Karen Erickson
Biographic Data
| ID | 5480319 |
|---|---|
| NAME | Karen Erickson |
| GIVEN NAMES | Karen |
| FAMILY NAME | Erickson |
| SIGNATURE | ERICKSON K |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
A Multilinguistic Spelling Analysis of Children who are Hard of Hearing
Spelling in writing samples was compared between children who are hard of hearing (HH) (n = 142) and their peers with typical hearing (TH) (n = 72) in second and fourth grade. The same analyses were then conducted comparing groups of children who are HH with different levels of aided audibility. Compared to children with TH, children who are HH produced fewer misspelled words (p = .041, d = .42) at second grade but performed similarly in fourth g…
The forms, functions, and uses of praise in self-contained classrooms
Special education teachers are often encouraged to use praise in their instructional interactions with their students with significant support needs (SSN). It is assumed that reinforcing behavior facilitates learning and academic achievement for these students. Despite a myriad of interventions aimed at increasing special education teachers’ use of praise, little is known about how praise functions in this context. This is concerning, given the g…
A multilinguistic analysis of spelling among children with cochlear implants
This study examines the spelling of nine elementary school children with cochlear implants (CIs) who use spoken language, and compares their performance with children who have typical hearing and children who are hard of hearing (HH). Compared to children with typical hearing, children with CIs did not produce a significantly different percentage of misspelled words (p = 0.431, d = 0.38), but their spelling errors comprised significantly lower pe…
The Profiles of Students With Significant Cognitive Disabilities and Known Hearing Loss
The present study describes the characteristics of students in Grades 3-12 with significant cognitive disabilities (SCD) and known hearing loss. The study analyzed results of a survey of teachers of students with SCD (n = 38,367) who were slated to participate in an alternate assessment based on alternate achievement standards in 14 states in the United States. Analysis revealed similar profiles in academic achievement and symbolic language use c…
Weight gain prevention in young adults
ClinicalTrials.gov, NCT01183689
No prominent works on this page.
Weight gain prevention in young adults
ClinicalTrials.gov, NCT01183689
The Profiles of Students With Significant Cognitive Disabilities and Known Hearing Loss
The present study describes the characteristics of students in Grades 3-12 with significant cognitive disabilities (SCD) and known hearing loss. The study analyzed results of a survey of teachers of students with SCD (n = 38,367) who were slated to participate in an alternate assessment based on alternate achievement standards in 14 states in the United States. Analysis revealed similar profiles in academic achievement and symbolic language use c…
A multilinguistic analysis of spelling among children with cochlear implants
This study examines the spelling of nine elementary school children with cochlear implants (CIs) who use spoken language, and compares their performance with children who have typical hearing and children who are hard of hearing (HH). Compared to children with typical hearing, children with CIs did not produce a significantly different percentage of misspelled words (p = 0.431, d = 0.38), but their spelling errors comprised significantly lower pe…
A Multilinguistic Spelling Analysis of Children who are Hard of Hearing
Spelling in writing samples was compared between children who are hard of hearing (HH) (n = 142) and their peers with typical hearing (TH) (n = 72) in second and fourth grade. The same analyses were then conducted comparing groups of children who are HH with different levels of aided audibility. Compared to children with TH, children who are HH produced fewer misspelled words (p = .041, d = .42) at second grade but performed similarly in fourth g…
The forms, functions, and uses of praise in self-contained classrooms
Special education teachers are often encouraged to use praise in their instructional interactions with their students with significant support needs (SSN). It is assumed that reinforcing behavior facilitates learning and academic achievement for these students. Despite a myriad of interventions aimed at increasing special education teachers’ use of praise, little is known about how praise functions in this context. This is concerning, given the g…
Medicine (4 works) · Psychology (4 works) · Audiology (3 works) · Developmental psychology (3 works) · Hearing Impairment and Communication (3 works) · Academic achievement (2 works) · Linguistics (2 works) · Psychiatry (2 works) · Reading and Literacy Development (2 works) · Spelling (2 works)