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Today β€” 23 January 2025All

Exploring conceptual understanding in teacher–student mediation in a Spanish as a foreign language classroom in China: A translanguaging perspective

βœ‡SAGE Publications: Language Teaching Research: Table of Contents
By: Danli Li Ge Xu Jian Qin
21 January 2025 at 09:51
Language Teaching Research, Ahead of Print.
Previous research on translanguaging in classrooms for a language other than English (LOTE) has shown that it helps learners compensate for limited language proficiency. Few studies have investigated how translanguaging promotes learners’ conceptual understanding of the target language. This study aims to investigate how a Chinese teacher mediates conceptual understanding of the target language among 15 Spanish major undergraduates in a Chinese university through pedagogical translanguaging. Data were collected from classroom observations, questionnaires, and semi-structured interviews. Microgenesis of the discourse reveals that teacher–student mediation through pedagogical translanguaging facilitates students’ conceptual understanding of Spanish linguistic and cultural knowledge, enhances metalinguistic awareness, and promotes self-regulation. Translanguaging space built up in classroom interaction fosters collaborative dialogue, creating inclusive learning environments. This study may illuminate how multilingual teachers leverage diverse linguistic and sociocultural knowledge to assist students in conceptualizing and internalizing target language form and meaning through translanguaging in LOTE education.

Early markers of literacy and numeracy in Chinese children: The roles of counting and rapid automatized naming

βœ‡Wiley: British Journal of Developmental Psychology: Table of Contents
By: Ruinan Sun， Li Yin， R. Malatesha Joshi
21 January 2025 at 12:02

Abstract

This study investigated the relationships between counting, Rapid Automatized Naming (RAN), and reading and arithmetic abilities in Chinese children at different developmental stages. Study 1 examined 51 kindergarteners (mean age 5.43 years) for character reading accuracy and arithmetic accuracy before formal schooling. Study 2 extended the investigation to 158 primary school children in Grades 1–3, assessing word and sentence reading fluency, arithmetic fluency, and associated cognitive factors. The findings from both studies revealed that RAN significantly predicts reading abilities across all age groups, with its importance increasing in older children. Counting was a crucial predictor for arithmetic skills, especially in early grades. While counting correlated with reading abilities in Chinese, it did not explain unique variance beyond RAN and phonological awareness. These results highlight differences across age groups in cognitive and academic skills, emphasizing the increasing role of RAN in both reading and arithmetic fluency as children progress through primary school. The study underscores the need for linguistically sensitive frameworks in education and suggests potential targets for early screening and intervention to enhance academic outcomes in Chinese children.

The co‐development of ethnic identity and future orientation among ethnically/racially minoritized adolescents: A parallel process model

βœ‡Wiley: Journal of Research on Adolescence: Table of Contents
By: Kiera M. Coulter， Aprile D. Benner， Francheska Alers Rojas， Madeline Harrington
22 January 2025 at 03:21

Abstract

This brief report examined the co-development of ethnic/racial identity (ERI) and future orientation among ethnically/racially minoritized adolescents. The current study used three waves of longitudinal data (N = 619) spanning 8th to 10th grades from a diverse sample (55.9% Latino/a/x, 21.2% biracial/multiethnic/other, 13.2% Asian, 9.7% Black; 54.1% female; 57.4% economically disadvantaged). We investigated the developmental trajectories of future orientation and ethnic identity and determined if these trajectories were interrelated. The results of the single and parallel process latent growth curve models showed that mean levels of ERI increased while future orientation decreased over time. Initial levels of ERI were significantly related to accelerated declines in future orientation. Exploratory analyses, which tested distinct forms of ethnic/racial discrimination as moderators, revealed that the negative association between ERI in 8th grade and the rate of change in future orientation was significant only at average and high levels of educator-perpetrated discrimination. These results point to complex interrelations between ERI formation and experiences of ethnic/racial discrimination and their influence on trajectories of future orientation during early to middle adolescence.

Profiles of negative and positive risk‐taking behavior among Asian and non‐Asian American emerging adults

βœ‡Wiley: Journal of Research on Adolescence: Table of Contents
By: Yea Won Park， Amy L. Gentzler
22 January 2025 at 03:15

Abstract

Risk-taking includes both negative and positive risky behaviors, but little is known about how negative and positive risk-taking occur simultaneously. This study examined negative and positive risk-taking profiles of Asian American and Non-Asian American emerging adults (N = 401; M age = 20.68; 68.30% women) and their demographic and cultural factor correlates. Three profiles emerged: Moderate Negative and Positive, Low Negative and Positive, and High Negative/Average Positive. Asian Americans were most likely to belong in the Low Negative and Positive. The High Negative/Average Positive profile was associated with stronger emotion control values, whereas the Low Negative and Positive profile was higher in humility values. These findings underscore the role of cultural beliefs in shaping distinct risk-taking patterns among emerging adults.

