Males with Fragile X Syndrome (FXS) perform well below chronological age on measures of receptive and expressive vocabulary8,9,12 and morphosyntax2,5,11. Adult males with FXS have shown vocabulary scores similar to those of age- and cognitively-matched males with
nonspecific forms of mental retardation and with autism2,9. Lexical skills in males with FXS have been shown to exceed nonverbal mental age8. Less is known about lexical
development in females with FXS2.
Past research has shown differences in receptive vocabulary and syntax in individuals with Downs Syndrome (DS)1,4, but similar performances in FXS across subtests of the Test for Auditory Comprehension of Language-R1. The Peabody Picture Vocabulary Test-R has
been used as a measure of receptive language ability in FXS patients7.
Data are needed to compare receptive vocabulary, especially as measured by the PPVT-III – the standard measure of receptive vocabulary, with other language skills and with verbal mental age in FXS adults. In fact, FXS is the most common cause of inherited mental retardation and is thought to affect 1 in 4,000 individuals in the general population13. Thus, thorough understanding of the language profile in FXS is crucial for delivery of language interventions and for proper design of clinical trials.
Grade 2 ela cst standards alignment draft june 2010teamteach
Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.
This session describes the Prescription for Success program: a model integrating ePortfolio, Writing Across the Curriculum, and Service Learning in a community college. Graduate nursing students provided structured ePortfolio and writing workshops to improve the information literacy, technology and writing skills of students in a pre-licensure associate degree program. Students in their capstone experience were eligible to submit their ePortfolios to the Nursing Student ePortfolio Showcase Award. ePortfolios were judged by a cadre of community partners from healthcare organizations and four year nursing programs. This presentation will provide an overview of the integrative curriculum with highlights from graduate student workshops and links to the Award ceremony.
What is the linguistics POR VANNESA ROGELvanne2020
This document discusses the field of linguistics, specifically comparative linguistics. It provides an overview of key concepts like language families, individual languages, constructed languages, and language change over time. Comparative linguistics involves comparing two or more related languages, especially their sounds, grammar, and vocabulary, in order to understand similarities and differences that can provide insights into language relationships and evolution. The document also outlines methodologies used in comparative linguistics research.
Navejar english 09_curriculum_map_semester_1Regina Navejar
The document outlines the curriculum for an English 10 semester 1 course. It includes units on short stories, poetry, and preparing for standardized tests. For each unit, it lists the common core standards covered, titles of readings with lexile levels, literary focuses, and reading and writing strategies. It also includes sections on assessments, learner objectives, correctives and enrichments, teacher reflection, ESL/special education support, and RTI monitoring.
Grade 6 ela cst standards draft june 2010teamteach
Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.
Grade 4 ela cst standards alignment draft june 2010teamteach
This document provides a summary of the California Content Standards and assessment items for 4th grade English Language Arts. It outlines 18 standards across reading, writing, and written/oral language conventions. For each standard, it lists the number of test items, key instructional themes and strategies, and the relevant released test questions. The purpose is to guide teachers in addressing all of the standards through their lessons.
Grade 3 ela cst standards alignment draft june 2010teamteach
This document provides a summary of the California Content Standards for 3rd grade English Language Arts. It outlines 6 main standards for reading with sub-standards listed below. For each sub-standard it indicates the number of test items, which test themes the items fall under, and what supplemental assessments may contain related questions. It aims to assess students' understanding of word analysis, vocabulary, and reading comprehension.
This document discusses local discourse structure in Upper Kuskokwim Athabaskan, a polysynthetic language spoken by about 25 people in Alaska. It analyzes elementary discourse units (EDUs) identified through prosodic cues like tempo, loudness, and pausing. EDUs constitute about 70% of discourse and generally coincide with clauses. Unlike other languages studied, Upper Kuskokwim Athabaskan has an equal frequency of short and long EDUs, likely due to how the polysynthetic verb encodes information normally expressed by other parts of speech. While EDU segmentation is cognitively based, a language's grammatical properties also influence its local discourse structure profile.
Grade 2 ela cst standards alignment draft june 2010teamteach
Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.
This session describes the Prescription for Success program: a model integrating ePortfolio, Writing Across the Curriculum, and Service Learning in a community college. Graduate nursing students provided structured ePortfolio and writing workshops to improve the information literacy, technology and writing skills of students in a pre-licensure associate degree program. Students in their capstone experience were eligible to submit their ePortfolios to the Nursing Student ePortfolio Showcase Award. ePortfolios were judged by a cadre of community partners from healthcare organizations and four year nursing programs. This presentation will provide an overview of the integrative curriculum with highlights from graduate student workshops and links to the Award ceremony.
What is the linguistics POR VANNESA ROGELvanne2020
This document discusses the field of linguistics, specifically comparative linguistics. It provides an overview of key concepts like language families, individual languages, constructed languages, and language change over time. Comparative linguistics involves comparing two or more related languages, especially their sounds, grammar, and vocabulary, in order to understand similarities and differences that can provide insights into language relationships and evolution. The document also outlines methodologies used in comparative linguistics research.
Navejar english 09_curriculum_map_semester_1Regina Navejar
The document outlines the curriculum for an English 10 semester 1 course. It includes units on short stories, poetry, and preparing for standardized tests. For each unit, it lists the common core standards covered, titles of readings with lexile levels, literary focuses, and reading and writing strategies. It also includes sections on assessments, learner objectives, correctives and enrichments, teacher reflection, ESL/special education support, and RTI monitoring.
Grade 6 ela cst standards draft june 2010teamteach
Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.
Grade 4 ela cst standards alignment draft june 2010teamteach
This document provides a summary of the California Content Standards and assessment items for 4th grade English Language Arts. It outlines 18 standards across reading, writing, and written/oral language conventions. For each standard, it lists the number of test items, key instructional themes and strategies, and the relevant released test questions. The purpose is to guide teachers in addressing all of the standards through their lessons.
Grade 3 ela cst standards alignment draft june 2010teamteach
This document provides a summary of the California Content Standards for 3rd grade English Language Arts. It outlines 6 main standards for reading with sub-standards listed below. For each sub-standard it indicates the number of test items, which test themes the items fall under, and what supplemental assessments may contain related questions. It aims to assess students' understanding of word analysis, vocabulary, and reading comprehension.
This document discusses local discourse structure in Upper Kuskokwim Athabaskan, a polysynthetic language spoken by about 25 people in Alaska. It analyzes elementary discourse units (EDUs) identified through prosodic cues like tempo, loudness, and pausing. EDUs constitute about 70% of discourse and generally coincide with clauses. Unlike other languages studied, Upper Kuskokwim Athabaskan has an equal frequency of short and long EDUs, likely due to how the polysynthetic verb encodes information normally expressed by other parts of speech. While EDU segmentation is cognitively based, a language's grammatical properties also influence its local discourse structure profile.
1. The document discusses using concept mapping to help students learn technical academic writing skills.
2. An experiment asked students to create concept maps summarizing research articles using restricted linking phrases, which helped the students produce more accurate written summaries.
3. Constraining the linking phrases in concept maps may lead students to minimal yet accurate summarizations of research arguments without direct instruction.
