Teaching Relational Flexibility to Improve Core Cognitive Skills in Children with Diagnosed Autism
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The document discusses using an interactive computerized teaching program called T-IRAP to teach relational flexibility to children with autism. Relational flexibility is thought to be key for intelligent behavior but children with autism tend toward rigid responding. T-IRAP aims to improve relational flexibility skills like same/different and more/less through interactive exercises. A new study using T-IRAP will specifically target relational flexibility and test if it correlates with increased IQ scores in children with autism.
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Educational aims refer to the internal development and growth of the individual through the educational process itself. Aims provide direction, motivation and criteria for evaluation. Educational purposes refer to external goals and outcomes of education such as developing skilled workers or professionals. While the aim of education is to cultivate an educated person, it also serves worthwhile societal purposes by producing citizens who can contribute as workers and colleagues. Both aims and purposes are important for education.
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1. Suggestions for teachers with mainly struggling ELL students to make instruction more culturally and linguistically appropriate.
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12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com.docx
12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com
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create a cohesive story, or idea, in the case of expository text
(Hogan, Adlof, & Alonzo, 2014). Early elementary school
reading curricula focus primarily on teaching word reading.
To prepare children for this curricular focus, preschool
teachers are spending more time on pre-reading skills such
as print awareness, letter recognition, and letter-sound
correspondences, thereby leaving less time for activities that
increase language skills foundational for comprehension.
As a result, some children are becoming good word readers
who cannot comprehend the texts they read (Catts, Hogan, &
Adlof, 2005).
Noting this trend, the U.S. Department of Education funded
the Reading for Understanding initiative in 2010. This was the
largest federal research initiative ($120 million) since sending
a man to the moon in the 1960s. RFU provided funding to six
teams, or consortiums, of researchers to determine the devel-
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and to create and test evidence-based interventions to
improve reading comprehension in children preschool
through 12th grade (Douglas & Albro, 2014).
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curricula is shared book reading, in which children listen to
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standing these spoken words as connected language that
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professor in the department of communication
sciences and disorders at MGH Institute of
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Hogan studies the genetic, neurologic, and
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language development, with a focus on improving assessment
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12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com.docx
12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com
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create a cohesive story, or idea, in the case of expository text
(Hogan, Adlof, & Alonzo, 2014). Early elementary school
reading curricula focus primarily on teaching word reading.
To prepare children for this curricular focus, preschool
teachers are spending more time on pre-reading skills such
as print awareness, letter recognition, and letter-sound
correspondences, thereby leaving less time for activities that
increase language skills foundational for comprehension.
As a result, some children are becoming good word readers
who cannot comprehend the texts they read (Catts, Hogan, &
Adlof, 2005).
Noting this trend, the U.S. Department of Education funded
the Reading for Understanding initiative in 2010. This was the
largest federal research initiative ($120 million) since sending
a man to the moon in the 1960s. RFU provided funding to six
teams, or consortiums, of researchers to determine the devel-
opmental processes underpinning reading comprehension
and to create and test evidence-based interventions to
improve reading comprehension in children preschool
through 12th grade (Douglas & Albro, 2014).
Language development begins in utero and continues to
expand across the lifespan. Early childhood in particular is a
time of extraordinary gains in language that set the stage for
academic achievement. In a recent study, my colleagues and I
found that language skills measured at as early as 15 months
predicted reading comprehension in fifth grade (Petscher,
Justice, & Hogan, 2017). One pillar of most, if not all, preschool
curricula is shared book reading, in which children listen to
a text read aloud. In this article, I describe work by a feder-
ally funded consortium that provides an evidence-base on
how best to leverage shared book reading to stimulate early
comprehension, which in turn builds a strong foundation for
future academic achievement.
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Reading comprehension is comprised of both word reading—
turning printed text into spoken words either read aloud
or kept in one’s head—and language comprehension—under-
standing these spoken words as connected language that
Tiffany P. Hogan, Ph.D., CCC-SLP, is director of the
speech and language (SAiL) literacy lab, and
professor in the department of communication
sciences and disorders at MGH Institute of
Health Professions in Boston, Massachusetts.
Hogan studies the genetic, neurologic, and
behavioral links between oral and written
language development, with a focus on improving assessment
and intervention for young children with speech, language
and/or literacy impairments. Her research is funded by the
National Institutes of Health’s National Institute on Deafness
and Other Communication Disorders and the Department of
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This study examined the relationship between 148 fifth-grade students' essentialist beliefs about intelligence and their academic achievement. Essentialist beliefs were measured using a 5-item scale assessing whether intelligence is innate, brain-based, stable, or influenced by environment. Students also reported beliefs about intelligence being fixed or malleable. Results showed that beliefs in intelligence being stable were correlated with lower reading fluency and math calculation scores, explaining 10-16% of variance. Beliefs were interrelated but not a unified construct. The study provides initial evidence that children's essentialist beliefs are related to their academic performance.
