This document summarizes research on cognitive differences between male and female brains from birth through adulthood. It discusses differences in brain structure and development between boys and girls that can impact skills like language processing, memory, and emotional regulation. The document also examines how these cognitive differences may influence learning styles and academic performance for boys and girls in classroom settings.
Trauma Safe Schools - Trauma safe education a neurocognitive approach to tea...Michael Changaris
This academic article explores education, learning and development for children with trauma. It offers key tools for educators to adapt their class room materials to children with trauma. It explores a process for effective class room management as well as core skills for curriculum development.
Premature and low birth weight children's growth and development must be closely monitored. Embryonic and early childhood structural brain development is a slow process that last through the toddler stage. Embryonic gyrification, sulcation, and production of myelin is essential to brain development. Brain tissue requires more than 40 weeks of optimal gestational conditions. During the third trimester grey matter undergo corticle folding, while white matter undergo changes in tissue organization and maturation. The frontal lobe is especially vulnerable to fetal nutrient deficiency during this critical period. Stakeholders must also monitor infants and toddlers who are born early term (37-38 weeks gestation) since their brain tissue is also underdeveloped. Parents, physicians, and child-care providers are encouraged to assess preterm children's cognitive, learning, movement, language, and social emotional domains. Preterms should also receive visuospatial, neuromuscular skeletal and working memory assessments in addition to cognitive, learning, language, and social emotional assessments. Early intervention is the key to rehabilitation.
Trauma Safe Schools - Trauma safe education a neurocognitive approach to tea...Michael Changaris
This academic article explores education, learning and development for children with trauma. It offers key tools for educators to adapt their class room materials to children with trauma. It explores a process for effective class room management as well as core skills for curriculum development.
Premature and low birth weight children's growth and development must be closely monitored. Embryonic and early childhood structural brain development is a slow process that last through the toddler stage. Embryonic gyrification, sulcation, and production of myelin is essential to brain development. Brain tissue requires more than 40 weeks of optimal gestational conditions. During the third trimester grey matter undergo corticle folding, while white matter undergo changes in tissue organization and maturation. The frontal lobe is especially vulnerable to fetal nutrient deficiency during this critical period. Stakeholders must also monitor infants and toddlers who are born early term (37-38 weeks gestation) since their brain tissue is also underdeveloped. Parents, physicians, and child-care providers are encouraged to assess preterm children's cognitive, learning, movement, language, and social emotional domains. Preterms should also receive visuospatial, neuromuscular skeletal and working memory assessments in addition to cognitive, learning, language, and social emotional assessments. Early intervention is the key to rehabilitation.
At the APM Women in Project Management 2014 National Conference, Susan talked us through the “Seven Ages of Woman” explaining how findings in neuroscience support gender equality, and how environment and experience are proving as important as genetic make up in human development.
Running head FALSE MEMORIES AND OLDER ADULTS 1 .docxwlynn1
Running head: FALSE MEMORIES AND OLDER ADULTS 1
Older Adults Experience More False Memories Compared to Other Age Groups
Amanda Sinclair 11036772
University of Saskatchewan
Psychology 255.3 61: Human Memory
3 November 2013
FALSE MEMORIES AND OLDER ADULTS 2
Proclamation
In submitting this paper, I attest that this paper, and any version of this paper, has not previously
or concurrently been submitted for credit in another course by myself or anyone else.
FALSE MEMORIES AND OLDER ADULTS 3
Abstract
Compared to other age groups (e.g. child, teenager, young adult) older adults experience a
greater amount of false memories. This was shown in Fandakova, Shing, and Lindenberg (2013)
with the use of proactive interference. In Jacoby, Bishara, Hessels, & Toth (2005) retroactive
interference was used to create false memories in young and older adults resulting in higher false
memories for older adults. Shing, Werkle-Bergner, Li, & Lindenberger (2009) found that not
only did older adults have a greater amount of false memories but were also disproportionately
more confident in their false memories than children. A neurological study done by Dennis, Kim,
& Cabeza (2008) found that, compared to young adults, older adults showed both a reduction in
true memories and an increase in false memories. It was also shown that a neurological
explanation could be found for the age difference in false memories. In summary, modern
research shows clear evidence in support of older adults having a greater proportion of false
memories than other age groups.
FALSE MEMORIES AND OLDER ADULTS 4
Older Adults Have More False Memories Than Other Age Groups
Recent research has shown that the likelihood of remembering false events increases as a
person ages, this paper aims to flush out this research and find a clear correlation between age
and false memories. False memories, erroneously remembering episodes that did not occur, have
been an area of interest since Elizabeth Loftus created the “Lost in the Mall” technique in 1994.
This technique involved Loftus implanting a false memory into a child of being lost in a mall at a
younger age (Loftus, 1995). At that point it was thought that only children were susceptible to
false memories (then said to be repressed memories) and not adults. Since then it has been shown
that not only do children create false memories, and are susceptible to implantation, but also
young and older adults (Lindsay, Hagen, Read, Wade, & Garry, 2004). For example, Wade,
Garry, Read, & Lindsay (2002) successfully implanted a false memory of being in a hot air
balloon as a child into twenty subjects whose age ranged from 18-28.
Recently, researchers have begun studying age related differences and changes in false
memories between age groups (Anastasi & Rhodes, 2008; Brainerd & Reyna, 2002; Norman &
Schacter, 1997; Tun, Wingfield, Rosen, & B.
14Gender and SexualitySeverin SchweigerCulturaGetty Imag.docxaulasnilda
14Gender and Sexuality
Severin Schweiger/Cultura/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Outline the biological, social, and cognitive explanations for the emergence of gender identity.
