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PubMed2001

Ethical issues in psychological assessment in school settings.

It is especially important for psychologists providing assessment and testing services in schools to be able to recognize and negotiate the ethical challenges specific to academic settings. In this article I address ethical issues in the areas of informed consent, nondiscriminatory assessment, projective personality assessment, and computerized psychological testing. One of the most frequent ethical issues that confronts psychologists in the schools is the process of parental consent and involvement. Psychologists are also obligated to select nonbiased test instruments and use them in a way that is not racially or culturally biased. There are several factors to consider when using projective testing in a school setting, and the use of computerized psychological assessment measures raises significant ethical issues. Although concrete solutions are not always available for these complex situations, a basis for ethical decision making is presented.

Diagnosis, Computer-Assisted↗
PubMed2004

Intraoperative speech mapping in 17 bilingual patients undergoing resection of a mass lesion.

OBJECTIVE: Language mapping has been reported previously for bilingual patients undergoing cortical resection of an epileptic focus that may have developed early in life. In this setting, the cortical organization of language may have been affected by the effects of having a seizure focus established early in life. Adults presenting with a primary brain tumor offer a different opportunity to study bilingual cortical representation of language sites, because presumably the brain has been unaffected by epilepsy during the first decade of life or beyond. In this analysis, we present the results for 17 bilingual patients who underwent speech mapping as part of the surgical procedure to remove a mass lesion. METHODS: The localization of cortical sites essential for language was assessed in 17 patients undergoing resection of a mass lesion. Stimulation mapping was performed in each language by use of an object-naming task. A site thought to be essential for naming was any site, in either language, in which interruption of naming (anomia) occurred in at least two-thirds of the stimulations at that site. RESULTS: A site essential for naming was identified in the exposed cortex for 5 of 17 patients, whereas no essential site was found for 12 patients, presumably because of a limited surgical exposure. For the patients in whom a site essential for naming was identified, two patients displayed anomia in both languages, two others had anomia in only one language, and one showed anomia in one language but only hesitation of naming in the other language. CONCLUSION: Although no site was identified in the majority of the patients, those individuals in whom a site was identified demonstrate that bilingual patients undergoing tumor resection should be mapped for all languages regardless of patient age before it is decided which cortical and subcortical areas are safe to remove.

Adolescent↗
PubMedDate not supplied

An exploration of the factors that affect nurses' record keeping.

It is generally accepted that written documentation is significant not only as a communication medium in nursing, but also in the fulfilment of a number of other professional and legal obligations for nurses. The literature suggests, however, that the records nurses keep often fail either to represent the care delivered or the patient's health status accurately. This article explores a number of possible reasons for this, including: nurses' apathy to documentation; the time-consuming nature of documentation; discrepancies between nurse/patient and nurse/nurse interpretation of the significance of an event; and nurses' literacy skills. The article identifies key areas that practising nurses and nurse educationalists need to consider if accurate and reflective nursing records are to be made. Nurses should be encouraged and supported to regard record keeping as a positive contribution to patient care, rather than as a chore to be endured.

Adult↗
PubMed2003

Audit of referrals to a hospital palliative care team: role of the bilingual health-care worker.

There is much interest in whether the needs of ethnic minority patients are being met by palliative care services. Bradford has a population that includes people from several different ethnic minorities, the largest number of whom originate from Pakistan. In May 2000 a bilingual health-care worker (BHCW) was appointed to work with the local palliative care teams to improve service provision for patients from South Asia. An audit of referrals to Bradford teaching hospitals palliative care team from October 2001 to September 2002 looked at the role of the BHCW. It was found that the BHCW was involved in 41% of referrals from ethnic minorities. In addition to aiding communication, the BHCW also provided an important link between the community and the hospital for patients and had a role in bereavement and family support. This audit indicates the BHCW role can be successful and may be useful for other population groups.

Aged↗
PubMedDate not supplied

Pharmacy-related health disparities experienced by non-english-speaking patients: impact of pharmaceutical care.