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This document provides information about Dr. Sarah Cassidy's research on SMART brain training. The document discusses:
1) What SMART training is and how it is based on enhancing relational skills, which research has shown underlie intelligence.
2) Background on definitions of intelligence and IQ, and factors that can increase IQ such as education, nutrition, and cognitive training.
3) Dr. Cassidy's research demonstrating that intensive training of relational skills through Multiple Exemplar Training can significantly increase IQ scores in children, in some cases by over 20 IQ points, and these increases persisted over 4 years.
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The document discusses interventions for nonverbal children with autism spectrum disorder (ASD). It describes three main approaches: the behavioral approach, naturalistic behavioral approach, and developmental social-pragmatic approach. It then discusses a case study of a 5-year-old nonverbal boy named Christopher and his lack of progress using a naturalistic behavioral intervention. The take home message is that there is no single intervention approach that works for all children with ASD, and an intervention needs to be carefully selected based on the child's individual strengths, weaknesses, and characteristics.
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ABSTRACT : Child sexual abuse predominantly affects brain structures. Children cognitive functioning is associated with caregivers’ attachment based experiences and attachment is often formed on the basis of interpersonal protection model. Till date few studies demonstrated the efficacy of interpersonal protection model in the recovery of cognitive deficits in sexual abuse case. The purpose of the study was to examine the improvement in cognitive functions of a victim of sexual abuse by employing therapeutic strategies of interpersonal protection model. Individual case study followed by assessment of neuropsychological deficit of a 10-year old girl was conducted; who was referred for neuropsychological assessment and psychological management. She had completed the assessment by taking frequent gaps. Total 10 therapeutic sessions were rendered to the child and mother. Post therapy assessment revealed substantial improvement in the frontal lobe functions of verbal working memory and set shifting component of executive function. Further this technique may assist clinicians and researchers in managing such cases of abuse.
Michelle Gielarowski Thesis Presentation 2010
Speech and language development is significantly impacted in children with autism. Typical development involves progressing through paralinguistic and linguistic stages to form sentences, but children with autism experience delays across verbal and nonverbal communication. This affects both the child, limiting independence, and their family who experience high stress levels. Early intervention programs incorporating applied behavior analysis have shown success in improving outcomes by addressing core challenges.
Annotated bibliography
This lesson plan aims to develop empathy in students for their hearing-impaired peers. It involves having students listen to an audiotape called the "Unfair Hearing Test", which simulates different types and degrees of hearing loss. After listening, students write about how they felt when they could not hear well, how hearing loss could impact classroom participation, and how those with hearing loss may compensate. The goal is for students to gain appreciation for the challenges of hearing loss and how to work more effectively with hearing-impaired classmates.
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This document discusses the social foundations of learning through neuroscience, technology, and education. It summarizes that lifelong and life-wide learning occurs across social contexts and is culturally embedded. Human social interaction, like joint attention, is important for implicit learning. Teachers' social behaviors and interactions with robots can impact learning. Early language learning requires social interaction, as infants can learn from live but not televised presentations. Learning from media is enhanced through social engagement. Translational research is exploring how social robots and advanced placement courses can increase social interaction and improve learning. The brain measures how human social learning differs from learning from machines. Early brain responses to speech predict later language development. Social factors, identity, emotion and neuroscience can inform
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Curriculum Investigation on Journal Abstracts
This study examined play and joint attention in 27 children with autism compared to 28 children with other developmental delays in public preschool special education classrooms. The results showed that children with autism spent more time unengaged and less time engaged in symbolic play and joint attention behaviors. Teachers also seldom focused directly on symbolic play and joint attention in their teaching. This suggests the importance of educating teachers to target these skills for children with autism.
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The document discusses and compares several common autism interventions: Applied Behavior Analysis (ABA), TEACCH, PECS, Floor Time, inclusion, and Social Stories. It provides background information on each approach, their goals and implementation methods, reported outcomes, advantages, and potential concerns. The interventions aim to improve communication, social, and learning skills for individuals with autism through behavioral training, visual supports, picture communication systems, relationship-based engagement, inclusion in regular classrooms, and structured social scripts.