ሁ Form evidence-based arguments on gender differences in development.
ሁ Summarize the developmental imperative of physical activity for boys and girls during childhood.
ሁ Compare and contrast school achievement and learning between boys and girls.
ሁ Describe differences and similarities among heterosexual girls, heterosexual boys, and LGBT
adolescents with regard to romantic relationships and identity formation.
ሁ Discuss the psychological effects of puberty.
ሁ Evaluate ethnic and national differences in sexual activity among adolescents; explain the
consequences of teenage pregnancy.
ሁ Identify different health outcomes of sex during adolescence, including categorizing STIs and the
effects of HIV among infected children worldwide.
Section 14.1The Development of Gender
Prologue
Recent stories have led to renewed discussion about sex and gender in society. Sasha Lax-
ton from Great Britain; Storm Stocker from Toronto, Canada; and Pop from Sweden have all
made headlines as their parents were determined to raise them without regard to gender. The
children’s rooms were painted in neutral colors; hairstyles, Halloween costumes, and cloth-
ing were chosen without perceived regard for gender standards; exposure to toys and other
activities were not limited by what was considered “normal” for a boy or a girl.
As a result, there has been considerable debate among parents, academics, and the media
about the potential detriment—and benefit—if children are not aware of how they are “sup-
posed” to behave. However, these families are also quite outside the mainstream. It takes
tremendous effort to rid a child of messages related to gender, including limiting exposure
to media, avoiding certain store shelves, and restricting access to preschool and other social
activities.
For most children, though, sex and gender are inescapably connected. It is extremely rare for
a child to be born with undifferentiated sex organs. Even so, those children still generally have
either XX or XY genes. Biological sex is therefore not particularly variable. By contrast, regard-
less of biological sex, gender is much more continuous. Some children are drawn quite strongly
to the behaviors and activities of one gender over another, whereas other children engage
freely in more varied activities. This module explores these issues, as well as concerns related
to adolescent sex and romantic relationships and their developmental consequences.
14.1 The Development of Gender
Recall the many different factors involved in the development of the self and the formation
of gender identity (see Module 12). Gender is a key component in the development of the
self. In psychology, gender refers to the meanings societies and ...
Approaches in teaching reading to children with intellectual disability by An...AnthonyOkoye5
The study was conducted to determine the approaches in teaching reading to the students with intellectual disability. Also, this study aimed at discovering the best practices of teachers in teaching functional literacy in terms of instruction and materials production. The researcher utilized the case study of mixed type data. Three teachers of students with intellectual disability (ID) were the subjects of this case study. Data were gathered through interviews and survey questionnaire. The study found out that teachers of students with ID are trained and have acquired units/degree in special education. It was also found out that teachers teach functional literacy in terms of phonological awareness and letter knowledge to students with ID through integral approach which includes the use of flashcards and CDs. Teachers identified students with ID through assessment and evaluation conducted by the teacher and developmental pediatricians. Also, teachers conducted one-on-one reading remedial and sessions to help students with ID cope with the lessons. Teachers found issues and challenges such as not all materials needed are provided by the school; funds are not enough to buy or procure materials; and absenteeism of the students affects the production of the instructional materials because their absences will result to waste of materials prepared and affect the curriculum. Based on the findings, teachers of students with special needs should innovate more interesting strategies or techniques in teaching students with disabilities; and that teachers should collaborate with their guidance officer or concern local agencies officials to update their assessment or evaluation tools in identifying intellectual disabilities among students.
JOURNAL OF APPLIED BEHAVIOR ANALYSISREDUCING BEHAVIOR PROB.docxcroysierkathey
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
REDUCING BEHAVIOR PROBLEMS THROUGH FUNCTIONAL
COMMUNICATION TRAINING
EDWARD G. CARR AND V. MARK DURAND
STATE UNIVERSITY OF NEW YORK AT STONY BROOK, STATE UNIVERSITY OF
NEW YORK AT ALBANY, AND SUFFOLK CHILD DEVELOPMENT CENTER
It is generally agreed that serious misbehavior in children should be replaced with socially appro-
priate behaviors, but few guidelines exist with respect to choosing replacement behaviors. We
address this issue in two experiments. In Experiment 1, we developed an assessment method for
identifying situations in which behavior problems, induding aggression, tantrums, and self-injury,
were most likely to occur. Results demonstrated that both low level of adult attention and high
level of task difficulty were discriminative for misbehavior. In Experiment 2, the assessment data
were used to select replacements for misbehavior. Specifically, children were taught to solicit atten-
tion or assistance or both verbally from adults. This treatment, which involved the differential
reinforcement of functional communication, produced replicable suppression of behavior problems
across four developmentally disabled children. The results were consistent with an hypothesis stating
that some child behavior problems may be viewed as a nonverbal means of communication.
According to this hypothesis, behavior problems and verbal communicative acts, though differing
in form, may be equivalent in function. Therefore, strengthening the latter should weaken the
former.
DESCRIPTORS: disruptive behavior, assessment, classroom behavior, communication, devel-
opmentally disabled children
A major portion of child behavior therapy is
justifiably concerned with the treatment of behav-
ior problems, given that such problems can seri-
ously disrupt the educational process (O'Leary &
O'Leary, 1977; Sulzer-Azaroff & Mayer, 1977)
and in some cases may lead to institutionalization
This investigation was supported in part by U.S.P.H.S.
Biomedical Research Support Grant 2 S07 RR-07067-18
to the State University of New York at Stony Brook to the
first author and a Sigma Xi Grant-in-Aid of Research to the
second author. Portions of this paper were presented at the
annual meeting of the American Psychological Association,
Washington, D.C., August 1982, and Anaheim, California,
August 1983. This research was based on a master's thesis
conducted by the second author under the direction of the
first author.