The document outlines the curriculum map for second grade English Language Arts in Georgia. It is divided into four quarters or nine weeks periods. Each period focuses on different literacy and informational text genres for reading, as well as narrative, informative, and opinion writing genres. It also covers foundational reading skills, speaking and listening, and language standards. The goal is for students to improve their reading comprehension, writing abilities, and communication skills through exposure to various texts and writing assignments over the course of the academic year.
This document outlines the design for teaching primary school students about parts of speech, including nouns, pronouns, verbs, and sentences. It provides learning objectives, outlines for individual lessons, and examples of interactive activities. The lessons would teach students to identify different parts of speech, classify nouns and pronouns, recognize regular and irregular verbs, and construct simple, compound and complex sentences. Students' understanding would be assessed through activities that test their ability to apply the concepts.
Visualising Typological Relationships: Plotting WALS with Heat MapsRichard Littauer
This document describes a new method for visualizing typological relationships by plotting data from the World Atlas of Language Structures (WALS) on heat maps. It combines geographic, phylogenetic, and linguistic data to show typological diversity visually. Previous related work on visualizing language typology, phylogeny, and geographic variation is discussed. The method is applied to 372 languages from WALS to generate heat maps of 14 linguistic features, showing potential for illuminating new areas of linguistic research.
This document introduces the concept of refined concept maps (RCM) as a way to make traditional concept maps more rigorous and less ambiguous. RCM focuses on using a finite set of well-defined semantic relation names instead of loose linking words. This allows knowledge to be represented in a more formal and logically consistent way while still being accessible to novices. The document provides examples of converting traditional concept maps to RCM and discusses how RCM could serve as a bridge between informal and formal knowledge representation.
Implications of 20 Years of CHC Cognitive-Achievement Research: Back-to-the...Kevin McGrew
Much has been learned about CHC CHC COG-ACH relations during the past 20 years (McGrew & Wendling’s, 2010). This presentation, made at the First Richard Woodcock Institute on Cognitive Assessment (Sept 29, 2012), built on this extant research by first clarifying the definitions of abilities, cognitive abilities, achievement abilities, and aptitudes. Differences between domain-general and domain-specific CHC predictors of school achievement were defined. The promise of Kafuman’s “intelligent” intelligence testing approach was illustrated with two approaches to CHC-based selective referral-focused assessment (SRFA). Next, a number of new intelligent test design (ITD) principles were described and demonstrated via a series of exploratory data analyses that employed a variety of data analytic tools (multiple regression, SEM causal modeling, multidimensional scaling). The ITD principles and analyses resulted in the proposal to construct developmentally-sensitive CHC-consistent scholastic aptitude clusters, measures that can play an important role in contemporary third method (pattern of strength and weakness) approaches to SLD identification.
The need to move beyond simplistic conceptualizations of COG COG-ACH relations and SLD identification models was argued and demonstrated via the presentation and discussion of CHC COG-ACH causal SEM models. Another example was the proposal to identify and quantify cognitive-aptitude-achievement trait complexes (CAATCs). A revision in current PSW third-method SLD models was proposed that would integrate CAATCs. Finally, the need to incorporate the degree of cognitive complexity of tests and composite scores within CHC domains in the design and organization of intelligence test batteries (to improve the prediction of school achievement) was proposed. The various proposals presented in this paper represented a mixture of (a) a call to return to old ideas with new methods (Back-to-the-Future) or (b) the embracing of new ideas, concepts and methods that require psychologists to move beyond the confines of the dominant CHC taxonomy of human cognitive abilities (i.e., Beyond CHC).
This document outlines the curriculum map for an English II course. It includes ongoing standards focused on reading comprehension, analysis, and making connections. The first unit focuses on literary elements through short stories, poems, and analyzing themes. Students will identify literary devices, compare characters and events, and determine an author's purpose. Subsequent units cover text structure cues, persuasive techniques, and pleasure reading with a focus on The Giver. The overall goals are for students to strengthen comprehension and analysis skills.
This document discusses various topics related to reading skills and disabilities, including:
- Different cognitive processes involved in reading like simultaneous, successive, phonological coding.
- Studies showing poor readers have lower scores on tests of successive processes.
- Approaches for developing word reading like phonological awareness programs vs. cognitive abilities programs.
- Evidence that dyslexia can be caused by phonological deficits or more general developmental delays.
- Brain imaging research showing different neural circuits for phonological vs. orthographic reading tasks.
- Suggestions that interventions for dyslexics should not rely solely on phonics or oral reading.
Sl6003 3.1 underlying deficits and diagnosis 2012sltherapist
This document describes a model of speech processing and underlying deficits in speech sound disorders. It outlines the stages of speech processing including perception, phonological rules, phonetic planning and motor execution. It discusses evidence for the model from phenomena like the McGurk effect. The document then examines different types of speech sound disorders including articulation disorders, phonological delay, consistent phonological disorder, and inconsistent phonological disorder. It analyzes the underlying deficits for each type based on performance across different tasks and relates these to specific impairments in the speech processing model.
NB. THIS FILE TOO BIG TO VIEW ONLINE. You need to save it in order to read it! Chapter on Speech and language difficulties, from 4th edition of Rutter and Taylor: Child and Adolescent Psychiatry, 2002.
المجلد: 2 ، العدد: 3 ، مجلة الأهواز لدراسات علم اللغة
مجلة الأهواز لدراسات علم اللغة
(مجلة فصلية دولية محكمة)
(ISSN: 2717-2716)
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.AJLS.IR
ترحب المجلة بجميع الباحثين في مجال اهتمامها العلمي والبحثي في احد المحاور المذکورة أدﻧﺎه بإحدی اللغات التالیة: العربیة، الإنجلیزیة و الفارسیة:
أ) اللغات و اللهجات (القضايا الراهنة بلسانیات اللغة)
ب) علم اللغة (القضايا الراهنة بعلم اللغة)
ج) الأدب (القضاية الراهنة بالأدب العربي، الإنجليزي، و سائر اللغات)
د) الترجمة (القضاية الراهنة بترجمة اللغات)
ه) القضايا الراهنة بلسانیات القرآن الکریم
و) القضايا الراهنة لتعلیم اللغات لغير الناطقين بها
ز) تعليم، برمجة و تقييم برامج تعليم و تعلم اللغات
ح) الاستراتيجيات، إمكانیات و تحديات التسويق وريادة الأعمال فی اللغات المتنوعة
ط) القضايا الراهنة بلسانیات النصوص و الخطاب الديني، الاقتصادی، الاجتماعي، القانوني، و ...
الأهواز / الصندوق البريدی 61335-4619:
الهاتف :32931199-61 (98+)
الفاکس:32931198-61(98+)
النقال و رقم للتواصل علی الواتس اب : 9165088772(98+)
البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
Vol. 2, No. 3 , Ahwaz Journal of Linguistics Studies
Ahwaz Journal of Linguistics Studies
(Peer-Reviewed International Quarterly Journal)
(ISSN: 2717-2643)
For more information, please visit the journal website:
WWW.AJLS.IR
The journal welcomes submissions in English, Arabic or Persian in any of the relevant fields:
A) Linguistics (Any issue related to either theoretical or applied linguistics)
B) Languages and dialects (Any linguistic issue related languages and dialects)
C) Translation (Any translation and interpreting issue related to languages and dialects)
D) Religious linguistics (Any linguistic study related to religious texts and speeches)
Please feel free to write if there is any query.
