This study sought to examine the relationships between the adult language input, as measured by quantity and quality, and the child’s language production in regards to quantity and quality, as well as their knowledge of basic concepts and vocabulary. LENA technology was used to audio-record the language environments of 26 preschool children with hearing loss over two days (weekday and weekend). This technology recorded up to 16 hours and analyzed the quantitative data associated with the adult word count (AWC), conversational turn count (CTC), and child vocalization count (CVC). Furthermore, one- hour meal times (30 minutes for the weekday/snack time and 30 minutes for the weekend/dinner time) was transcribed and coded for quality components of language defined as lexical diversity, syntactical complexity and clausal complexity. Additionally, the children were assessed on their knowledge of basic concepts through the Boehm Test of Basic Concepts (BTBC-3) and the Peabody Picture Vocabulary Test (PPVT-4). Results indicated that there was a relationship between the adult language input and the child language production, but only in regards to quantity of language. More specifically, the CTC during each day was related to the CVC for each day; in other words, the more interactions adults and children had during the day, the more likely the child vocalized. Interestingly, the statistical analysis revealed that quality of adult language input was not significantly related to the child language variables. However, significant differences between the teachers and caregivers were reported in regards to the quality of adult language input. These results suggest that the language input provided by adults in different environments (school versus home) is considerably different and warrants further investigation as how the potential influence on language outcomes of children with hearing loss.

In 2 experiments, I tested the effects of a behavioral momentum blending procedure on the accuracy of component and composite textual and spelling responses emitted by 11 preschool students with disabilities, including autism and speech and language delays, using multiple probe designs across participants. The participants were between 3 and 4 years old and were selected to participate because they were receiving reading instruction, but they emitted low numbers of correct textual responses to words comprised of previously mastered phoneme-grapheme correspondences. Dependent measures in the experiment included blending responses to novel text stimuli, composite vocal blending responses in which no textual stimuli were used, and spelling responses. In addition, in Experiment 2, I tested the effects of the procedure on the reinforcing properties of textual stimuli. Prior to the intervention, the participants were taught to textually respond to a set of known, regular words comprised of up to five phonemic sounds represented by corresponding graphemes at a target rate (number per min). During the behavioral momentum blending intervention, participants responded to these words that were presented in rapid succession by the experimenter, followed by the immediate presentation of novel words. The experimenter provided a vocal model of the component phonemes which was systematically faded during each phase of the intervention. Results for Experiment 1 showed increases in textual, spelling, and vocal blending responses for five participants. In addition, results indicated that the participants textually responded to novel words and emitted more composite textual responses, or responses without emitting the component sounds prior to textually responding, when composite blending was modeled at the beginning of the probe session. In Experiment 2, I altered the intervention procedure to require composite only responding as a final step in the instructional sequence. Six new preschool students were selected to participate, and the dependent measures were the same as Experiment 1; however, I also tested for the presence of conditioned reinforcement for observing print prior to and following BMBI. Results showed significant effects for four of the participants following up to two phases of intervention but were less significant for two of the participants. Additionally, results indicated the establishment of conditioned reinforcement for observing print for the participants who textually responded at criterion level. These findings are discussed with regard to the educational significance of blending as a prerequisite for textual responding and the importance of the speaker-as-own-listener verbal repertoire in learning to read phonetically.

