Research Round-up:
“Intervention May Improve Follow-up Rates for Newborns with Hearing Loss.”
Although newborn hearing screenings are performed routinely at hospitals across the US, there are difficulties following up with all of these parents/babies. A new study from the Cincinnati Children’s Hospital Medical Center found that by working with WIC they could improve the effectiveness of new-born hearing screening programs for low-income mothers and their babies.In this study the rate of eligible two year old infants lost to follow-up was 9.6% compared to 28.7% of infants from the same hospitals but not WIC eligible.”
“Boy’s Early Childhood Behavioral Problems Associated with Less Academic Success.”
A new study aims to understand why boys with early childhood behavioral difficulties were less likely to complete college than girls with the same behavioral issues. The study reveals that the manner in which the school responds to the behavior plays a role in shaping future behaviors. She found that the behavior of boys is likely to be generalized and stereotyped causing educators to dole out harsher punishments to them.
On The Job
Barbara J. Ehren, a school based SLP talks about the misnomer of “push-in” therapy. She says when she hears this term “She envisions an SLP barging into a teachers classroom, perhaps knocking over classroom furniture or even a few students in the process…” Ehren says these services should be simply referred to as “in-class services”. Changing the name of the therapy would be reflective of a change in mindset as well. Push-in or in-class services are only useful and effective when they correlate with the classroom lesson and enhance the learning that is currently in progress. Otherwise, being in the classroom serves a terrible distraction and diminishes from the session. Aggressive push-in therapy is loose loose- student and classroom students loose. Gentler go-in therapy is Win-Win for all parties involved. It’s all about the semantics!