The AJLS Secretariat,
Ahwaz 61335-4619 Iran
Tel: (+98) 61-32931199
Fax: (+98) 61-32931198
Mobile: (+98) 916-5088772 (WhatsApp Number)
Email: info@pahi.ir
This document summarizes several studies that have examined prosody production and perception in individuals with autism spectrum disorder (ASD). It finds that existing research on this topic is limited, with few studies exploring both production and perception aspects of prosody in ASD. The studies reviewed found that individuals with ASD have difficulties with prosodic aspects like stress and detecting emotion from tone of voice. They also found relationships between prosody and language abilities in ASD. However, more research is still needed that looks at both production and perception of prosody together, especially in young children with ASD.
This document outlines the curriculum map for kindergarten English language arts based on the Common Core Georgia Performance Standards. It is divided into four quarters or nine weeks periods. Each period focuses on different literacy and reading goals, including working with literary and informational texts through reading, writing, foundational skills, speaking and listening, and language. The map provides the standards addressed each period for extended texts and short texts, connections, writing genres, research, and routine writing tasks.
The document outlines the first grade English Language Arts curriculum map divided into four nine-week periods. Each period focuses on different standards for reading literary and informational texts aloud and independently. It also details the writing standards for narrative, informative/explanatory, and opinion pieces. Additionally, it lists the foundational reading skills, speaking and listening, and language standards covered in each nine-week term.
Down's syndrome is caused by an extra chromosome 21. Symptoms include a small mouth, big tongue, flattened nose bridge, broad hands, small ears, and low birth weight. There are three main types of Down's syndrome - Trisomy 21 where all cells have an extra chromosome 21, Translocation where a fragment of chromosome 21 is attached to another chromosome, and Mosaicism where only some cells have the extra chromosome 21. Reading methods for people with Down's syndrome include the phonic approach which teaches letter-sound associations, the linguistic approach which teaches whole word families, and the multisensory approach which engages multiple senses.
江振宇/It's Not What You Say: It's How You Say It!台灣資料科學年會
This document discusses prosody modeling for Mandarin Chinese speech. It begins with an introduction to prosody and its importance in communication. Prosody can be measured acoustically using features like fundamental frequency, duration, intensity, and pause. A prosodic hierarchy for Mandarin is proposed with different levels like syllable, prosodic word, phrase, and breath group. Unsupervised joint prosody labeling and modeling is introduced as an approach that models observed prosodic features to determine prosodic tags without human perception. Parameters and a hierarchical model are used to represent prosodic structures and model relationships between linguistic information and prosodic-acoustic features.
This document discusses the evolution of human language. It begins by defining language and its core components, such as syntax, semantics, phonology, and pragmatics. It then explores theories on how language may have evolved, including the innate biological system perspective proposed by Chomsky and the usage-based perspective emphasizing social learning and cooperation. The document reviews comparative evidence from non-human primate vocalization and gesture research, as well as genetic and fossil evidence informing language evolution. Overall, the document analyzes perspectives on how and why human language may have emerged as a uniquely complex cognitive and social system.
The document discusses the importance of phonemic awareness, phonics, and fluency for reading instruction. It describes the connection between these skills and word recognition, and notes that children with speech/language delays are at risk for literacy problems. Several studies are cited showing that early language factors can predict reading outcomes, and certain variables like phonological awareness can identify children at risk for reading difficulties. The role of the speech language pathologist in assessing phonological processing skills and providing phonemic awareness intervention is explored.
Setswana Tokenisation and Computational Verb Morphology: Facing the Challenge...Guy De Pauw
This document discusses tokenization and computational verb morphology for Setswana, a Bantu language with a disjunctive orthography. It presents an approach that combines two tokenization transducers and a morphological analyzer to effectively tokenize Setswana text. The approach was tested on a short Setswana text and achieved 93.6% accuracy between the automatically and hand-tokenized texts. While mostly successful, some issues remained around longest matches that were not valid tokens or did not allow morphological analysis. Overall, the approach demonstrated that a precise tokenizer and morphological analyzer can largely resolve the challenges of Setswana's disjunctive writing system.
This document discusses the importance of phonemic awareness, phonology, and fluency for reading instruction. It notes that children with spoken language delays are at risk for literacy problems, and early language factors can predict reading outcomes. Specific variables like sentence imitation, letter identification, and phonological awareness can identify 88% of children at risk of reading problems. The document also discusses phonological processing skills, phonological awareness, and the role of speech language pathologists in assessing and providing intervention in these areas to support reading.
This document discusses the importance of phonemic awareness in learning to read. It provides research evidence that phonemic awareness is the strongest predictor of reading success and the lack of phonemic awareness makes learning to read very difficult. Phonemic awareness involves being able to hear and manipulate the individual sounds in spoken words. The document emphasizes that phonemic awareness can be developed in children through activities that encourage exploring and manipulating sounds in language. Screening for phonemic awareness is important to identify any children who may need additional support. Providing systematic phonics instruction integrated with other reading instruction in phonemic awareness, fluency and comprehension can create an effective reading program.
1. The document discusses using concept mapping to help students learn technical academic writing skills.
2. An experiment asked students to create concept maps summarizing research articles using restricted linking phrases, which helped the students produce more accurate written summaries.
3. Constraining the linking phrases in concept maps may lead students to minimal yet accurate summarizations of research arguments without direct instruction.
The document outlines the curriculum map for second grade English Language Arts in Georgia. It is divided into four quarters or nine weeks periods. Each period focuses on different literacy and informational text genres for reading, as well as narrative, informative, and opinion writing genres. It also covers foundational reading skills, speaking and listening, and language standards. The goal is for students to improve their reading comprehension, writing abilities, and communication skills through exposure to various texts and writing assignments over the course of the academic year.
This document outlines the design for teaching primary school students about parts of speech, including nouns, pronouns, verbs, and sentences. It provides learning objectives, outlines for individual lessons, and examples of interactive activities. The lessons would teach students to identify different parts of speech, classify nouns and pronouns, recognize regular and irregular verbs, and construct simple, compound and complex sentences. Students' understanding would be assessed through activities that test their ability to apply the concepts.
Visualising Typological Relationships: Plotting WALS with Heat MapsRichard Littauer
This document describes a new method for visualizing typological relationships by plotting data from the World Atlas of Language Structures (WALS) on heat maps. It combines geographic, phylogenetic, and linguistic data to show typological diversity visually. Previous related work on visualizing language typology, phylogeny, and geographic variation is discussed. The method is applied to 372 languages from WALS to generate heat maps of 14 linguistic features, showing potential for illuminating new areas of linguistic research.
This document introduces the concept of refined concept maps (RCM) as a way to make traditional concept maps more rigorous and less ambiguous. RCM focuses on using a finite set of well-defined semantic relation names instead of loose linking words. This allows knowledge to be represented in a more formal and logically consistent way while still being accessible to novices. The document provides examples of converting traditional concept maps to RCM and discusses how RCM could serve as a bridge between informal and formal knowledge representation.