We thank Martin Hamburg, Executive Director, Suffolk
Child Development Center, for his generous support, and
Roseann D'Evanzo, JoAnn Giles, Terry Leykis, Cathy Sher-
edos, and Doug Walters for assistance with data collection.
Finally, we thank Alan 0. Ross, Susan G. O'Leary, K. Dan-
iel O'Leary, Crighton Newsom, Paul A. Dores, and Daniel
B. Crimmins for their helpful comments.
Requests for reprints or individual data should be sent to
Edward Carr, Department of Psychology, State University
of New York, Stony Brook, New ...
Annotated bibliography prespared for a special education class. Ten papers presented. This bibliography involves hearing loss, with which I have some prior employment experience.
December 2011 Volume 14 Number 10 LEARNING DISABILITY PRAC.docxtheodorelove43763
December 2011 | Volume 14 | Number 10 LEARNING DISABILITY PRACTICE14
Feature
CarE of a Child with
down’s syndromE
Lisa Hughes and Pauline Cardwell describe a student’s
experience of supporting parents during their son’s hospital stay
Child dEvElopmEnt is a vast and complex subject
which considers the growth and maturation of
the child and the possible influences on how this
occurs (Berk 2008). the nature-nurture debate has
endured for many years, with conflicting views
being proposed on how a child has the capacity to
reach adulthood (moules and ramsay 2008, Bee
and Boyd 2010). the nativist perspective is that
development is a predetermined pattern; the result
of the individual’s biological inheritance (Berk 2008),
whereas empiricists emphasise the importance of
external stimuli in child development, such as a
mother’s interaction with her baby (Glasper and
richardson 2010). however, many experts favour
a combination of innate biological components
and lifelong external influences – for example,
environment and social relationships – as playing a
vital role (moules and ramsay 2008).
the focus of this article is the development
of a child who was cared for in hospital during a
clinical placement of the first author, and takes
into consideration the physical and psychosocial
elements that influenced his growth and maturation.
for nurses caring for children and young people,
professional knowledge of how children typically
grow and develop is important. when a child’s
development does not proceed along the predicted
‘normal’ milestones, nurses need to understand the
implications for everyone involved.
Characteristics
people with down’s syndrome have 47 chromosomes
in each cell because they have an extra copy of
chromosome 21 (trisomy 21) (Burns and Gunn
1993). this additional chromosome and the
genetic material it accommodates causes too many
proteins to be produced in the cell, which disturbs
the normal growth of the fetus (selikowitz 1997).
this abnormal growth results in the cognitive and
physical impairments seen in children who have
down’s syndrome (hockenberry and wilson 2007).
there is a wide variation in symptoms associated
with the condition: some individuals achieve average
competence and others have severe intellectual
disability (Burns and Gunn 1993).
with one or two affected children being born
every day in England on average, down’s syndrome
is common and, because of the increased incidence
in babies born to older mothers, the incidence is
predicted to rise as more women are opting to delay
starting families (Bailey 2009, Blakemore 2009).
Sean’s development
sean (not his real name) is a 19-month-old boy
with down’s syndrome, who lives with his mother
and father and younger brother liam, aged
seven months. physically, sean displays some of the
classical features of the condition (mcCance and
huether 2002), including microgenia (an abnormally
small chin), macroglossia (an.
Running title Communication disorders 3NameUniversit.docxagnesdcarey33086
Running title: Communication disorders 3
Name:
University:
Professor:
Date:
Explain how understanding the conceptual model of working memory helps you in selecting strategies to take in helping a child that may have a communicative disorder. Please give an example of a strategy that you might use with a child with a specific communicative disorder.
Construct a scenario of a team approach that could be developed when working with a child that has a specific communicative disorder. You should identify the communicative disorder that the child has in this scenario and provide research and techniques/strategies that are known to be effective with this type of communicative disorder.
Evaluate the benefits for family and children in being connected to organizations associated with a specific communicative disorder. These organizations can be found from the list in your chapter reading or from an internet search.
Explain how understanding the conceptual model of working memory helps you in selecting strategies to take in helping a child that may have a communicative disorder. Please give an example of a strategy that you might use with a child with a specific communicative disorder.
Understanding the communication disorder is quite convenient towards the selection of the best mode of commiunication with a disabled child. (Sigman & Norman,1999). When am able to know some causes of communication disorders that the child is facing and this includes hearing loss in a child, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, emotional or psychiatric autism, and developmental disorders (Howlin, Mawhood, & Rutter, 2000), I will be able to freely interact with the child with the disorder without making him feel bad. This might include the use of include joint attention, imitation, and toy play to socialize with the autistic disorder. (Adamson & Bakeman,1985,1991)
At 14 years, 8 months of age, Sam spontaneously imparted his aims, through nonverbal means, which included outward appearances (e.g., looking to staff to demand a nibble), physical motions (e.g., pulling his educators' hands to his head to demand a head rub), and more ordinary signals (e.g., indicating solicitation and a head shake to reject). He likewise utilized offbeat nonverbal flags that included gnawing his hand to impart positive and negative feelings and squeezing to dissent. Sam every so often utilized a couple of verbal word rough guesses (e.g., "no," "yes," "more," and "inflatable"), the sign for "help," and picture images on a voice yield gadget. Be that as it may, he commonly utilized these images latently, regularly because of a direct verbal brief from his social accomplice. From research, this shows that this is Autistic Disorder due to the fact that, he uses a variety of communication modes including speech, facial expressions, conventional gestures (e.g., pointing), unconvent.