Parent-Infant Speech Interactions
For this project my classmates and I conducted research on how interactions between parents and their infants affects speech development. We used Bronfenbrenner's Ecological model to explain how a child's development is impacted by the environment around them. We also used developmental pathology to explain how different children react to their environments in different ways, which in turn affects their development.
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The document provides an overview and comparison of several common autism interventions: Lovaas (ABA), TEACCH, PECS, Greenspan (Floor Time), inclusion, and Social Stories. It describes the background, goals, implementation methods, reported outcomes, advantages, concerns, and potential errors to avoid for each approach. The interventions vary in their focus, with some emphasizing behavioral training, structured learning, communication, emotional development, inclusion strategies, or social skills instruction through stories and scripts. Research support and outcomes are reported for several of the approaches.
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12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com.docx
12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com.docx
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The document outlines various funding opportunities for research related to intellectual disabilities, including the MSU-DOCTRID Hegarty Fellowships from 2013-2016, the Marie Curie COFUND and IRSES programs from 2013-2018, and the HRB Health Services Research Doctoral scholars program. It also lists potential topics for proposals under programs like Health 2020 and the USA-Ireland Partnership that focus on areas like assistive technologies for intellectual disabilities. Next steps discussed include submitting proposals for specific programs and hosting workshops and conferences to facilitate collaboration.
Wearable Sensors
Using wearable sensors we can build rich, accessible e-memories of life experience
Dr. Cathal Gurrin, DCU
UCD Centre for Disability Studies
The UCD Centre for Disability Studies was founded in 1996 and focuses on emerging fields related to disability studies through research, teaching, training and practice. It aims to develop a better understanding of disability from both historical and current perspectives, and how services can meet the needs of people with disabilities. The Centre offers an MSc in Rehabilitation and Disability Studies, contributes to PhD programs, and provides continuing professional development. It collaborates with organizations supporting people with disabilities and brings a rigorous methodology with real world application to applied research and teaching.
SMARTlab @ UCD
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The document outlines the work of Dr. Eilionóir Flynn and the Centre for Disability Law and Policy. The centre focuses on legal capacity, monitoring the UN Convention on the Rights of Persons with Disabilities, independent living, accessibility, and law reform processes. The core areas of research include academic networks funded by the EU Commission, disability rights and accessible markets, and citizenship and social models. Networks and collaborators include professors from Harvard, Cambridge, Maastricht, Leeds, Lucerne, Norway, Iceland, Germany, and London.
The National Institute for Intellectual Disabilty
The National Institute for Intellectual Disability (NIID) was established in 1998 based on recommendations from an Inter-Department Committee in 1997. NIID focuses on lifelong education, policy and advocacy, research, and offers a Certificate in Contemporary Living. NIID takes a strategic approach that integrates education, research, and advocacy and is person-centered, bringing stakeholders together through inter-institutional collaboration. NIID's research focuses on the experiences of those with intellectual disabilities in areas like third level education, life stories, family lives, transitions, respite services, and attitudes towards sexuality.
Bioelectronics Research Cluster
Bioelectronics Research Cluster, NCBES, NUI Galway
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Post-Doctoral Researcher,
Health Research Board
The document summarizes various funding opportunities provided by the Health Research Board (HRB) in Ireland. It discusses the HRB's budget allocation in 2010 between applied biomedical and clinical research and population health and health services research. It then provides details on the HRB's grant funding portfolio, which includes projects and programmes, training and career development opportunities, and research infrastructure.
EU health research funding opportunities
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DOCTORID conference, Carton House
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Teaching Relational Flexibility to Improve Core Cognitive Skills in Children with Diagnosed Autism
- 1. Teaching Relational Flexibility to Improve Core Cognitive Skills in Children with Diagnosed Autism Carol Murphy, Ph.D., BCBA-D Department of Psychology National University of Ireland, Maynooth
- 2. Relational Flexibility Flexibility is thought to be key in intelligent cognitive behaviour Children with autism tend toward ‘rigid’ responding and may not generalise learning in different contexts ABA teaching programmes effective but could be enhanced by incorporating relational flexibility
- 3. T-IRAP Interactive computerised teaching programme RFT-based (see Prof. Dermot Barnes-Holmes NUI Departmental webpages and www.cbsi.ie) Interactive teaching tool for relational responding with children with autism Greater speed and accuracy (Same/Different; More/Less; Opposition etc.) Visit from Dr Paul Strand, Washington State University New T-IRAP research commenced to specifically target relational flexibility and test for correlated increase in IQ scores (Lyons, Murphy, Barnes-Holmes & Barnes-Holmes, NUI Maynooth) (see also NUI Departmental website Dr Bryan Roche’s teaching programme to raise IQ levels)