Implications of 20 Years of CHC Cognitive-Achievement Research: Back-to-the...Kevin McGrew
Much has been learned about CHC CHC COG-ACH relations during the past 20 years (McGrew & Wendling’s, 2010). This presentation, made at the First Richard Woodcock Institute on Cognitive Assessment (Sept 29, 2012), built on this extant research by first clarifying the definitions of abilities, cognitive abilities, achievement abilities, and aptitudes. Differences between domain-general and domain-specific CHC predictors of school achievement were defined. The promise of Kafuman’s “intelligent” intelligence testing approach was illustrated with two approaches to CHC-based selective referral-focused assessment (SRFA). Next, a number of new intelligent test design (ITD) principles were described and demonstrated via a series of exploratory data analyses that employed a variety of data analytic tools (multiple regression, SEM causal modeling, multidimensional scaling). The ITD principles and analyses resulted in the proposal to construct developmentally-sensitive CHC-consistent scholastic aptitude clusters, measures that can play an important role in contemporary third method (pattern of strength and weakness) approaches to SLD identification.
The need to move beyond simplistic conceptualizations of COG COG-ACH relations and SLD identification models was argued and demonstrated via the presentation and discussion of CHC COG-ACH causal SEM models. Another example was the proposal to identify and quantify cognitive-aptitude-achievement trait complexes (CAATCs). A revision in current PSW third-method SLD models was proposed that would integrate CAATCs. Finally, the need to incorporate the degree of cognitive complexity of tests and composite scores within CHC domains in the design and organization of intelligence test batteries (to improve the prediction of school achievement) was proposed. The various proposals presented in this paper represented a mixture of (a) a call to return to old ideas with new methods (Back-to-the-Future) or (b) the embracing of new ideas, concepts and methods that require psychologists to move beyond the confines of the dominant CHC taxonomy of human cognitive abilities (i.e., Beyond CHC).
This document outlines the curriculum map for an English II course. It includes ongoing standards focused on reading comprehension, analysis, and making connections. The first unit focuses on literary elements through short stories, poems, and analyzing themes. Students will identify literary devices, compare characters and events, and determine an author's purpose. Subsequent units cover text structure cues, persuasive techniques, and pleasure reading with a focus on The Giver. The overall goals are for students to strengthen comprehension and analysis skills.
This document discusses various topics related to reading skills and disabilities, including:
- Different cognitive processes involved in reading like simultaneous, successive, phonological coding.
- Studies showing poor readers have lower scores on tests of successive processes.
- Approaches for developing word reading like phonological awareness programs vs. cognitive abilities programs.
- Evidence that dyslexia can be caused by phonological deficits or more general developmental delays.
- Brain imaging research showing different neural circuits for phonological vs. orthographic reading tasks.
- Suggestions that interventions for dyslexics should not rely solely on phonics or oral reading.
Sl6003 3.1 underlying deficits and diagnosis 2012sltherapist
This document describes a model of speech processing and underlying deficits in speech sound disorders. It outlines the stages of speech processing including perception, phonological rules, phonetic planning and motor execution. It discusses evidence for the model from phenomena like the McGurk effect. The document then examines different types of speech sound disorders including articulation disorders, phonological delay, consistent phonological disorder, and inconsistent phonological disorder. It analyzes the underlying deficits for each type based on performance across different tasks and relates these to specific impairments in the speech processing model.
NB. THIS FILE TOO BIG TO VIEW ONLINE. You need to save it in order to read it! Chapter on Speech and language difficulties, from 4th edition of Rutter and Taylor: Child and Adolescent Psychiatry, 2002.
المجلد: 2 ، العدد: 3 ، مجلة الأهواز لدراسات علم اللغة
مجلة الأهواز لدراسات علم اللغة
(مجلة فصلية دولية محكمة)
(ISSN: 2717-2716)
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.AJLS.IR
ترحب المجلة بجميع الباحثين في مجال اهتمامها العلمي والبحثي في احد المحاور المذکورة أدﻧﺎه بإحدی اللغات التالیة: العربیة، الإنجلیزیة و الفارسیة:
أ) اللغات و اللهجات (القضايا الراهنة بلسانیات اللغة)
ب) علم اللغة (القضايا الراهنة بعلم اللغة)
ج) الأدب (القضاية الراهنة بالأدب العربي، الإنجليزي، و سائر اللغات)
د) الترجمة (القضاية الراهنة بترجمة اللغات)
ه) القضايا الراهنة بلسانیات القرآن الکریم
و) القضايا الراهنة لتعلیم اللغات لغير الناطقين بها
ز) تعليم، برمجة و تقييم برامج تعليم و تعلم اللغات
ح) الاستراتيجيات، إمكانیات و تحديات التسويق وريادة الأعمال فی اللغات المتنوعة
ط) القضايا الراهنة بلسانیات النصوص و الخطاب الديني، الاقتصادی، الاجتماعي، القانوني، و ...
الأهواز / الصندوق البريدی 61335-4619:
الهاتف :32931199-61 (98+)
الفاکس:32931198-61(98+)
النقال و رقم للتواصل علی الواتس اب : 9165088772(98+)
البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
Vol. 2, No. 3 , Ahwaz Journal of Linguistics Studies
Ahwaz Journal of Linguistics Studies
(Peer-Reviewed International Quarterly Journal)
(ISSN: 2717-2643)
For more information, please visit the journal website:
WWW.AJLS.IR
The journal welcomes submissions in English, Arabic or Persian in any of the relevant fields:
A) Linguistics (Any issue related to either theoretical or applied linguistics)
B) Languages and dialects (Any linguistic issue related languages and dialects)
C) Translation (Any translation and interpreting issue related to languages and dialects)
D) Religious linguistics (Any linguistic study related to religious texts and speeches)
Please feel free to write if there is any query.
The AJLS Secretariat,
Ahwaz 61335-4619 Iran
Tel: (+98) 61-32931199
Fax: (+98) 61-32931198
Mobile: (+98) 916-5088772 (WhatsApp Number)
Email: info@pahi.ir
This document summarizes several studies that have examined prosody production and perception in individuals with autism spectrum disorder (ASD). It finds that existing research on this topic is limited, with few studies exploring both production and perception aspects of prosody in ASD. The studies reviewed found that individuals with ASD have difficulties with prosodic aspects like stress and detecting emotion from tone of voice. They also found relationships between prosody and language abilities in ASD. However, more research is still needed that looks at both production and perception of prosody together, especially in young children with ASD.
This document outlines the curriculum map for kindergarten English language arts based on the Common Core Georgia Performance Standards. It is divided into four quarters or nine weeks periods. Each period focuses on different literacy and reading goals, including working with literary and informational texts through reading, writing, foundational skills, speaking and listening, and language. The map provides the standards addressed each period for extended texts and short texts, connections, writing genres, research, and routine writing tasks.
The document outlines the first grade English Language Arts curriculum map divided into four nine-week periods. Each period focuses on different standards for reading literary and informational texts aloud and independently. It also details the writing standards for narrative, informative/explanatory, and opinion pieces. Additionally, it lists the foundational reading skills, speaking and listening, and language standards covered in each nine-week term.
Down's syndrome is caused by an extra chromosome 21. Symptoms include a small mouth, big tongue, flattened nose bridge, broad hands, small ears, and low birth weight. There are three main types of Down's syndrome - Trisomy 21 where all cells have an extra chromosome 21, Translocation where a fragment of chromosome 21 is attached to another chromosome, and Mosaicism where only some cells have the extra chromosome 21. Reading methods for people with Down's syndrome include the phonic approach which teaches letter-sound associations, the linguistic approach which teaches whole word families, and the multisensory approach which engages multiple senses.