At the APM Women in Project Management 2014 National Conference, Susan talked us through the “Seven Ages of Woman” explaining how findings in neuroscience support gender equality, and how environment and experience are proving as important as genetic make up in human development.
Running head FALSE MEMORIES AND OLDER ADULTS 1 .docxwlynn1
Running head: FALSE MEMORIES AND OLDER ADULTS 1
Older Adults Experience More False Memories Compared to Other Age Groups
Amanda Sinclair 11036772
University of Saskatchewan
Psychology 255.3 61: Human Memory
3 November 2013
FALSE MEMORIES AND OLDER ADULTS 2
Proclamation
In submitting this paper, I attest that this paper, and any version of this paper, has not previously
or concurrently been submitted for credit in another course by myself or anyone else.
FALSE MEMORIES AND OLDER ADULTS 3
Abstract
Compared to other age groups (e.g. child, teenager, young adult) older adults experience a
greater amount of false memories. This was shown in Fandakova, Shing, and Lindenberg (2013)
with the use of proactive interference. In Jacoby, Bishara, Hessels, & Toth (2005) retroactive
interference was used to create false memories in young and older adults resulting in higher false
memories for older adults. Shing, Werkle-Bergner, Li, & Lindenberger (2009) found that not
only did older adults have a greater amount of false memories but were also disproportionately
more confident in their false memories than children. A neurological study done by Dennis, Kim,
& Cabeza (2008) found that, compared to young adults, older adults showed both a reduction in
true memories and an increase in false memories. It was also shown that a neurological
explanation could be found for the age difference in false memories. In summary, modern
research shows clear evidence in support of older adults having a greater proportion of false
memories than other age groups.
FALSE MEMORIES AND OLDER ADULTS 4
Older Adults Have More False Memories Than Other Age Groups
Recent research has shown that the likelihood of remembering false events increases as a
person ages, this paper aims to flush out this research and find a clear correlation between age
and false memories. False memories, erroneously remembering episodes that did not occur, have
been an area of interest since Elizabeth Loftus created the “Lost in the Mall” technique in 1994.
This technique involved Loftus implanting a false memory into a child of being lost in a mall at a
younger age (Loftus, 1995). At that point it was thought that only children were susceptible to
false memories (then said to be repressed memories) and not adults. Since then it has been shown
that not only do children create false memories, and are susceptible to implantation, but also
young and older adults (Lindsay, Hagen, Read, Wade, & Garry, 2004). For example, Wade,
Garry, Read, & Lindsay (2002) successfully implanted a false memory of being in a hot air
balloon as a child into twenty subjects whose age ranged from 18-28.
Recently, researchers have begun studying age related differences and changes in false
memories between age groups (Anastasi & Rhodes, 2008; Brainerd & Reyna, 2002; Norman &
Schacter, 1997; Tun, Wingfield, Rosen, & B.
14Gender and SexualitySeverin SchweigerCulturaGetty Imag.docxaulasnilda
14Gender and Sexuality
Severin Schweiger/Cultura/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Outline the biological, social, and cognitive explanations for the emergence of gender identity.
ሁ Form evidence-based arguments on gender differences in development.
ሁ Summarize the developmental imperative of physical activity for boys and girls during childhood.
ሁ Compare and contrast school achievement and learning between boys and girls.
ሁ Describe differences and similarities among heterosexual girls, heterosexual boys, and LGBT
adolescents with regard to romantic relationships and identity formation.
ሁ Discuss the psychological effects of puberty.
ሁ Evaluate ethnic and national differences in sexual activity among adolescents; explain the
consequences of teenage pregnancy.
ሁ Identify different health outcomes of sex during adolescence, including categorizing STIs and the
effects of HIV among infected children worldwide.
Section 14.1The Development of Gender
Prologue
Recent stories have led to renewed discussion about sex and gender in society. Sasha Lax-
ton from Great Britain; Storm Stocker from Toronto, Canada; and Pop from Sweden have all
made headlines as their parents were determined to raise them without regard to gender. The
children’s rooms were painted in neutral colors; hairstyles, Halloween costumes, and cloth-
ing were chosen without perceived regard for gender standards; exposure to toys and other
activities were not limited by what was considered “normal” for a boy or a girl.
As a result, there has been considerable debate among parents, academics, and the media
about the potential detriment—and benefit—if children are not aware of how they are “sup-
posed” to behave. However, these families are also quite outside the mainstream. It takes
tremendous effort to rid a child of messages related to gender, including limiting exposure
to media, avoiding certain store shelves, and restricting access to preschool and other social
activities.
For most children, though, sex and gender are inescapably connected. It is extremely rare for
a child to be born with undifferentiated sex organs. Even so, those children still generally have
either XX or XY genes. Biological sex is therefore not particularly variable. By contrast, regard-
less of biological sex, gender is much more continuous. Some children are drawn quite strongly
to the behaviors and activities of one gender over another, whereas other children engage
freely in more varied activities. This module explores these issues, as well as concerns related
to adolescent sex and romantic relationships and their developmental consequences.
14.1 The Development of Gender
Recall the many different factors involved in the development of the self and the formation
of gender identity (see Module 12). Gender is a key component in the development of the
self. In psychology, gender refers to the meanings societies and ...