OBJECTIVES: To identify the availability of foreign language services in pharmacies near a medical clinic serving a large immigrant population and determine whether the type of observed drug therapy problems differed between English- and non-English-speaking patients at this clinic. SETTING: A community health care center in a diverse neighborhood of Minneapolis, Minnesota. PARTICIPANTS: 40 pharmacies near the clinic and in the surrounding Minneapolis-St. Paul area known to provide services to patients in languages in addition to English and 91 clinic patients, including 38 for whom English was not their primary language, seen for full pharmaceutical care assessments. INTERVENTIONS: Comprehensive drug therapy assessments were conducted for English- and non-English-speaking patients (with assistance from interpreters) in a primary care setting secondary to physician referral. Patient-specific data and the results of the pharmacist's assessment were recorded in a patient management database. MAIN OUTCOME MEASURES: Language services provided by area pharmacies, frequency of drug therapy problems in English- and non-English-speaking patients, and the status of patient's medication conditions before and after provision of pharmaceutical care. RESULTS: Of the six primary languages other than English (Vietnamese, Hmong, Laotian, Somali, Spanish, and Cambodian) spoken by clinic patients, written or verbal information was available for five languages in one or more area pharmacies. The clinic pharmacist completed comprehensive assessments for 91 patients via 230 patient encounters, identifying 186 drug therapy problems. Problems related to adherence were significantly more prevalent in non-English-speaking patients compared with English-speaking patients (31% versus 12%). In all 91 patients, the percentage achieving desired drug therapy outcomes improved by 24% after a pharmacist joined the team of clinic providers. CONCLUSION: Despite the availability of clinic-based interpreters and foreign language services in pharmacies, adherence-related problems are significantly more common in non-English-speaking patients. Pharmacists committed to providing pharmaceutical care must consider the impact of language barriers when working to optimize drug therapy outcomes.

Adult↗
PubMed2004

Improving reading and writing learning in underprivileged pluri-ethnic settings.

BACKGROUND: Many studies carried out in first language contexts tend to demonstrate the positive effects of activity programmes aimed at (1) developing metaphonological abilities and (2) developing language skills through active story listening on learning to read and to spell by first-grade students. AIMS: This study seeks to extend previous findings by (a) including children, the majority of whom have French as a second language, who attend plurilingual schools and have not been included in previous studies, and (b) providing training based on three essential principles shared by the two kinds of programmes: integrating activities into realistic literacy practice contexts; encouraging active student participation through tasks which very often require problem solving; and tackling, one after the other, different kinds of operations or strategies. SAMPLE: Three groups of students were created out a pool of 202 children enrolled in nine first-grade classes in three underprivileged pluri-ethnic schools. The control group was composed of 46 students who received typical, first-grade methods for teaching reading and spelling. Experimental group 1 (DMPA), 91 students, received a training programme aimed at metaphonological abilities development. Experimental group 2 (DLS), 65 students, received a training intended to develop language skills through active story listening and production. METHOD: The students from the three groups were evaluated at the beginning (metaphonological task I, pre-reading task) and at the end (metaphonological task II, word recognition task, text comprehension task, word spelling task) of their first year in elementary school. RESULTS: The programme for the development of metaphonological abilities enabled DMPA group students to obtain significantly higher scores than the control group on metaphonological task II and word recognition task. The DMPA group children also did significantly better than the control and the DLS groups on the word spelling task. However, the DLS group, who benefited from language skills development activities, also progressed in that they obtained significantly better results than the control group in the word recognition task. Moreover, at the end of grade one, there was no difference in the scores obtained by the groups on a comprehension questionnaire administered after the reading of the narrative text. CONCLUSION: The word reading skills of first-grade children in underprivileged pluriethnic settings can be improved through activities aimed at metaphonological abilities development or language skills development by means of active story listening and production. On the other hand, in order to develop word spelling abilities, the development of metaphonological abilities was more effective. Lastly, further research should seek to improve understanding of the absence of effects of either learning programme on narrative text comprehension.

Attention↗
PubMed2004

Getting ready for reading: a follow-up study of inner city second language learners at the end of Key Stage 1.