江振宇/It's Not What You Say: It's How You Say It!台灣資料科學年會
This document discusses prosody modeling for Mandarin Chinese speech. It begins with an introduction to prosody and its importance in communication. Prosody can be measured acoustically using features like fundamental frequency, duration, intensity, and pause. A prosodic hierarchy for Mandarin is proposed with different levels like syllable, prosodic word, phrase, and breath group. Unsupervised joint prosody labeling and modeling is introduced as an approach that models observed prosodic features to determine prosodic tags without human perception. Parameters and a hierarchical model are used to represent prosodic structures and model relationships between linguistic information and prosodic-acoustic features.
This document discusses the evolution of human language. It begins by defining language and its core components, such as syntax, semantics, phonology, and pragmatics. It then explores theories on how language may have evolved, including the innate biological system perspective proposed by Chomsky and the usage-based perspective emphasizing social learning and cooperation. The document reviews comparative evidence from non-human primate vocalization and gesture research, as well as genetic and fossil evidence informing language evolution. Overall, the document analyzes perspectives on how and why human language may have emerged as a uniquely complex cognitive and social system.
The document discusses the importance of phonemic awareness, phonics, and fluency for reading instruction. It describes the connection between these skills and word recognition, and notes that children with speech/language delays are at risk for literacy problems. Several studies are cited showing that early language factors can predict reading outcomes, and certain variables like phonological awareness can identify children at risk for reading difficulties. The role of the speech language pathologist in assessing phonological processing skills and providing phonemic awareness intervention is explored.
Setswana Tokenisation and Computational Verb Morphology: Facing the Challenge...Guy De Pauw
This document discusses tokenization and computational verb morphology for Setswana, a Bantu language with a disjunctive orthography. It presents an approach that combines two tokenization transducers and a morphological analyzer to effectively tokenize Setswana text. The approach was tested on a short Setswana text and achieved 93.6% accuracy between the automatically and hand-tokenized texts. While mostly successful, some issues remained around longest matches that were not valid tokens or did not allow morphological analysis. Overall, the approach demonstrated that a precise tokenizer and morphological analyzer can largely resolve the challenges of Setswana's disjunctive writing system.
This document discusses the importance of phonemic awareness, phonology, and fluency for reading instruction. It notes that children with spoken language delays are at risk for literacy problems, and early language factors can predict reading outcomes. Specific variables like sentence imitation, letter identification, and phonological awareness can identify 88% of children at risk of reading problems. The document also discusses phonological processing skills, phonological awareness, and the role of speech language pathologists in assessing and providing intervention in these areas to support reading.
This document discusses the importance of phonemic awareness in learning to read. It provides research evidence that phonemic awareness is the strongest predictor of reading success and the lack of phonemic awareness makes learning to read very difficult. Phonemic awareness involves being able to hear and manipulate the individual sounds in spoken words. The document emphasizes that phonemic awareness can be developed in children through activities that encourage exploring and manipulating sounds in language. Screening for phonemic awareness is important to identify any children who may need additional support. Providing systematic phonics instruction integrated with other reading instruction in phonemic awareness, fluency and comprehension can create an effective reading program.
Dr. Surendra Ghintala presented on speech disorders. The presentation covered topics such as external versus inner speech, the central language zones of the brain including the receptive and executive areas, the anatomy of language functions, and the components and structure of language including phonology, morphology, syntax, semantics, and pragmatics. Classification systems for aphasia were discussed including the Boston Aphasia Classification System which recognizes eight subtypes of aphasia. Clinical features of different aphasia syndromes were outlined. Motor speech disorders including apraxia and dysarthria were also covered along with other conditions that can cause aphasia such as dialysis dementia syndrome.
Sipij040305SPEECH EVALUATION WITH SPECIAL FOCUS ON CHILDREN SUFFERING FROM AP...sipij
Speech disorders are very complicated in individuals suffering from Apraxia of Speech-AOS. In this paper ,
the pathological cases of speech disabled children affected with AOS are analyzed. The speech signal
samples of children of age between three to eight years are considered for the present study. These speech
signals are digitized and enhanced using the using the Speech Pause Index, Jitter,Skew ,Kurtosis analysis
This analysis is conducted on speech data samples which are concerned with both place of articulation and
manner of articulation. The speech disability of pathological subjects was estimated using results of above
analysis.
JSLHRArticleEffects of Sampling Context on Spontaneous.docxpriestmanmable
JSLHR
Article
Effects of Sampling Context on Spontaneous
Expressive Language in Males With Fragile
X Syndrome or Down Syndrome
Sara T. Kover,a Andrea McDuffie,b Leonard Abbeduto,b and W. Ted Brownc
Purpose: In this study, the authors examined the impact of
sampling context on multiple aspects of expressive language in
male participants with fragile X syndrome in comparison to male
participants with Down syndrome or typical development.
Method: Participants with fragile X syndrome (n = 27), ages
10–17 years, were matched groupwise on nonverbal mental
age to adolescents with Down syndrome (n = 15) and typically
developing 3- to 6-year-olds (n = 15). Language sampling
contexts were an interview-style conversation and narration
of a wordless book, with scripted examiner behavior. Language
was assessed in terms of amount of talk, mean length of
communication unit (MLCU), lexical diversity, fluency, and
intelligibility.
Results: Participants with fragile X syndrome had lower MLCU and
lexical diversity than did participants with typical development.
Participants with Down syndrome produced yet lower MLCU.
A differential effect of context among those with fragile X syndrome,
Down syndrome, and typical development emerged for the
number of attempts per minute, MLCU, and fluency. For participants
with fragile X syndrome, autism symptom severity related to the
number of utterances produced in conversation. Aspects of
examiner behavior related to participant performance.
Conclusion: Sampling context characteristics should be
considered when assessing expressive language in individuals
with neurodevelopmental disabilities.
Key Words: language sampling, conversation, narrative, fragile
X syndrome, mean length of utterance (MLU)
O f the methods used to assess expressive languagein children and adolescents with intellectual dis-abilities, standardized tests and spontaneous
language samples are the most often used (Abbeduto,
Kover, & McDuffie, 2012). Although scores on standard-
ized assessments and language samples tend to be corre-
lated, each provides unique information (Condouris,
Meyer, & Tager-Flusberg, 2003; Ukrainetz & Blomquist,
2002). Standardized measures of expressive language
offer a relatively quick evaluation of performance relative
to age expectations. However, most standardized assess-
ments yield a single summary score for expressive
language ability, which precludes the possibility of identi-
fying patterns of relative strength or weakness across
domains (e.g., vocabulary, syntax), and can mask clinically
meaningful differences among individuals. When assess-
ing individuals with intellectual disabilities, standard-
ized language tasks are also prone to floor effects (Mervis
& Robinson, 2005). Spontaneous language samples avoid
these limitations by providing contextualized data on spe-
cific aspects of ability and, in this way, are well suited to
establishing expressive language profiles (Westerveld,
Gillon, & Miller, 2004). The pre ...
The document discusses spelling development and instruction. It outlines 5 developmental stages of spelling from emergent to independence. Effective instruction should match words to students' developmental level, not frustration level, and focus on spelling patterns rather than individual words. Spelling involves phonemic, graphophonic, morphemic, etymological, and visual awareness and influences reading and writing.