Approaches in teaching reading to children with intellectual disability by An...AnthonyOkoye5
The study was conducted to determine the approaches in teaching reading to the students with intellectual disability. Also, this study aimed at discovering the best practices of teachers in teaching functional literacy in terms of instruction and materials production. The researcher utilized the case study of mixed type data. Three teachers of students with intellectual disability (ID) were the subjects of this case study. Data were gathered through interviews and survey questionnaire. The study found out that teachers of students with ID are trained and have acquired units/degree in special education. It was also found out that teachers teach functional literacy in terms of phonological awareness and letter knowledge to students with ID through integral approach which includes the use of flashcards and CDs. Teachers identified students with ID through assessment and evaluation conducted by the teacher and developmental pediatricians. Also, teachers conducted one-on-one reading remedial and sessions to help students with ID cope with the lessons. Teachers found issues and challenges such as not all materials needed are provided by the school; funds are not enough to buy or procure materials; and absenteeism of the students affects the production of the instructional materials because their absences will result to waste of materials prepared and affect the curriculum. Based on the findings, teachers of students with special needs should innovate more interesting strategies or techniques in teaching students with disabilities; and that teachers should collaborate with their guidance officer or concern local agencies officials to update their assessment or evaluation tools in identifying intellectual disabilities among students.
JOURNAL OF APPLIED BEHAVIOR ANALYSISREDUCING BEHAVIOR PROB.docxcroysierkathey
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
REDUCING BEHAVIOR PROBLEMS THROUGH FUNCTIONAL
COMMUNICATION TRAINING
EDWARD G. CARR AND V. MARK DURAND
STATE UNIVERSITY OF NEW YORK AT STONY BROOK, STATE UNIVERSITY OF
NEW YORK AT ALBANY, AND SUFFOLK CHILD DEVELOPMENT CENTER
It is generally agreed that serious misbehavior in children should be replaced with socially appro-
priate behaviors, but few guidelines exist with respect to choosing replacement behaviors. We
address this issue in two experiments. In Experiment 1, we developed an assessment method for
identifying situations in which behavior problems, induding aggression, tantrums, and self-injury,
were most likely to occur. Results demonstrated that both low level of adult attention and high
level of task difficulty were discriminative for misbehavior. In Experiment 2, the assessment data
were used to select replacements for misbehavior. Specifically, children were taught to solicit atten-
tion or assistance or both verbally from adults. This treatment, which involved the differential
reinforcement of functional communication, produced replicable suppression of behavior problems
across four developmentally disabled children. The results were consistent with an hypothesis stating
that some child behavior problems may be viewed as a nonverbal means of communication.
According to this hypothesis, behavior problems and verbal communicative acts, though differing
in form, may be equivalent in function. Therefore, strengthening the latter should weaken the
former.
DESCRIPTORS: disruptive behavior, assessment, classroom behavior, communication, devel-
opmentally disabled children
A major portion of child behavior therapy is
justifiably concerned with the treatment of behav-
ior problems, given that such problems can seri-
ously disrupt the educational process (O'Leary &
O'Leary, 1977; Sulzer-Azaroff & Mayer, 1977)
and in some cases may lead to institutionalization
This investigation was supported in part by U.S.P.H.S.
Biomedical Research Support Grant 2 S07 RR-07067-18
to the State University of New York at Stony Brook to the
first author and a Sigma Xi Grant-in-Aid of Research to the
second author. Portions of this paper were presented at the
annual meeting of the American Psychological Association,
Washington, D.C., August 1982, and Anaheim, California,
August 1983. This research was based on a master's thesis
conducted by the second author under the direction of the
first author.
We thank Martin Hamburg, Executive Director, Suffolk
Child Development Center, for his generous support, and
Roseann D'Evanzo, JoAnn Giles, Terry Leykis, Cathy Sher-
edos, and Doug Walters for assistance with data collection.
Finally, we thank Alan 0. Ross, Susan G. O'Leary, K. Dan-
iel O'Leary, Crighton Newsom, Paul A. Dores, and Daniel
B. Crimmins for their helpful comments.
Requests for reprints or individual data should be sent to
Edward Carr, Department of Psychology, State University
of New York, Stony Brook, New ...
Annotated bibliography prespared for a special education class. Ten papers presented. This bibliography involves hearing loss, with which I have some prior employment experience.
December 2011 Volume 14 Number 10 LEARNING DISABILITY PRAC.docxtheodorelove43763
December 2011 | Volume 14 | Number 10 LEARNING DISABILITY PRACTICE14
Feature
CarE of a Child with
down’s syndromE
Lisa Hughes and Pauline Cardwell describe a student’s
experience of supporting parents during their son’s hospital stay
Child dEvElopmEnt is a vast and complex subject
which considers the growth and maturation of
the child and the possible influences on how this
occurs (Berk 2008). the nature-nurture debate has
endured for many years, with conflicting views
being proposed on how a child has the capacity to
reach adulthood (moules and ramsay 2008, Bee
and Boyd 2010). the nativist perspective is that
development is a predetermined pattern; the result
of the individual’s biological inheritance (Berk 2008),
whereas empiricists emphasise the importance of
external stimuli in child development, such as a
mother’s interaction with her baby (Glasper and
richardson 2010). however, many experts favour
a combination of innate biological components
and lifelong external influences – for example,
environment and social relationships – as playing a
vital role (moules and ramsay 2008).
the focus of this article is the development
of a child who was cared for in hospital during a
clinical placement of the first author, and takes
into consideration the physical and psychosocial
elements that influenced his growth and maturation.
for nurses caring for children and young people,
professional knowledge of how children typically
grow and develop is important. when a child’s
development does not proceed along the predicted
‘normal’ milestones, nurses need to understand the
implications for everyone involved.