BACKGROUND: A previous study (Stuart, 1999) showed that early phoneme awareness and phonics teaching improved reading and spelling ability in inner-city schoolchildren in Key Stage 1, most of whom were learning English as a second language. AIMS: The present study, a follow-up of these children at the end of Key Stage 1, addresses four main questions: (1) Are these improvements maintained to the end of Key Stage 1? (2) Are different patterns of cognitive process evident in the word recognition skills of phonics trained versus untrained children? (3) Do the phonics trained children now also show a significant advantage in reading comprehension? (4) Are there differences in amount of reading, in self-concept as readers and in oral vocabulary development between phonics trained and untrained children? Relationships between reading and spelling ages and Key Stage 1 SATs levels are also explored. SAMPLE: Data are reported from 101 seven-year-olds (85 of whom were second language learners) remaining from the original 112 children reported on previously. METHOD: Children were tested on four standardized tests of reading, spelling and vocabulary, and on a further six experimental tests of phoneme segmentation, grapheme-phoneme correspondence knowledge, regular, exception and nonword reading, author recognition and reading self-concept. RESULTS: Lasting influences of early phoneme awareness and phonics teaching on phoneme awareness, grapheme-phoneme correspondence knowledge, word reading and spelling were found. Part of the previously untrained group had now received structured phonics teaching, and were therefore treated as a third (late trained) group. Early and late-trained groups showed similar levels of attainment and similar cognitive processing patterns, which were different from the untrained group. However, there were no influences of training on reading comprehension, self-concept or oral vocabulary. CONCLUSIONS: Early phoneme awareness and phonics training efficiently accelerates the word recognition and spelling skills of first and second language learners alike. However, this is not sufficient to bootstrap the development of language comprehension in the second language learners. Further research is needed into the kinds of language teaching that will best develop their oral and written language comprehension.

Achievement↗
PubMed2003

The use of repair strategies: bilingual deaf children using sign language and spoken language.

The language effects on repair strategies employed by 7 bilingual deaf children (native signers who also used spoken language) was examined. During two sessions--one conducted in sign language and the other in spoken language--each child described a picture. The examiner stopped the child twice to request clarification. The children's responses to the requests were coded into seven repair strategies. Results indicated that language mode significantly influenced repair strategy behavior: In sign language, the children used a greater frequency, variety, and level of strategies. The position of the clarification request also had an effect: Later in the sequence, the children used more advanced strategies. It was assumed that these native signers evidenced a higher language level in sign, which allowed them to use more advanced communicational strategies in sign than in spoken language. This performance gap should be considered in intervention.

Adolescent↗
PubMed2004

Literacy development in deaf students: case studies in bilingual teaching and learning.

A bilingual model has been applied to educating deaf students who are learning American Sign Language (ASL) as their first language and written English as a second. Although Cummins's (1984) theory of second-language learning articulates how learners draw on one language to acquire another, implementing teaching practices based on this theory, particularly with deaf students, is a complex, confusing process. The purposes of the present study were to narrow the gap between theory and practice and to describe the teaching and learning strategies used by the teachers and parents of three elementary school children within a bilingual/bicultural learning environment for deaf students. The findings suggest that strategies such as using ASL as the language of instruction and making translation conceptual rather than literal contribute to literacy learning. Findings further indicate that some inconsistencies persist in applying a bilingual approach with deaf students.

Child↗
PubMed2006

An examination of twenty literacy, science, and mathematics practices used to educate students who are deaf or hard of hearing.

The results of a multistep process to begin identifying best practices in deaf education are presented. To identify current practices, a survey was conducted of the literature, the Web sites of professional organizations, and states' education Web sites, which yielded a number of commonly discussed practices. Ten of the more highly cited practices in literacy instruction and 10 of the more highly cited practices in science and mathematics instruction were identified for additional scrutiny. Hundreds of articles were examined to identify research support for the 20 identified practices. Some practices had adequate research support; others had minimal support. The authors identify each of the 20 practices, describe the practice, present a summary of the literature that was examined, and rate the usefulness of the knowledge base relative to a "best practice" designation.