1. Letter name alphabet spelling and within-word pattern spelling align with Years 1-2 of the Australian Curriculum, focusing on phonics, short vowels, blends, digraphs.
2. Syllables and affixes spelling relates to Years 3-4, with concepts of long vowels, inflectional endings, syllabication, and homophones.
3. Derivational relations spelling corresponds to Years 5-7, exploring word origins, roots, affixes, and morphological relationships between spelling and meaning.
Similar to VOCABULARY COMPREHENSION IN FRAGILE X SYNDROME: COMPARATIVE ANALYSES (20)
Aging Oxidative Stress and Dietary OxidantsDominick Maino
This book review summarizes the text "Aging: Oxidative Stress and Dietary Antioxidants" which discusses how oxidative stress impacts the aging process and various age-related diseases. It contains 29 chapters authored by 82 contributors exploring topics like the role of antioxidants in reducing frailty, supporting cardiovascular health and preventing Alzheimer's disease. The review highlights how certain foods, herbs, spices and supplements can potentially slow aging by decreasing oxidative stress and inflammation. While technical at times, the book's diagrams and photographs help explain complex topics for readers without extensive scientific backgrounds. The reviewer recommends it for anyone wanting to better understand senior health and the science behind antioxidants.
06 17 current research that you should incorporate into yourDominick Maino
This course presents the best research posters from the 2017 American Optometric Association conference, featuring 5 presentations on topics ranging from concussive effects in veterans to myopia in children to management of central serous retinopathy and choroideremia. The document provides background on the poster selection process and encourages optometrists to submit their own case reports and clinical research for consideration in future poster sessions. It concludes with a question and answer period following the 5 presentations.
06 17 current research that you should incorporate into yourDominick Maino
This document summarizes a course featuring the best poster presentations from the 2017 AOA conference. It discusses 5 poster presentations that were selected to be highlighted covering topics like concussive effects in veterans, myopia in children in China, corneal edema, central serous retinopathy, and low vision rehabilitation for choroideremia. The document provides details on the abstract review process and encourages clinicians to submit case reports and research to the 2018 poster session.
Cerebral Palsy is a motor disability appearing in early life due to brain damage. It has a prevalence of 1-4 per 1000 live births. Etiologies include prenatal, perinatal and postnatal insults. It is classified as spastic, dyskinetic or ataxic. Visual characteristics include refractive errors like hyperopia, strabismus in over 10% of cases, and reduced accommodation. Down Syndrome is a genetic condition caused by trisomy 21. Its prevalence is about 1 in 700 live births. Physical characteristics include low muscle tone, a flat facial profile, and health issues such as congenital heart defects and hearing loss.
My students and I wrote several translations of how to conduct an eye examination (mostly my students since my language skills are not very good!). I know there are many ways, and perhaps better ways to ask these questions, but this could be a starting point. Feel free to adapt this to your needs and to make this even better. Please share when you do.
My students and I wrote several translations of how to conduct an eye examination (mostly my students since my language skills are not very good!). I know there are many ways, and perhaps better ways to ask these questions, but this could be a starting point. Feel free to adapt this to your needs and to make this even better. Please share when you do.
Let me know what you think. (dmaino@ico.edu).
Neuroplasticity and Vision Therapy for Adults; A Case SeriesDominick Maino
This poster was presented at the American Optometric Association's Annual meeting in Boston, MA 06/2016
The bottom line:
The visual cortex has the capacity for experience dependent change (neuroplasticity) throughout life. Unfortunately, when it comes to the adult with binocular vision problems, this is not always recognized as being true even though there is strong clinical evidence to suggest a high level of adult neuroplasticity. Current research shows that adults tend to have numerous anomalies associated with the binocular vision system especially within certain populations. This case series demonstrates how those even approaching 70 years of age can benefit from optometric vision therapy.
Current Clinical Case Reorts & Research You Should Incorporate into Your Mode...Dominick Maino
Dominick Maino, OD, MEd, FAAO, FCOVD-A
Moderator
Featuring the Best of AOA's 2016 Poster Presentations
Saturday, July 2nd 8-10AM
Five of the very best, clinically relevant posters were chosen to be given during the American Optometric Association meeting in Boston in 2016. These posters were chosen by the AOA Poster Committee (Dr. Dominick M. Maino, Chair).
PDF Handout: D Maino: Visual Diagnosis and Care of the Patient with Special N...Dominick Maino
This is a copy of my handout of the lecture given in class today. (Copyright 2016). You may download and use this for any non-commercial educational purpose.
Writing the Perfect Poster Abstract in 20 Minutes or LessDominick Maino
One of the easiest ways to begin your publishing career is to present a poster during one of the many annual meetings held by professional optometry. These meetings include but are not limited to the College of Optometrists in Vision Development, American Academy of Optometry and the American Optometric Association. This presentation reviews the step by step process involved in writing an abstract that will be accepted for presentation by these and other organizations most of the time. Once the abstract is written, you are one third of the way to making a significant contribution to the optometric literature. The other two thirds include, creating the poster and writing the final paper to be submitted to an appropriate journal for publication (the last two topics will be addressed at other meetings and/or within future VDR articles). You are encouraged to bring information for a case report and/or case series that you wish to use for a poster in the future.
This course presents the latest information concerning cortical visual impairment, its etiology, diagnosis and treatment. Various topics reviewed include cortical vs cerebral visual impairment, ventral/dorsal visual streams, visual acuity, and contrast sensitivity. Also discussed are various retinoscopy techniques, overlapping functional vision disorders, and visual stimulation/therapy for these disorders.
Course Objectives
At the end of this course, the participant will:
Be able to identify cortical vs cerebral visual impairment
Be able to access various vision functions such as visual acuity, contrast sensitivity, oculomotor and accommodative disorders
Be able to treat the diagnosed vision problems with all the tools available to the optometrist (spectacles, low vision devices, vision rehabilitative techniques)
Be aware of and use outside resources to supplement and add to any therapeutic interventions recommended
AOA "There's More to 3D than Meets the Eye"Dominick Maino
The American Optometric Association did an awesome job in making a potentially hard to understand topic...easier to understand. If you have problems with viewing 3D, please review this PowerPoint presentation.
A,B,V's of School Performance: Academics, Behavior and VisionDominick Maino
This presentation is geared towards teachers and professional teaching staff, but can also be adapted for parents and others. It reviews the three O's of eye care (Optometry, Ophthalmology, Optician), the optometric examination, learning related vision problems and more.
Evidence Based Practice: Pediatrics, Binocular Vision and Patients with Speci...Dominick Maino
This document discusses evidence-based clinical practice in pediatrics and optometry, specifically for patients with special needs. It covers different perspectives of clinicians and researchers, as well as patients' views. It questions whether evidence is needed for everything, given limitations of randomized controlled trials and systematic reviews. The document also discusses levels of scientific evidence and grades of evidence in evaluating research studies and forming clinical recommendations.
060915 current research that you should incorporate into yourDominick Maino
Current Research that You Should Incorporate into Your Mode of Practice Now!