Characteristics
people with down’s syndrome have 47 chromosomes
in each cell because they have an extra copy of
chromosome 21 (trisomy 21) (Burns and Gunn
1993). this additional chromosome and the
genetic material it accommodates causes too many
proteins to be produced in the cell, which disturbs
the normal growth of the fetus (selikowitz 1997).
this abnormal growth results in the cognitive and
physical impairments seen in children who have
down’s syndrome (hockenberry and wilson 2007).
there is a wide variation in symptoms associated
with the condition: some individuals achieve average
competence and others have severe intellectual
disability (Burns and Gunn 1993).
with one or two affected children being born
every day in England on average, down’s syndrome
is common and, because of the increased incidence
in babies born to older mothers, the incidence is
predicted to rise as more women are opting to delay
starting families (Bailey 2009, Blakemore 2009).
Sean’s development
sean (not his real name) is a 19-month-old boy
with down’s syndrome, who lives with his mother
and father and younger brother liam, aged
seven months. physically, sean displays some of the
classical features of the condition (mcCance and
huether 2002), including microgenia (an abnormally
small chin), macroglossia (an.
Running title Communication disorders 3NameUniversit.docxagnesdcarey33086
Running title: Communication disorders 3
Name:
University:
Professor:
Date:
Explain how understanding the conceptual model of working memory helps you in selecting strategies to take in helping a child that may have a communicative disorder. Please give an example of a strategy that you might use with a child with a specific communicative disorder.
Construct a scenario of a team approach that could be developed when working with a child that has a specific communicative disorder. You should identify the communicative disorder that the child has in this scenario and provide research and techniques/strategies that are known to be effective with this type of communicative disorder.
Evaluate the benefits for family and children in being connected to organizations associated with a specific communicative disorder. These organizations can be found from the list in your chapter reading or from an internet search.
Explain how understanding the conceptual model of working memory helps you in selecting strategies to take in helping a child that may have a communicative disorder. Please give an example of a strategy that you might use with a child with a specific communicative disorder.
Understanding the communication disorder is quite convenient towards the selection of the best mode of commiunication with a disabled child. (Sigman & Norman,1999). When am able to know some causes of communication disorders that the child is facing and this includes hearing loss in a child, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, emotional or psychiatric autism, and developmental disorders (Howlin, Mawhood, & Rutter, 2000), I will be able to freely interact with the child with the disorder without making him feel bad. This might include the use of include joint attention, imitation, and toy play to socialize with the autistic disorder. (Adamson & Bakeman,1985,1991)
At 14 years, 8 months of age, Sam spontaneously imparted his aims, through nonverbal means, which included outward appearances (e.g., looking to staff to demand a nibble), physical motions (e.g., pulling his educators' hands to his head to demand a head rub), and more ordinary signals (e.g., indicating solicitation and a head shake to reject). He likewise utilized offbeat nonverbal flags that included gnawing his hand to impart positive and negative feelings and squeezing to dissent. Sam every so often utilized a couple of verbal word rough guesses (e.g., "no," "yes," "more," and "inflatable"), the sign for "help," and picture images on a voice yield gadget. Be that as it may, he commonly utilized these images latently, regularly because of a direct verbal brief from his social accomplice. From research, this shows that this is Autistic Disorder due to the fact that, he uses a variety of communication modes including speech, facial expressions, conventional gestures (e.g., pointing), unconvent.
Discuss the advantages and disadvantages to locating manufacturingAlyciaGold776
Discuss the advantages and disadvantages to locating manufacturing, assembly, or distribution facilities in countries with relatively low wages.
Learning Objectives
After completing this chapter, you should be able to:
Outline the biological and cognitive contributions in the emergence of gender identity.
Describe the effect of various social in�luences on gender development.
Account for gender differences in physical activity and play in childhood and
adolescence.
Compare and contrast school achievement and learning among males and females.
Discuss the physical and psychological consequences of puberty.
12Gender and Sexuality
iStock/Thinkstock
Evaluate demographic differences in sexual activity among adolescents; explain the
consequences of teenage pregnancy.
Explain how romantic relationships and sexual orientation contribute to identity
formation.
Detail the changes in sexuality that occur during adulthood.
Explain how research has helped identify important elements of romantic relationships.
Prologue
Bruce Jenner won the gold medal in the 1976 Olympic decathlon, and with it he attained the title of
“World’s Greatest Athlete.” Four decades later, in 2015, Jenner surprisingly disclosed lifelong struggles
with gender identity, and at age 66, the desire to transition to a woman. Initial Hollywood sensationalism
of the story shifted to Caitlyn Jenner becoming the face of the transgendered community, speaking
poignantly, and perhaps unexpectedly, to those younger than she who struggle on an everyday basis with
their sexual identity. Sexuality, a broad term that can refer to a capacity for sexual attraction and interest,
gender identity, or sexual orientation, has been spotlighted like perhaps no other time in our history.
Other stories have led to renewed discussion about sex and gender in society. Sasha Laxton from Great
Britain, Storm Stocker from Toronto, Canada, and Pop from Sweden have all made headlines as their
parents were determined to raise them without regard to gender. The children’s rooms were painted in
neutral colors; hairstyles, Halloween costumes, and clothing were chosen without perceived regard for
gender standards; exposure to toys and other activities were not limited by what was considered
“normal” for a boy or a girl. As much as their parents tried, however, it is virtually impossible to remove
all traces of gender from society, which would include limiting exposure to media, avoiding certain store
shelves, and restricting access to preschool and other social activities. Further, it is apparent that biology
pulls in its own direction, regardless of how we try to promote neutrality.
For most of us, sex and gender are inescapably connected. It is extremely rare for a person to be born
with undifferentiated sex organs. Even when someone is born with ambiguous genitalia, they still
generally have either XX or XY genes. Biological sex is therefore not particularly variable. By contrast,
regardless of biol ...