The purpose of the study was to (1) determine the number of handicapped children being served by 4-H programs of the Indiana Cooperative Extension Service, (2) describe the organization and the presentation of the programs, and (3) develop a model for evaluating the impact a 4-H program for handicapped children has on the administration of the total 4-H program being offered in the county. For purposes of the study, the term handicapped referred to children that were emotionally disturbed, learning disabled, mentally retarded, and/or physically handicapped.The population for the study included all Extension Agents-Youth of the Indiana Cooperative Extension Service in each of the 92 Indiana counties. Where more than one Extension Agent-Youth was employed in a county, only one response was requested as the needed information concerned the total county 4-H program being offered.A questionnaire, developed from a review of selected literature, was used as the method to gather data from the study group. The survey instrument was submitted to a group of 20 doctoral students and three professors of Educational Administration and Supervision for recommendations, subsequently revised and mailed to the study population.Counties where 4-H programs for handicapped children have been developed were identified. Extension Agents-Youth working the counties where 4-H programs for handicapped children existed were asked questions regarding (1) the number of handicapped children being served in the county, (2) how the 4-H programs for handicapped children were organized and presented, and (3) the percent of impact the development of a 4-H program for handicapped children had on the total county 4-H program in the specific areas of (a) personnel and staffing, (b) facilities, (c) materials and supplies, (d) finance, (e) time allocation and (f) the overall expenditure of the program. In addition, Extension AgentsYouth were asked questions regarding specific perceptions of the 4-H program for handicapped children in relation to the total 4-H program being offered in the county.Data received from the questionnaire were compiled and used to provide an account of the involvement of handicapped children in 4-H programs in Indiana. Responses from the different Extension Agents-Youth in the 92 counties where 4-H programs for handicapped children existed were analyzed, summarized, and reported in table and narrative form.The findings and conclusions of the study support the following recommendations:1. Additional research in the study of increased 4-H programming for handicapped children is greatly needed.2. Formal programs and in-service training designed to provide proper and adequate training for leaders of 4-H programs for handicapped children should be increased.3. Extension Agents-Youth and leaders of 4-H programs for handicapped children should become more familiar with current laws affecting educational programming for handicapped children. 4. Additional guidelines for organizing, developing, and implementing 4-H programs for handicapped children should be considered by Extension personnel. 5. Documentation regarding the number of handicapped children participating in 4-H programs should be more thoroughly recorded by Extension personnel and reported to the State Extension Office. 6. Since the life blood of 4-H programs for the handicapped is the volunteer leader, efforts should be increased to recruit highly motivated, sincere individuals with a keen interest in working with special children.7. A task force of representatives of special educators and Extension Agents- Youth should be established to explore the need for possible programs.

The study was conducted to ascertain the extent and nature of differences of perceptions which exist between the elementary regular classroom teacher, elementary resource room teacher and building principal relating to the duties and responsibilities of the elementary resource room teacher.A questionnaire containing nineteen statements regarding the duties and responsibilities of the elementary resource room teacher was distributed to 40 building principals, 572 elementary regular classroom teachers and 21 elementary resource room teachers. hirty-four building principals, or 85 percent, completed the questionnaire and 370, or 64 percent of the elementary regular classroom teachers completed and returned the questionnaire. A total of twenty, or 95 percent, of the elementary resource room teachers also completed and returned the questionnaire.The results were analyzed by the chi-square test of independence at the .05 level of significance to test three null hypotheses in order to determine if perceptions of building principals, elementary regular classroom teachers and elementary resource room teachers were identical or different.A statistical difference in perceptions of the three groups was indicated with regard to elementary resource room teachers keeping the building principal informed of all aspects of the resource room program, including the referral process. The data also indicated a difference in perceptions among the three groups pertaining to the resource room teacher cooperatively implementing and coordinating with the elementary regular classroom teacher skill development tasks of the student which have been included in the individualized educational plan. A difference in perceptions between the three groups was also indicated with respect to the resource room teacher participating in case conferences and assisting in determination of criteria for placement of a child in special programs. Implementation of long term and short term goals for the mildly handicapped child cooperatively by the elementary regular class teacher and elementary resource room teacher was also perceived differently by the three groups as a duty of the elementary resource room teacher.Recommendations for Further Research1. A study should be conducted to determine whether the identified duties and responsibilities of the elementary resource room teacher are actually being performed.2. A study should be conducted to determine if the perceived duties and responsibilities of the elementary resource room teacherr have changed as the resource room concept has been utilized over a longer period of time.3. As the utilization of resource rooms increases in Indiana Public School Corporations, the study should be replicated, as a larger sample may add verification to the results.4. A study to determine whether years of professional experience of building principals, elementary regular classroom teachers and elementary resource room teachers can be identified as a factor regarding the perceptions of the duties and responsibilities of the elementary resource room teacher should be conducted.

published_or_final_version / Education / Master / Master of Education

D. Tech. Computer Science and Data Processing / The general research question is aimed at how to implement an integrative assistive system for dyslexic learners (IASD), which combines all their three major literacy barriers (phonological awareness, reading and writing skills) in one system. The main research question is therefore as follows: How can a framework for integrative assistive system be developed to mitigate learning barriers (DLB) using hidden Markov model machine learning techniques (HMM)?

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published_or_final_version / Education / Master / Master of Education

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