Return to list

“Is it his Language?” A Neuroeducation Approach to Exploring the Connection Between Levels of Language Function and Prosocial Concepts for Elementary Students Identified with Emotional and Behavioral Disorders

 
image 0
image 1
image 2
image 3
image 4
image 5
image 6
image 7
image 8
image 9
image 10
image 11
image 12
image 13
image 14
image 15
image 16
image 17
image 18
image 19
image 20
image 21
image 22
image 23
image 24
image 25
image 26
image 27
image 28
image 29
image 30
image 31
image 32
image 33
image 34
image 35
image 36
image 37
image 38
image 39
image 40
image 41
image 42
image 43
image 44
image 45
image 46
image 47
image 48
image 49
image 50
image 51
image 52
image 53
image 54
image 55
image 56
image 57
image 58
image 59
image 60
image 61
image 62
image 63
image 64
image 65
image 66
image 67
image 68
image 69
image 70
image 71
image 72
image 73
image 74
image 75
image 76
image 77
image 78
image 79
image 80
image 81
image 82
image 83
image 84
image 85
image 86
image 87
image 88
image 89
image 90
image 91
image 92
image 93
image 94
image 95
image 96
image 97
image 98
image 99
image 100
image 101
image 102
image 103
image 104
image 105
image 106
image 107
image 108
image 109
image 110
image 111
image 112
image 113
image 114
image 115
image 116
image 117
image 118
image 119
image 120
image 121
image 122
image 123
image 124
image 125
image 126
image 127
image 128
image 129
image 130
image 131
image 132
image 133
image 134
image 135
image 136
image 137
image 138
image 139
image 140
image 141
image 142
image 143
image 144
image 145
image 146
image 147
image 148
image 149
image 150
image 151
image 152
image 153
image 154
image 155
image 156
image 157
image 158
image 159
image 160
image 161
image 162
image 163
image 164
image 165
image 166
image 167
image 168
image 169
image 170
image 171
image 172
image 173
image 174
image 175
image 176
image 177
image 178
image 179
image 180
image 181
image 182
image 183
image 184
image 185
image 186
image 187
image 188
image 189
image 190
image 191
image 192
image 193
image 194
image 195
image 196
image 197
image 198
image 199
image 200
image 201
image 202
image 203
image 204
image 205
image 206
image 207
image 208
image 209
image 210
image 211
image 212
image 213
image 214
image 215
image 216
image 217
image 218
image 219
image 220
image 221
image 222
image 223
image 224
image 225
image 226
image 227
image 228
image 229
image 230
image 231
image 232
image 233
image 234
image 235
image 236
image 237
image 238
image 239
image 240
image 241
image 242
image 243
image 244
image 245
image 246
image 247
image 248
image 249
image 250
image 251
image 252
image 253
image 254
image 255
image 256
image 257
image 258
image 259
image 260
image 261
image 262
image 263
image 264
image 265
image 266
image 267
image 268
image 269
image 270
image 271
image 272
image 273
image 274
image 275
image 276
image 277
image 278
image 279
image 280
image 281
image 282
image 283
image 284
image 285
image 286
image 287
image 288
image 289
image 290
image 291
image 292
image 293
image 294
image 295
image 296
image 297
image 298
image 299
image 300
image 301
image 302
image 303
image 304
image 305
image 306
image 307
image 308
image 309
image 310
image 311
image 312
image 313
image 314
image 315
image 316
image 317
image 318
image 319
image 320
image 321
image 322
image 323
image 324
image 325
image 326
image 327
image 328
image 329
image 330
image 331
image 332
image 333
image 334
image 335
image 336
image 337
image 338
image 339
image 340
Zoom inZoom inZoom inZoom in
Zoom outZoom outZoom outZoom out
Go homeGo homeGo homeGo home
Toggle full pageToggle full pageToggle full pageToggle full page
Rotate leftRotate leftRotate leftRotate left
Rotate rightRotate rightRotate rightRotate right
language function among participants with EBD and LI indicated by pre-language levels of language function; (b) a proclivity among the students with EBD to assign antisocial meaning to oral and cartooned responses to event-based pictures; and (c) limited production of prosocial responses from all participants to event-based pictures. The results of this study suggest the current structural methods of language assessment for educational eligibility may be inadequate among elementary students identified with EBD. The inclusion of language function measures is recommended for this student population. Additionally, this study suggests that (a) current behavioral curricula that do not factor in acquisition of language function may fail to provide the concepts necessary for acquisition of prosocial behaviors; and (b) a neuroeducation approach that considers the importance of prosocial concept acquisition may result in prosocial development.
Title
“Is it his Language?” A Neuroeducation Approach to Exploring the Connection Between Levels of Language Function and Prosocial Concepts for Elementary Students Identified with Emotional and Behavioral Disorders
Author
Emily Jaskowiak
Date Awarded
2018
Document Type
College & School
Return to list