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
Similar to Abigail James: "Boys and girls in the classroom: what theachers need to know" (20)
Educaciòn diferenciada o single - sex. Testimonio de Silvana RaffinElisabeth Vierheller
¿Por qué una institución toma la decison de organizar clases mixtas o solo de chic@s?
¿Qué impacto puede producir la formación académica en esta decisión?
¿Los profesionales de la educación conocen las diferencias en el modo de aprender de varones y mujeres?
Estas y otras preguntas intenta responder la autora repasando la historia de una institución educativa.
Céline Guerin: "Survey: Coeducation in everday life"
Abigail James: "Boys and girls in the classroom: what theachers need to know"
1. 7
BOYS A N D G I R L S I N THE
CLASSROOM: WHAT T E ACHERS
N E E D TO KNOW
Author:
Abigail James
B rain D ifferen c es
Male and female brains do not develop in the same way and
those differences are most apparent at birth (Cahill, 2006). For
boys, the right side of the brain develops early; for girls, the
left side of the brain develops first (Shucard & Shucard, 1990).
Differential development in the right and left hemispheres
continues at least until adolescence (Schmithorst, Holland, &
Dardzinski, 2008). The language centre begins in the left por-tion
of the cerebral cortex; this developmental difference is
cited as the reason that girls, on average, have stronger verbal
skills than do boys (Halpern, 2000; Kimura, 2000). The aver-age
girl reads better than the average boy and this continues at
least into early secondary school (Halpern, 2004).
Moreover, when learning takes place, the structure of the
brain changes (Giedd, 2004; Schmithorst, et al., 2008) as a re-sult
of brain plasticity responding to environmental pressures.
By adulthood, there are no apparent gender differences in ver-bal
intelligence (Halpern, 2000) even though in childhood, girls
have significantly larger vocabularies than boys (Morisset, Bar-
2. 8
A b i g a i l J a m e s
nard, & Booth, 1995). The belief is that while girls may have
an advantage in verbal skills early on due to their more devel-oped
left brain hemisphere, over time boys catch up as their
brain matures and the hope is that exposure to verbal girls will
expand their vocabularies. The problem is that boys may see
their relative verbal shortcomings as permanent and either not
try to improve their verbal skills, or decide that verbal skills
are not important. Additionally the tests which indicate that
the verbal differences have been resolved are designed to be
gender neutral.
The hippocampus is a brain structure involved in memo-ry,
specifically in turning short term memories into long term
memories. It has been noted that the hippocampus enlarges
first in girls (Giedd, Castellanos, Rajapakse, Vaituzis, & Rapo-port,
1997; Yurgelun-Todd, Killgore, & Cintron, 2003). Fur-ther,
imaging research reveals that when asked to remember
something, males tended to use the right side of the hippocam-pus
with visual strategies, while females tended to use the left
side of that same structure with verbal strategies (Frings et al.,
2006). This observation may provide some explanation for the
finding that females are better at verbal and episodic memory,
based on some form of verbal recall, whereas males are bet-ter
at memory tasks involving spatial or directional memory
(Andreano & Cahill, 2009).
The amygdala has been linked to the excitatory portions of
human behaviour (Gur, Gunning-Dixon, Bilker, & Gur, 2002)
as well as processing and recognizing emotions. This node
enlarges first in boys (Giedd, et al., 1997; Yurgelun-Todd, et
al., 2003) and gender differences in structure are found at all
ages (Gur, et al., 2002; Whittle et al., 2008). It is thought that
the enlarged amygdala may be the basis for the observation
that boys do better when they like the subject or the teacher
(Freudenthaler, Spinath, & Neubauer, 2008).
The prefrontal lobes of the brain begin to mature first in
girls and the slower development in boys may be a contribu-
3. 9
S i n g l e s e x e d u c a t i o n
A n o p t i o n i n f o r e f r o n t o f e d u c a t i o n
tor to the impulsive behaviour which is a hallmark of young
males (Baron-Cohen, 2003; Giedd et al., 1999). In females,
this portion will have completed development by ages 18 to
20, whereas some males may not have completed development
of this area until age 25 or perhaps even later (De Bellis et al.,
2001; Njemanze, 2007).
T h e effe c t of d ifferen c es
The observation is that boys tend to learn best when they
can see the information depicted pictorially – what is known
as iconic learning – and when they can interact with the infor-mation
– what is known as kinaesthetic learning (Honigsfeld &
Dunn, 2003). Results from a study of memory and verbal skills
indicated that boys had more difficulty remembering informa-tion
which was spoken. Speeding up the presentation of the
information benefited girls but did not help boys, even those
who were good at remembering verbal information from an
auditory source (Grimley, 2007). Teachers and boys report that
boys learn best when they are able to interact with the lesson
(Vallance, 2002; Weaver-Hightower, 2003). A recent report in-dicates
that for most boys, movement of hands or bodies may
be a way for them to facilitate memory (Rapport et al., 2009)
S ensor y D ifferen c es
Hearing – A test for hearing in newborns indicate that the
ears of girls are more sensitive than the ears of boys, especially
for high frequencies (Cassidy & Ditty, 2001). Other research
indicates that girls’ ears are more sensitive for soft sounds as
well (McFadden, 1998). Additionally, little boys are more likely
to suffer inner ear infections (Stenström & Ingvarsson, 1997)
which means that while they have an infection, what they hear
4. 10
A b i g a i l J a m e s
may be muffled and indistinct. The important factor here is
that the young boy with an ear infection may not be able to
hear distinctly at the very time when he should be acquiring
phonemic awareness. The problem is that understanding of
the basic sounds of language is necessary for the beginning of
reading skills (Wolf, 2007).