How can we make therapy better for autistic adults? Autistic adults’ ratings of helpfulness of adaptations to therapy

βœ‡SAGE Publications Ltd: Autism: Table of Contents
By: Jessica Paynter Kristyn Sommer Amanda Cook
22 January 2025 at 12:48
Autism, Ahead of Print.
Autistic people are at elevated risk of mental health conditions and experience significant barriers to effective support. While adaptations to therapy for autistic people have been proposed by clinicians, there is limited research on how helpful autistic people themselves rate these. We aimed to address this gap. Participants were 130 autistic adults aged 18 to 64 years (85.4% female) who completed an online survey of the helpfulness of 55 therapy adaptations. Overall, we found positive ratings of helpfulness for approximately half of the adaptations. However, significant variability was found at an individual level with most adaptations rated from not helpful through to extremely helpful. Neurodiversity-affirming adaptations were rated highest overall. Participants shared additional adaptations including general good practice, financial, modality, neurodiversity-affirming practices, practical, sensory/environmental, structure, and therapy style/techniques. Findings highlight similarities and differences between clinician and autistic people’s perspectives, underscoring the need to include autistic people. Limitations of the restricted sample and generalizability are acknowledged. Future research including more diverse samples would be of value to expand on this research. The need to understand general preferences of autistic people and to individualize to the specific client is underscored by findings to begin bridging the mental health support gap for autistic people.Lay AbstractAutistic people experience more mental health conditions like depression or anxiety than non-autistic people. They are also more likely to experience difficulties in accessing mental health supports Clinicians have published suggestions on how to improve therapy for autistic people. However, whether these ways to adapt (i.e. adaptations) therapy for autistic people are seen as helpful by autistic people themselves has not been investigated. We recruited 130 autistic adults to complete an online survey. They rated 55 adaptations to therapy from β€œNot at all helpful” to β€œExtremely helpful.” We also asked for ideas of additional adaptations. Adaptations classified as neurodiversity affirming (e.g. having a therapist that embraces differences in brains and provides support to affirm neurodivergent identity) were rated highest. Approximately half of adaptations were rated positively at a group level. However, for almost every adaptation at least one person rated it as not at all helpful and at least one rated it as extremely helpful. Additional adaptations were around general good practice, financial cost, neurodiversity-affirming practices, practical, sensory/environmental, structure, and therapy style/techniques. Our findings add how helpful autistic people themselves rate adaptations to therapy and similarities and differences to clinicians. This is important to consider how these perspectives can differ. Findings also identify additional suggestions that clinicians could use in their practice and ideas for future research. Findings can help autistic adults in advocating for adaptations to therapy that address their needs by providing a list of possible adaptations. Furthermore, findings may help clinicians to better support their autistic clients.

MLB Player To Wear No. 21 In Honor Of Daughter With Down Syndrome

βœ‡Disability Scoop
By: Lawrence Dow， Fort Worth Star-Telegram
22 January 2025 at 02:01

After his daughter was born with Down syndrome, a Major League Baseball first baseman decided to change his number to 21 to raise awareness of the chromosomal disorder.

The post MLB Player To Wear No. 21 In Honor Of Daughter With Down Syndrome appeared first on Disability Scoop.

Efficient and accurate variational inference for multilevel threshold autoregressive models in intensive longitudinal data

βœ‡Wiley: British Journal of Mathematical and Statistical Psychology: Table of Contents
By: Azizur Rahman， Depeng Jiang， Lisa M. Lix
22 January 2025 at 07:24

Abstract

Recent technological advancements have enabled the collection of intensive longitudinal data (ILD), consisting of repeated measurements from the same individual. The threshold autoregressive (TAR) model is often used to capture the dynamic outcome process in ILD, with autoregressive parameters varying based on outcome variable levels. For ILD from multiple individuals, multilevel TAR (ML-TAR) models have been proposed, with Bayesian approaches typically used for parameter estimation. However, fitting ML-TAR models can be computationally challenging. This study introduces a mean-field variational Bayes (MFVB) algorithm as an alternative to traditional Bayesian inference. By optimizing to approximate posterior densities, variational Bayes aims to find the best approximation within a defined set of distributions. Simulation results demonstrate that our MFVB algorithm is significantly faster than the standard Markov chain Monte Carlo (MCMC) approach. Moreover, increasing the number of individuals or time points enhances the accuracy of the parameter estimates using MFVB, suggesting that sufficient data are crucial for accurate estimation in complex models like ML-TAR models. When applied to real-world data, the MFVB algorithm was significantly more efficient than MCMC and maintained similar accuracy. Thus, the MFVB algorithm is a faster and more consistent alternative to MCMC for large-scale inference in ILD models.

A Social and Emotional Learning Survey for Students With Learning Disabilities: Reliability and Validity Analyses

βœ‡SAGE Publications Inc: Learning Disability Quarterly: Table of Contents
By: Amber E. DeBono Kathy B. Ewoldt Michele Heimbauer Elizabeth A. Mendelsohn Jonathan Cohen
22 January 2025 at 10:31
Learning Disability Quarterly, Ahead of Print.
Although many social–emotional learning (SEL) surveys exist for the general student population, students with learning disabilities (SwLD) are often excluded during the survey development process, and the current SEL surveys often overlook critical SEL competencies for SwLD (e.g., self-advocacy), necessitating an SEL survey for SwLD. To address this oversight, the Winston Essential Skills Survey (WESS) was designed to measure SEL in an SwLD population. Annually, over a 4-year period prior to the COVID-19 pandemic, two teachers evaluated each student with the WESS 2.0 (Nstudents = 809; Nteachers = 236). A confirmatory factor analysis suggested that this 41-item version of the WESS could be improved. A follow-up exploratory factor analysis indicated that 15 items could be dropped and that two items fit better under two other subscales, which improved the model fit of the eight-factor model substantially. This 26-item version of the WESS (WESS 3.0) also had evidence for internal consistency, test–retest reliability, and consensus (i.e., between the two evaluating teachers). Study 2 found that the WESS 3.0 has evidence for convergent, divergent, and discriminant validity. These findings suggest that the WESS 3.0 may be the first reliable and valid SEL survey specifically designed for SwLD.
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