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No nos importaba a nadie”: Navegando en la búsqueda del éxito académico en Oaxaca, México
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Collaborative Methodology with Indigenous Communities: A Framework for Addressing Power Inequalities
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Identifying childhood expressive language features that best predict adult language and communication outcome in individuals with autism spectrum disorder
No full textSeveral studies have reported that “useful speech” at 5 years of age predicts outcomes in individuals with autism spectrum disorder (ASD), but this skill has been vaguely defined. This study investigates which specific aspects of expressive language in children with ASD best predict adult language and communication outcomes
Urban Playmaking: Constructivist Teaching with a Radical Agenda
No full textoai:digitalcommons.emerson.edu:arc-1002Urban Playmaking: Constructivist Teaching with a Radical Agenda explores three research projects, conducted from 2009-2018, in which culturally and linguistically diverse high school students and young adults created original theatre around the issues that inform their lives and constrain their futures. Project goals, rooted in critical change theory and social justice, were designed to facilitate students’ understandings of the societal nature of the discrimination they face. However, the outcomes of the projects extended beyond the intended research questions: identifying the impact of systematized oppression on their lives and introducing the students to collective action, communal power structures, and potential paths to self-advocacy. They also generated surprising academic outcomes for the students, as their engagement in the playmaking process seemed to stimulate improved thinking processes and general interest in learning, and there was a cyclical impact on their exploration of social justice issues and their apparent ability to experiment with voice and advocacy. Playmaking strategies are based in what we still know to be best practice in teaching and learning: Culturally Relevant Teaching, Constructivist Learning, and Social-Emotional Learning. Recent research on brain development clarifies why these strategies work and strongly supports their use to change the discriminatory path of our current system and work for real transformation in existing oppressions. Each study discussed in this book is considered through the lens of one or more best practices. The outcomes of the playmaking experiences, communicated through detailed ethnographic data and the voices of student participants, make a strong case for using what we already know about teaching to positively impact gross inequities of outcome for culturally and linguistically diverse students
Is low power associated with submission during marital conflict? Moderating roles of gender and traditional gender role beliefs
No full textLower power during marital interactions predicts greater aggression by men, but no research has identified women’s response to lower power. We tested whether women who experienced lower situational power during conflict exhibited greater submission, especially if they held traditional gender role beliefs and thus accepted structural gender differences in power. Newlywed couples (Time 1, N = 204 couples) completed questionnaires and discussed an area of conflict 3 times over 3 years. Individuals who perceived lower power during couples’ discussions evidenced greater submission, but this effect was more pronounced for wives, especially wives who held traditional gender role beliefs. Among those with traditional gender role beliefs, greater submission together with lower power predicted lower marital adjustment over time. These results highlight that the low power–submission link, and associated implications for marital adjustment, need to be evaluated in the context of power-relevant situations, gender, and broader power-related beliefs about gender roles
Consistency and inconsistency in caregiver reporting of vocabulary
No full textVocabulary checklists completed by caregivers are a common way of measuring children’s vocabulary knowledge. We provide evidence from checklist data from 31 children with and without autism spectrum disorder. When asked to report twice about whether or not their child produces a particular word, caregivers are largely consistent in their responses, but where they are inconsistent, these inconsistencies affect verbs more than nouns. This difference holds both for caregivers of children with autism spectrum disorder and caregivers of typically-developing children. We suggest that caregivers may be less sure of their child’s knowledge about verbs than nouns. This data converges with prior evidence comparing language samples of words children produce in a recorded interaction with checklist data, and it has implications for how researchers use checklist data in cases where the reliability of estimates of verb knowledge is critical
Personal pronoun errors in form versus meaning produced by children with and without autism spectrum disorder
No full textThe current study investigates whether the types of pronominal errors children with autism spectrum disorder (ASD) make are different from those of their TD peers at similar stages of language development. A recent review about language acquisition in ASD argues that these children show relative deficits in assigning/extending lexical meaning alongside relative strengths in morpho-syntax (Naigles & Tek, 2017). Pronouns provide an ideal test case for this argument because they are marked both for grammatical features (case) and features that reflect qualities of the referent itself (gender and number) or the referent’s role in conversation (person). The form-meaning hypothesis predicts that children with ASD should struggle more with these latter features. The current study tests this hypothesis with data from a caregiver report, completed by caregivers of 151 children with and without ASD. Reported pronominal errors were categorized as meaning or form and compared across groups. In accordance with the form-meaning hypothesis, a higher proportion of children with ASD make meaning errors than they do form errors, and significantly more of them make meaning errors than TD children do