Dominick Maino, OD, MEd, FAAO, FCOVD‐A
Moderator
Featuring the Best of AOA's 2015 Poster Presentations
Jun‐27‐2015 8:00AM ‐ 10:00AM
Optic Nerve Head Drusen: A Myriad of Presentations
Jennifer L. Jones, Sylvia E. Sparrow, Christina Grosshans
Validation Study of New LCD‐Based Contrast Sensitivity Testing Method
Sarah Henderson, Jeung H Kim, Paul Harris
Bilateral Cystoid Macular Edema in Retinitis Pigmentosa and its Management
Lindsay T. Gibney
An ODE to Optic Disc Edema
Kelli Theisen
Is Binocular Balancing with Subjective Refraction a thing of the Past?
David Geffen
Optometry's Meeting 2015
Seattle, Washington
Maino D. Agenda Driven Research. Vis Dev Rehab 2015; 1(1):7-11.
Read the editorial.....
Conclusion
It is time for all to put aside our agendas,
our biases, our preconceived notions. It is time
to work together to determine best practices
even if it is contrary to prevailing opinion. The
world is not flat. Amblyopia can be treated at
any age. And optometric vision therapy is an
appropriate treatment modality for disorders of
he binocular vision system.
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...Donc Test
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler Community Health Nursing A Canadian Perspective, 5th Edition TEST BANK by Stamler Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Study Guide Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Studocu Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Course Hero Community Health Nursing A Canadian Perspective, 5th Edition Answers Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Course hero Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Studocu Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Study Guide Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Ebook Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Questions Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Studocu Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Stuvia
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
VOCABULARY COMPREHENSION IN FRAGILE X SYNDROME: COMPARATIVE ANALYSES
1. VOCABULARY COMPREHENSION IN FRAGILE X SYNDROME: #139
COMPARATIVE ANALYSES
Sue Ellen Krause*, Elizabeth Berry-Kravis§, Joanne Wuu§, Sue Leurgans§, Stephen J. Guter, Jr.†, Sandra S. Block‡, Jeff Salt†, Edwin Cook†, and Dominick Maino‡
*Krause Speech and Language Services, Chicago, §Rush University Medical Center, Chicago, †University of Illinois at Chicago, ‡Illinois College of Optometry, Chicago
Background Methods Results Conclusions
Males with Fragile X Syndrome (FXS) perform well below chronological age on measures of Subjects Comparison of AE Scores Between Tests • Vocabulary comprehension in our FXS adults was superior to overall
receptive and expressive vocabulary8,9,12 and morphosyntax2,5,11. Adult males with FXS • 42 adults (33 males, 9 females) with FXS undergoing baseline testing for language, verbal reasoning, and cognition.
PPVT PPVT PPVT PLS/CELF
have shown vocabulary scores similar to those of age- and cognitively-matched males with entry into a controlled clinical trial investigating the effect of CX516, an AMPA- vs. vs. vs. vs. • Receptive vocabulary as measured by the PPVT-III is not a representative
nonspecific forms of mental retardation and with autism2,9. Lexical skills in males with FXS benchmark of receptive or overall language skills in FXS.
modulating compound, on cognition and behavior in FXS. PLS/CELF SB SB-Verbal SB
have been shown to exceed nonverbal mental age8. Less is known about lexical Mean ± SD
development in females with FXS2.
• FXS defined by an expansion mutation in FMR1 with at least partial of the difference
3.1 ± 2.5 2.6 ± 2.5 1.2 ± 2.4 -0.5 ± 1.0
methylation (full mutation), consistent with a diagnosis of FXS by DNA Paired t-test p < 0.0001 p < 0.0001 p = 0.0022 p = 0.0013
Past research has shown differences in receptive vocabulary and syntax in individuals with analysis.
Downs Syndrome (DS)1,4, but similar performances in FXS across subtests of the Test for
Auditory Comprehension of Language-R1. The Peabody Picture Vocabulary Test-R has
• Inclusion criteria: age 18-50 years; measured IQ 20-85; normal hearing;
PPVT vs. PLS/CELF
Discussion
normal or corrected vision; stable medication regimen for 8 weeks prior to
been used as a measure of receptive language ability in FXS patients7. AE scores on the PPVT were significantly higher than those on the PLS/CELF
enrollment; a negative pregnancy test (female subjects) at enrollment; native • Unlike typically developing populations, the FXS population shows much
English speakers; no recent history of seizure, epilepsy, or syncope, an (p<0.0001). The difference averaged 3.1 ± 2.5 years, with a 5-10 year disparity
better ability in basic receptive vocabulary than in other areas of language
Data are needed to compare receptive vocabulary, especially as measured by the PPVT-III for some subjects - especially those with higher mental age.
– the standard measure of receptive vocabulary, with other language skills and with verbal
unresolved medical issue impacting performance, or behavioral dysfunction and cognition. Consistent with the known neural connectivity problem in FXS,
mental age in FXS adults. In fact, FXS is the most common cause of inherited mental sufficiently severe to preclude cooperation with testing. our findings likely reflect greater difficulty for FXS adults to process
retardation and is thought to affect 1 in 4,000 individuals in the general population13. Thus, • Recruited through the FXS Clinic, Rush University Medical Center, Chicago. information requiring recruitment of more diffuse brain regions. By
thorough understanding of the language profile in FXS is crucial for delivery of language • Informed written consent from either the subject or the parent/legal guardian
15
diffe
renc
e comparison, vocabulary comprehension is a relatively simple and more
PPVT AE (Years)
ear
interventions and for proper design of clinical trials. prior to participation. Assent was obtained in every case in which the subject
10-y localized task.
was not his/her own legal guardian. 10
nce
ffere
nc e • A possible decline in mental age with aging has been noted for FXS2,6. That
No di
5-ye
ar di
ffere
may partly contribute to the stunning disparity between receptive vocabulary
Subject Characteristics and other language/cognitive skills; however, the simplicity of the receptive
Purpose Total
(N=42)
5 vocabulary task is likely the primary source of the significant differences
observed in this study.
• To evaluate receptive vocabulary in FXS and determine whether receptive vocabulary Age Mean ± SD 26.4 ± 8.2
4 6 8 10
• The SB-Verbal included Picture Vocabulary and Oral Definitions, both
performance is commensurate with more global language and cognition:
(Range) (18 - 49) expressive language tasks. Literature on relative ability in receptive and
PLS/CELF AE (Years)
• To compare performance in receptive vocabulary and overall receptive/expressive Sex Male 33 expressive vocabulary in FXS males is mixed2,10. Our study does not allow for
language.
Female 9
PPVT vs. SB and SB-Verbal such a comparison, since SB-Verbal includes oral definition.
• To compare performance in receptive vocabulary and verbal and composite IQ.
Race Caucasian 39
The AE scores on the PPVT were also significantly higher than those on both • Abbeduto et. al. (2003) did not show a difference across subtests of the
African Am. 2
TACL-R in FXS. Our findings and theirs differ partly because our subjects
Hispanic 1 the SB (p<0.0001) and SB-Verbal (p=0.0022). The PPVT averaged 2.6 ± 2.5 were older and discrepancies in scores may increase with age. More likely,
• To compare overall receptive/expressive language and verbal and composite IQ. years higher than the SB and 1.2 ± 2.4 years higher than the SB-Verbal.
Stanford-Binet IQ Mean ± SD 44.4 ± 11.3 the different measures employed in the two studies (i.e., WC&R, TACL-R vs.
(Range) (36 - 75) PPVT-III) explain the different results.
