Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

An Examination of Context-Aware Augmentative and Alternative Communication with Automated Response Options for Academic Communication from Autistic Children.

Journal of special education technology : a publication of Utah State University, the Association for Special Education Technology, and the Technology and Media Division of the Council for Exceptional Children·2026
Same author

A Comparison of Visual Scene and Grid Displays during a Naturally Occurring Song Routine.

Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)·2026
Same author

Evaluating Artificial Intelligence on the Efficacy of Preference Assessments for Preservice Speech-Language Pathologists.

Journal of developmental and physical disabilities·2025
Same author

"It's a Lot of Collaboration": Related Service Providers Supporting Literacy Instruction for Learners Who Use Augmentative and Alternative Communication.

Language, speech, and hearing services in schools·2025
Same author

Effect of AAC intervention on communication within social routines from preschool-age emerging symbolic communicators with developmental disabilities.

Augmentative and alternative communication (Baltimore, Md. : 1985)·2025
Same author

Accessible Literacy for Emerging Communicators (ALEC): A Proposed Model and Case Application with Children on the Autism Spectrum.

Perspectives of the ASHA special interest groups·2025

Related Experiment Video

Updated: Jun 10, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Evaluating Peer-Mediated Instruction for Children with Extensive Support Needs.

Sheida K Raley, Elizabeth R Lorah, Christine Holyfield

    Folia Phoniatrica Et Logopaedica : Official Organ of the International Association of Logopedics and Phoniatrics (IALP)
    |June 8, 2026
    PubMed
    Summary

    Peer-mediated instruction effectively taught children with extensive support needs to request snacks using augmentative and alternative communication (AAC) devices. This strategy improved communication skills during daily routines.

    More Related Videos

    Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
    10:26

    Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

    Published on: September 11, 2021

    Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
    06:16

    Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

    Published on: June 6, 2020

    Related Experiment Videos

    Last Updated: Jun 10, 2026

    Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
    12:55

    Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

    Published on: September 27, 2020

    Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
    10:26

    Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

    Published on: September 11, 2021

    Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
    06:16

    Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

    Published on: June 6, 2020

    Area of Science:

    • Speech and Language Pathology
    • Developmental Psychology
    • Special Education

    Background:

    • Children with extensive support needs often face communication challenges.
    • Augmentative and Alternative Communication (AAC) offers a pathway for these children to express needs.
    • Peer-mediated instruction is a promising intervention strategy.

    Purpose of the Study:

    • To assess the efficacy of peer-mediated instruction for teaching requesting skills.
    • To evaluate this strategy within a naturalistic snack time routine.
    • To support beginning communicators with extensive support needs.

    Main Methods:

    • Utilized a nonconcurrent multiple baseline design.
    • Employed peer tutors without extensive support needs.
    • Implemented modeling and a three-second time delay for teaching AAC requests.

    Main Results:

    • All three child participants successfully learned to request snacks from peers using AAC.
    • Acquisition of requesting skills reached mastery criteria (80-100% accuracy).

    Conclusions:

    • Peer-mediated instruction is an effective method for teaching requesting skills to young children with extensive support needs.
    • This approach enhances functional communication within daily routines.
    • Further research should explore broader applications and long-term effects.