Education of Persons with Hearing Disabilities↗
PubMed2000

Measuring the quality of education: the involvement of bilingually educated deaf children.

The levels of involvement of six young deaf children were observed during three educational tasks. These levels were used as indicators of quality of education. The children were bilingually educated. The possible connection between language of instruction, type of task, teaching style, and level of involvement was studied. The children's observed overall level of involvement was high. Involvement was influenced by the type of educational task, but also by the teacher and by the language of instruction: Involvement was greater during activities led by the deaf teacher, using Sign Language of the Netherlands (SLN). Measurement of involvement of young deaf children turned out to be a good way to assess quality of education, not only for research purposes but in the context of general educational practice.

Deafness↗
PubMed1998

The Deaf Mentor Experimental Project for young children who are deaf and their families.

The Deaf Mentor Experimental Project investigated the efficacy of deaf mentor services to young deaf children and their families. These services focused on deaf adults (mentors), who made regular home visits to the children and their families; shared their language (American Sign Language), culture, and personal knowledge of deafness with the families; and served as role models for the children. The children also received regular home visits from a hearing parent adviser who helped the family promote the child's early listening, English, and literacy skills. The result was a bilingual-bicultural home environment for these children. The children who received deaf mentor services were compared to matched children who did not receive these services but who received parent adviser services. Children receiving this early bilingual-bicultural programming made greater language gains during treatment time, had considerably larger vocabularies, and scored higher on measures of communication, language, and English syntax than the matched children.

Adult↗
PubMed1997

What's up, Billy Jo? Deaf children and bilingual-bicultural instruction in east-central Texas.

Seven deaf children attended a bilingual-bicultural (bi-bi) prekindergarten, kindergarten, and first grade from 1993 to 1996 in an east-central Texas public school. The children had diverse backgrounds (African American, Hispanic, White) and various intellectual, cognitive, and linguistic abilities. We detail the backgrounds of the seven children and their families and describe three bi-bi classrooms. We present standardized test scores on cognition (Bracken Test of Basic Concepts) and academic achievement (Stanford Achievement Test, 9th edition, and Woodcock-Johnson Psycho-Educational Battery). When, with one exception, the children completed first grade, they all tested at grade level. (The exception was a younger child who had only completed kindergarten but who nonetheless tested at the first-grade level). We interpret our findings in light of theories of first- and second-language acquisition and discuss the feasibility of establishing bi-bi programs in areas where no large Deaf community exists. We also note our plans to evaluate the seven children again, at the end of second grade in spring 1997.

Child↗
PubMed1996

Whole language and deaf bilingual-bicultural education--naturally!

This position paper discusses how the tenets of Whole Language and Deaf Bilingual-Bicultural Education complement each other. It stresses that Whole Language is based on natural processes through which children can translate their constructs of personal experiences, observations, and perspectives into modes of communication that include written language and, in the present case, American Sign Language. The paper is based on two emphases: (a) Whole Language emphasizes a two-way teaching/learning process, teachers learning from children, and vice versa; and (b) Deaf Bilingual-Bicultural Education emphasizes American Sign Language as a language of instruction and builds on mutual respect for the similarities and differences in the sociocultural and socioeducational experiences and values of Deaf and hearing people. Both Whole Language and Deaf Bilingual-Bicultural Education attempt to authenticate curriculum by integrating Deaf persons' worldviews as part of educational experience.

Canada↗
PubMed2003

The academic trajectories of immigrant youths: analysis within and across cohorts.

Two nationally representative cohorts--from the National Educational Longitudinal Study (NELS) and High School and Beyond (HSB)--were used to examine the effects of generation and duration of residence on students' performance on standardized tests over a two-year period. In multivariate models, generational status predicts variation in students' performance on baseline (sophomore) tests, with effects stronger for the later age cohort (NELS) than for the earlier age cohort (HSB). With regard to the trajectory of achievement, generational status has a greatly reduced role for both cohorts. The best predictors of the trajectory of achievement are not those that are based on nativity per se, but those that reflect the social environment experienced in the United States (i.e., ethnicity and family's socioeconomic status).

Acculturation↗