Vision –When we focus on something, whether words on
a page or the scene around us, our eyes are constantly moving
around, enabling us to focus on different parts of our field of
vision. These movements are called saccades and are larger and
more rapid in dyslexics and in boys (Bednarek, Tarnowski, &
Grabowska, 2006). Probably related to this eye movement is
the finding that girls are better than boys at perceptual speed
(Kimura, 2000). This is the skill that allows us to locate simi-lar
objects in a field of many other objects or determine which
figure is different among several
Touch – While girls may have a greater sensitivity to touch
than do boys (Velle, 1987), the observation of teachers is that
boys learn best when they can physically interact with materials.
A study of effective pedagogical approaches in boys’ schools
indicated that boys learn better when the lesson involves hands-on
activities (Reichert & Hawley, 2010).
E m otiona l D ifferen c es
Traditionally, the human response to stress has been de-scribed
as fight-or-flight. Under the influence of adrenalin, the
body pumps blood, oxygen, and sugar to the muscles and brain
to allow the individual to respond quickly to a threat. The origi-nal
research only used male subjects and all individuals showed
the same response. Recently, it has been discovered that many
females do not respond in that way and the female response
is called tend-and-befriend (Taylor et al., 2000). Under the in-fluence
of oxytocin, the female responds by pumping blood
5. 11
S i n g l e s e x e d u c a t i o n
A n o p t i o n i n f o r e f r o n t o f e d u c a t i o n
into the center of the body and the result is that the individual
may find it difficult to move, think, or respond and needs af-filiation
from friends to help cope (Turton & Campbell, 2005).
Praise and discipline of children will evoke the stress re-sponse
in them and consequently, teachers need to be aware of
the difference in how children react to such situations. Refer-ring
to specific behaviors rather than using global terms such as
“good” or “bad” will enable children to respond constructively.
L earnin g D ifferen c es
Attention Deficit Hyperactivity Disorder is diagnosed in
boys with much greater frequency than in girls, reported fre-quently
at the rate of 9:1 (Gaub & Carlson, 1997). There is
little consensus as to the cause of this disorder as well as for
treatment. Lately, the validity of these diagnoses and, in fact
of the condition itself, has come into question. It has been
suggested that female teachers misunderstand boys’ behaviour
and use of language identifying normative male behaviour as
abnormal (McIntyre & Tong, 1998).
Dyslexia, the inability to understand information when pre-sented
verbally, may be related to slower left temporal lobe de-velopment
and slower maturation of the brain, both of which
are seen in males (Berninger, Nielsen, Abbott, Wijsman, &
Raskind, 2008; Wolf, 2007). However, there are many differ-ent
forms of dyslexia and neuroscience is discovering many
different sites in the brain may be responsible. One concern
is that boys may be identified with dyslexia when they are sim-ply
later to develop reading skills.
Dyspraxia is identified in boys more often than in girls and
is a problem with writing, but is far more complicated and af-fects
many areas of learning. Individuals with this disorder have
problems with production of coordinated hand movements
and find it difficult to translate thoughts into writing (Berninger
6. 12
A b i g a i l J a m e s
& Fuller, 1992; Vlachos & Bonoti, 2003). Poor handwriting
skills have been found to contribute to language deficits espe-cially
spelling and literacy development (Montgomery, 2008).
Dyscalculia is the learning disability with maths, and is found
equally in boys and girls. It was once thought to be a problem
with spatial skills, but is now thought to be a problem with
memory for numbers and with understanding mathematical
processes (Shalev, 2004).
G ir l s an d S c h oo l
Girls believe that success is due to the amount of effort that
they put forth in preparing their work (Flammer & Schmid, 2003)
and not just effort, but persistent effort. Teachers agree, point-ing
out that the girl who succeeds works hard in school (Jones
& Myhill, 2004). Additionally, girls believe that they are more
likely to succeed in language based classes and in writing (Meece,
Glienke, & Burg, 2006). This emphasis on effort together with
the tend-and-befriend stress response may be responsible for
the academic anxiety which is found more in girls than in boys.
How to prepare girls for math and science – Give scien-tific
explanations, praise content not cover, support successes
and do not let failures overwhelm them, provide role models
B o y s an d S c h oo l
Boys, on the other hand, believe that success is due to their
ability to focus on a topic as well as their inherent ability in the
subject (Flammer & Schmid, 2003). Additionally, boys believe
that they are more likely to succeed in mathematics and science
than in language based courses (Meece, et al., 2006). Stress
for boys will improve their performance as will any situation
which will link their emotions to the learning experience. For
7. 13
S i n g l e s e x e d u c a t i o n
A n o p t i o n i n f o r e f r o n t o f e d u c a t i o n
example, boys can have very good memories, but usually for
subjects in which they are very interested and invested (Acker-man,
Bowen, Beier, & Kanfer, 2001) indicating a connection
between memory and emotions. An important motivating fac-tor
for boys was whether or not they liked the activity or not
(Freudenthaler, et al., 2008) as well as how well they liked the
teacher (Koepke & Harkins, 2008; Van de gaer, Pustjens, Van
Damme, & De Munter, 2007)
Classroom strategies for boys: get them writing early us-ing
technology , use visual sources of information, train their
ears, use curiosity and competitiveness.
C on c l u sion
Cognitive differences do exist. They may be brain based
or as the result of interaction between brain and environment.
Understanding the differences helps teachers provide a posi-tive
and encouraging environment for students.
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