High Functioning* Yes 13 • Children with DS perform better on receptive vocabulary than syntax by 1
No 29
15 e
year4. Differences increased with age in DS and in normal, mental age-
matched controls. The measurement domains preclude direct comparison to
ce 15 nc
dif feren ere
Autism Yes 22 ear diff
10-y
PPVT AE (Years)
PPVT AE (Years)
ar ce
(by ADOS & ADI) Spectrum 4
fere
nc e
10
-ye
diff
er en our study, but it appears that the magnitude of difference between vocabulary
No 15 5-ye
ar dif
feren
ce 5-y
ear
ce
comprehension and other language skills is larger in FXS adults than in the
Missing 1
Fragile X Syndrome (FXS) No dif
DS population.
10 10 er en
diff
No
*Defined as Stanford-Binet IQ ≥ 50
5
Prevalence 5
• Full mutation: 1 per 3600 males, 1 per 4000 females
• Premutation: 1 per 800 males, 1 per 259 females
Measures
• All subjects were tested individually on:
Implications for
• Most common known inherited form of MR • Peabody Picture Vocabulary Test-III, Form A (PPVT).
• Either Preschool Language Scale-4 (PLS) for those with a mental age
4 6
SB AE (Years)
8 10 2 4 6 8 10
SB-Verbal AE (Years)
12 14 16
Future Research
Characteristics of <6;0 (n=26), or Clinical Evaluation of Language Function-3 (CELF)
PLS/CELF vs. SB • The PPVT-III should not be used as a screening tool for language levels or
• Variable physical features: Long, wide, or protruding ears, long face, prominent jaw, high for those with a mental age of 6;0-8;11 (n=14) or ≥9;0 (n=2).
arched palate, macrocephaly, midfacial hypoplasia, epicanthal folds, prominent forehead. • The screening battery from the Stanford-Binet Intelligence Scale–IV The PLS/CELF differed significantly (p=0.001) from the SB, with the mean cognitive function in clinical studies.
• Cognitive deficits ranging from severe to very mild (SB): Vocabulary (Verbal Reasoning, SB-Verbal); Pattern Analysis PLS/CELF lower than the mean SB by 0.5 ± 1.0 years. The difference between • There is a need for development of efficient tools to measure receptive and
• Speech and language deficits (Abstract Visual Reasoning); Quantitative (Quantitative Reasoning); overall language and cognition as found in these data, albeit statistically expressive language for vocabulary, syntax, concepts, and phonological
• Fine-motor deficits Bead Memory (Short Term Reasoning). significant, is likely not clinically relevant in the adult FXS population. processing in the FXS population.
• Prominent behavioral issues • Rationale for use of PLS/CELF Total Scores:
• There was a high correlation between the PLS-AC, PLS-EC, and PLS- 10
Medical Problems Total Score (Spearman rank correlation, r>0.80, p<0.0001), and all three ren
c e
PLS/CELF AE (Years)
iffe
• Recurrent otitis media
• Dental malocclusion
• Hypotonia
• Anxiety disorders
• Visual abnormalities
• Early seizure disorders
showed similar relationship with the PPVT.
• On the CELF, an AE score is only available on the Total Test. The raw
8
5-y
ea
rd
e
References
nc
• Growth disorders scores of the Receptive Language component strongly correlated with No
dif
fere
1. Abbeduto L, Murphy M, Cawthon S, Richmond E, Weissman M, Karadottir S, O’Brien A (2003). Receptive language
skills of adolescents and young adults with Down or Fragile X Syndrome. American Journal on Mental Retardation,
the Total AE (r=0.91, p<0.0001).
6
c e 108 (3) 149-160.
ren
Presenting Signs in Young Children • Thus, the Total AE scores from the PLS and CELF were combined to ea
rd
iffe 2. Abbeduto L, Hagerman R (1997). Language and communication in fragile X syndrome, Mental Retardation and
Developmental Disabilities Research Reviews 3, 313-322.
5-y
• Physical differences may/may not be present yield a continuum of functional language levels from “youngest” to 4
3. Berry-Kravis E, Krause SE, Block SS, Guter S, Wuu J, Leurgans S, Decle P, Potanos K, Cook E, Salt J, Maino D,
Weinberg D, Lara R, Jardini T, Cogswell J, Johnson S, Hagerman R (2006). Effect of CX516, an AMPA-modulating
• Orofacial hypotonia “oldest.” compound, on cognition and behavior in fragile X syndrome: A controlled trial. Journal of Child and Adolescent
4 6 8 10 Pharmacology 16 (5), 525-540.
• Speech and language delay/disorder 4. Chapman R, Schwartz S, Kay-Raining Bird E (1991). Language skills of children and adolescents with Down
SB AE (Years)
• Hyperactivity Statistical Analysis syndrome: I. Comprehension. (1991) Journal of Speech and Hearing Research,34, 1106-1120.
5. Dykens EM, Hodapp RM, Leckman JF (1994). Behavior and Development in Fragile X Syndrome. Thousands Oak,
• Tactile defensiveness and hypersensitivity • Age-equivalent (AE) scores obtained from the measures were compared CA: Sage.
• Awkward running gait using paired t-tests, and their association assessed by Spearman rank Relative Distribution of AE by Subject with SB as Reference 6. Hay DA (1994). Does IQ decline with age in fragile-X? A methodological critique. American Journal of Medical
Genetics, 51, 358-363.
• Hand biting, Hand flapping correlation. The level of statistical significance was set at 0.05 (two-sided). 10
7. Kogan CS, Boutet I, Cornish K, Zangenehpour S, Mullen KT, Holden JJ, Der Kaloustian VM, Andermann E,
Chaudhuri A (2004). Differential impact of the FMR1 gene on visual processing in fragile X syndrome. Brain, 127
• Autistic-like patterns with perseverative behavior and language PPVT
Deviance from SB AE (Years) (3), 591-601.
PLS/CELF
SB-Verbal
8
8. Madison LS, George C, Moeschler JB (1986). Cognitive functioning in the fragile-X syndrome: A study of
Summary of AE Scores intellectual, memory, and communication skills. Journal of Mental Deficiency Research 30, 129-148.
6
9. Paul R, Dykens E, Watson M, Breg WR, Cohen D (1987). A comparison of language characteristics of mentally
N Mean ± SD (Range) retarded adults with fragile X syndrome and those with non-specific mental retardation. Journal of Autism and
4 Developmental Disorders 17, 457-468.
PPVT 42 8.4 ± 4.0 (2.0-18.2) 10. Roberts J (2001). Receptive and expressive communication development of young males with Fragile X Syndrome,
PLS/CELF 41 5.3 ± 1.8 (3.1-10.9) 2 American Journal on Mental Retardation 106 (3), 216-230.
SB 42 5.8 ± 2.0 (2.9-11.1) 11. Schopmeyer BB (1992). Speech and language characteristics in fragile X syndrome. In Schopmeyer B.B. and Lowe,
SB-VR 42 7.2 ± 3.0 (2.3-15.8)
0 R. (Eds.) The Fragile X Child. San Diego: Singular Publishing 71-89.
12. Sudhalter V, Maranion M, Brooks P (1992). Expressive semantic deficit in the productive language of males with
-2 fragile X syndrome. American Journal of Medical Genetics, 43, 196-197.
13. Turner G, Webb T, Wake S, Robinson H (1996). Prevalence of fragile X syndrome. American Journal of Medical
-4
Genetics, 64, 196-197.
4 6 8 10
SB AE (Years)