No description available.

No description available.

No description available.

No description available.

A summary of the results shows that with 5 of the 9 subjects the high-frequency consonant scores indicated the same aid for the patient that the NU-6 scores indicated. In 2 cases the NU-6 indicated amplification was appropriate whereas the high-frequency consonant scores indicated amplification was not appropriate. Obviously, the high-frequency consonant scores should be considered supplemental to the NU-6 scores and not as a replacement for the NU-6. The combination of the NU-6 and the high-frequency consonant results for Subject 1 may indicate that the patient should have received further counseling and should have been taught how to communicate more effectively without an aid. The high-frequency consonant scores obtained by 2 of the subjects indicated different aids than the ones indicated by the NU-6 test and the patient preference. Perhaps the reason the patient chose an aid other than the one that would most benefit him was that he was most comfortable with the aid that allowed him to hear in the manner to which he was accustomed, even if he did not do as well with it. If a person had become accustomed to not hearing the high-frequency sounds, an aid that suddenly allowed him to hear those sounds might disturb him. The addition of high-frequency amplification might have made speech sound foreign to him. It would have been much easier for him to choose the aid that he was most comfortable with.(ABSTRACT TRUNCATED AT 250 WORDS)

Three-year-old Kasey has cerebral palsy (CP) with seizures. He often pushes books away, putting his head down instead. Kasey is learning preliteracy skills and enjoys manipulating objects but has great difficulty with fine motor abilities. Kasey’s twin, Kolby, also has CP. He enjoys having books read to him. He will often seek out books during check-out time, but he cannot interact with them on his own because of fine motor difficulties. His strengths include enjoying the computer with an adaptive switch, and he has the ability to understand key concepts in a story. Chandler is an active four-year-old with language delay, who often engages in imaginary play where he fights with ninjas during storytime. He seldom initiates looking at books, and when he does, he folds the pages, bends the corners of the book, or even tears the pages. During sensory activities such as playing in sand, finger painting, and playing with play dough, he is very attentive and will not leave that area. His strengths include his sustained attention to the sensory area and manipulatives table, his imagination, and his understanding of simple plots.

Assistive technology (AT) is defined as any piece of equipment that improves the functional skills of an individual with a disability. AT choices range from low tech (e.g., communication boards made of cardboard and felt, pencil grips) to high tech (e.g., computer applications, screen readers, specialized software or other curriculum aids; Center on Technology and Disability, 2018).

Objectives The purpose of this systematic review was to investigate the effectiveness of video prompting and modeling with handheld devices/mobile technology to increase the ability of individuals with ID to engage in daily living skills. Methods A comprehensive systematic search in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards to identify relevant experimental studies utilizing video prompting or modeling on handheld devices to teach daily living skills for individuals with ID was conducted. Results Twenty-four SCRD studies met criteria for inclusion involving 64 participants with varying levels of ID with 79% (N = 19) of studies involving domestic skills (e.g., cleaning, cooking, doing laundry), and 21% (N = 5) involving community skills; 75% (N = 18) used video prompting, 21% (N = 5) used video modeling, and 4% (N = 1) used both. Conclusions Effect sizes and visual analysis indicated that video prompting or modeling through handheld devices were effective in teaching daily living skills to individuals with ID. Future research for this population should include studies to teach personal skills (e.g., dressing, grooming, toileting) as there were no studies in this domain.

The case studies provide realistic portrayals of current dilemmas in policing, courts, corrections, and juvenile justice. Political and noble cause corruption, perjury and judicial/prosecutorial misconduct, ethnic and gender prejudice, and many other social and criminal justice themes are featured. Following each scenario are thought-provoking questions to facilitate personal reflection and class discussion. Each section contains a bibliography of topical books and articles for readers interested in a more in-depth treatment of the issues. / https://dc.etsu.edu/etsu_books/1030/thumbnail.jpg

"...empowering text for human services students that covers the skills and behaviors essential for leaders to manage themselves, their teams, and the organization. Using a unique coaching voice, author Deborah Harley-McClaskey follows a Reflection–Diagnosis–Prescription approach for leadership development with exercises built into the dialogue. The final chapter, Prognosis, offers a workbook-style exercise to help students make a personal change." --Amazon / https://dc.etsu.edu/etsu_books/1115/thumbnail.jpg