innovative research program holds remarkable promise, particularly for the design of practical language and literacy interventions.

So, if this language goes through, to receive Charter School Program funds, states will now need to «provide for intervention, revocation, or closure of the public chartering agencies and charter schools that fail to meet... standards and procedures.»

Also, examine the rewards of data - driven instruction and learn what it takes to launch an effective intervention program that works for young English - language learners.

Prior to entering the PhD program at UC Irvine, Emily was an elementary classroom teacher, an English language development coordinator, and reading intervention specialist in Oakland and Vista, California.

For instance, I directed a national Head Start Quality Research Center; created a program, Dialogic Reading (which is a widely used and effective intervention for enhancing the language development and book knowledge of young children from low - income families); and authored an assessment tool, the Get Ready to Read Screen, that has become a staple of early intervention program evaluation.

Each strand can be used as a supplement to the core curriculum for targeted intervention, or combined for use as a comprehensive, stand - alone reading and language arts program that meets rigorous state standards.

She has extensive experience in program and curriculum development and has developed and implemented an effective, research - based language and literacy teacher professional development intervention called ExCELL.

Bilingual Cooperative Integrated Reading and Composition (BCIRC) This intervention report from What Works Clearing House found that the «Bilingual Cooperative Integrated Reading and Composition Program,» have potentially positive effects on reading achievement and English language development.

Based on this research, Brito sees dual - language programs as a viable intervention for students who are struggling in school — not just as enrichment for children who are already performing at grade level.

Seth has published articles in school psychology journals, and has presented at many statewide, as well as national conferences on topics such as tiered problem solving, data based decision - making, program evaluation, peer tutoring, school - based intervention teams, and RTI for English language learners.

The course develops an understanding of program evaluation measures, and requires students to be able to demonstrate this knowledge for purposes of making data based decisions to develop intervention plans for a variety of learners including students with disabilities and other special concerns such as youth from foster, immigrant and migrant families, students who are at risk and students from language diverse communities.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

K - 8 reading / language arts solutions include hybrid print / digital handwriting and spelling programs, nonfiction reading, and intervention programs in reading and math.

Hopeful that the legislature would initiate some action to address the question and resolve the issues before court intervention, State Senator Judith Zaffirini submitted a plan to the legislature to address the need for improved monitoring of state bilingual and ESL programs in Texas, including the disaggregation of English language learner state testing data at the elementary, middle and high school level.

For example, African American children born in poverty who participated in early childhood education programs had higher graduation rates, higher adult earnings, and fewer arrests than their peers.102 A similar study found that students who participated in early intervention programs maintained higher high school GPAs, were two times more likely to have attended a four - year college, and were more likely to hold a job than their peers.103 Furthermore, research finds that participation in state - funded preschool programs improves children's language, literacy, and mathematical skills.104

Focus areas range from academic disciplines (K — 12 math, science, world languages, and so on) to specific programs (such as library media, guidance, or Response to Intervention) to approaches that promote deeper thinking (such as the extent to which critical thinking is embedded in a district's curriculum).

SRA Wright Group, Chicago, IL 2005 — 2009 Senior Sales Representative Provided territory penetration and oversight throughout the state of Michigan and sold core, supplemental science, math, social studies, language arts and intervention programs to various school districts.

Summary: (To include comparison groups, outcomes, measures, notable limitations) Children and foster parents were randomly assigned to receive the Attachment and Biobehavioral Catch - up (ABC) intervention or to a comparison group which received the Developmental Education for Families (DEF) program which focuses on cognitive and language development.

Summary: (To include comparison groups, outcomes, measures, notable limitations) Children and foster parents were randomly assigned to receive with the Attachment and Biobehavioral Catch - up (ABC) intervention or to a comparison group which received the Developmental Education for Families (DEF) program which focuses on cognitive and language development.

Less - intensive interventions that provide parent training also may be useful for younger children with ASDs, particularly for improving social communication, language use, and, potentially, symptom severity and family functioning, but the current evidence base for such treatment remains insufficient.17, 18,27 Although parent - training programs can modify parenting behaviors during interactions, data are limited about their contribution to specific improvements in the short - term and long - term beyond simple language gains for some children.

In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107

In another evaluation of an early - intervention approach, parents of 51 preschool - aged children suspected of having an ASD participated in the Hanen More Than Words program either immediately or after a delay.15 Investigators» operationalization of «suspected ASD» included identification of language delay and concerns about social behavior by a pediatrician and / or a speech and language therapist, which resulted in inclusion of children without ASDs within the intervention and control groups.

Years of practice wisdom, theory, and related areas of research (i.e., the importance of the home literacy environment, parental stimulation of children's language development, security of the parent - child attachment relationship, and parent involvement in preschool and early intervention programs) strongly suggest that parents» involvement in their children's formal schooling is vital for their academic success, even though the research evidence is less than conclusive.

PALS was designed as a preventive intervention program to strengthen the parent - child bond and stimulate early language, cognitive, and social development.

SEL programming and practices vary; some interventions involve formal curricula, delivered as part of a core academic subject, such as social studies or language arts.

It is designed as a preventive intervention program to strengthen the bond between parent and baby and to stimulate early language, cognitive, and social development.

It is designed as a preventive intervention program to strengthen the bond between parent and child and to stimulate early language, cognitive, and social development via positive language input, use of language and activities to encourage children's problem solving skills, and positive discipline strategies.

For diverse populations to benefit from prevention and early intervention programs, SAMHSA ensures that culture and language be considered at every step when developing and then implementing these programs.

Instead, we should spend education dollars on early childhood programs and family interventions that ensure that all students have the oral language skills, pre-literacy behaviors, and educational experiences to enable them to read fluently by the end of third grade.

In the past, Gaylor provided technical assistance on the Model Demonstration Coordination Center, an Office of Special Education Programs - funded center for early childhood language intervention projects; she was responsible for developing common measures and synthesizing outcomes across three projects located throughout the United States.

Sixth, it is possible to help typical and challenged children to improve their emotion understanding via, for example, cognitive - behavioral programs, language - based interventions or philosophically based programs both in an experimental setting and at school (e.g., Marchetti et al., 2006; Gavazzi and Ornaghi, 2011; Nunez, 2011; Daniel and Gimenez - Dasi, 2012; Albanese and Molina, 2013; Andrés - Roqueta et al., 2013; Baron - Cohen et al., 2013; Molina et al., 2014; Harris et al., in press; Viana et al., submitted, for reviews and illustrations).