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  1. Buch: The Oxford handbook of deaf studies in language

    Marschark, Marc / Spencer, Patricia Elizabeth

    (Oxford library of psychology)

    2016  

    Titelvarianten Handbook of deaf studies in language
    Verfasserangabe ed. by Marc Marschark ; Patricia Elizabeth Spencer
    Serientitel Oxford library of psychology
    Schlagwörter Deaf/Means of communication ; Deaf/Education ; Sign language
    Thema/Rubrik (Code) 401.930872
    Sprache Englisch
    Umfang XX, 460 S. : Ill., graph. Darst., 26 cm
    Erscheinungsort Oxford u.a.
    Erscheinungsland Vereinigtes Königreich
    Dokumenttyp Buch
    Anmerkung Includes bibliographical references and index
    HBZ-ID HT018870875
    ISBN 978-0-19-024141-4 ; 0-19-024141-1
    Datenquelle Katalog ZB MED Medizin, Gesundheit

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    SignaturLeihstatusStandort
    2016 A 307 ausleihbar (Lesesaal) Lesesaal EG

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  2. Buch ; Online ; E-Book: Nurturing language and learning

    Spencer, Patricia Elizabeth / Koester, Lynne Sanford

    development of deaf and hard-of-hearing infants and toddlers

    (Professional perspectives on deafness: evidence and applications)

    2016  

    Verfasserangabe Patricia Elizabeth Spencer and Lynne Sanford Koester
    Serientitel Professional perspectives on deafness: evidence and applications
    Schlagwörter Child Development ; Persons With Hearing Impairments ; Infant ; Child, Preschool ; Language Development ; Education of Hearing Disabled / methods ; Nonverbal Communication
    Thema/Rubrik (Code) 371.91/2
    Sprache Englisch
    Umfang 1 Online-Ressource (xviii, 404 Seiten), Illustrationen
    Ausgabenhinweis First edition
    Verlag Oxford University Press
    Erscheinungsort New York, NY
    Erscheinungsland Vereinigte Staaten
    Dokumenttyp Buch ; Online ; E-Book
    Bemerkung Zugriff für angemeldete ZB MED-Nutzerinnen und -Nutzer
    HBZ-ID HT019083012
    ISBN 978-0-19-046536-0 ; 9780199931323 ; 0-19-046536-0 ; 0199931321
    Datenquelle ZB MED Katalog Medizin, Gesundheit, Ernährung, Umwelt, Agrar

    Volltext online

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  3. Buch: The world of deaf infants

    Meadow-Orlans, Kathryn P. / Spencer, Patricia Elizabeth / Koester, Lynne Sanford

    a longitudinal study

    (Perspectives of deafness)

    2004  

    Verfasserangabe Kathryn P. Meadow-Orlans ; Patricia Elizabeth Spencer ; Lynne Sanford Koester
    Serientitel Perspectives of deafness
    Sprache Englisch
    Umfang XI, 266 S. : Ill., graph. Darst.
    Verlag Oxford Univ. Press
    Erscheinungsort New York u.a.
    Erscheinungsland Vereinigte Staaten
    Dokumenttyp Buch
    HBZ-ID HT014069339
    ISBN 0-19-514790-1 ; 978-0-19-514790-2
    Datenquelle Katalog ZB MED Medizin, Gesundheit

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    SignaturLeihstatusStandort
    2004 A 2992 bestellbar zur Ausleihe Magazin

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  4. Buch: The Oxford handbook of deaf studies in language

    Marschark, Marc / Spencer, Patricia Elizabeth

    (Oxford library of psychology)

    2016  

    Verfasserangabe edited by Marc Marschark, Patricia Elizabeth Spencer
    Serientitel Oxford library of psychology
    Mesh-Begriff(e) Persons With Hearing Impairments ; Language ; Communication ; Sign Language
    Sprache Englisch
    Umfang xx, 460 pages :, illustrations ;, 27 cm.
    Dokumenttyp Buch
    ISBN 9780190241414 ; 0190241411
    Datenquelle Katalog der US National Library of Medicine (NLM)

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  5. Artikel ; Online: Receipt of and Satisfaction with School-based and Virtual Special Education Supports and Therapeutic Services During the COVID-19 Pandemic.

    Spencer, Patricia / Verlenden, Jorge V / Kilmer, Greta / Pampati, Sanjana / Moore, Shamia / Rasberry, Catherine N / Claussen, Angelika H

    Journal of online learning research

    2023  Band 10, Heft 1, Seite(n) 91–112

    Abstract: The COVID-19 pandemic impacted school-based delivery of special educational supports and therapeutic services. This study describes student receipt of school-based supports/services and parent satisfaction by instruction modalities during the 2020-2021 ... ...

    Abstract The COVID-19 pandemic impacted school-based delivery of special educational supports and therapeutic services. This study describes student receipt of school-based supports/services and parent satisfaction by instruction modalities during the 2020-2021 academic year in the United States. Data were collected through the COVID Experiences Survey from parents of children ages 5-12 years, administered using NORC's AmeriSpeak panel. Most parents reported satisfaction with supports (88.4%) and services (93.2%). Dissatisfaction with special education supports and therapeutic services was more common among parents whose children received supports/services virtually than in person (special educational supports:
    Sprache Englisch
    Erscheinungsdatum 2023-01-31
    Erscheinungsland United States
    Dokumenttyp Journal Article
    ISSN 2374-1473
    ISSN (online) 2374-1473
    Datenquelle MEDical Literature Analysis and Retrieval System OnLINE

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  6. Artikel ; Online: "It's ok, mom. I got it!": Exploring the experiences of young adults with intellectual disabilities in a postsecondary program affected by the COVID-19 pandemic from their perspective and their families' perspective.

    Spencer, Patricia / Van Haneghan, James P / Baxter, Abigail / Chanto-Wetter, Alexandra / Perry, Lauren

    Journal of intellectual disabilities : JOID

    2021  Band 25, Heft 3, Seite(n) 405–414

    Abstract: Students' resilience in a postsecondary program for individuals with an intellectual disability impacted by the COVID-19 disruption and the challenges they faced during this time was captured in the context of social network analysis interviews that ... ...

    Abstract Students' resilience in a postsecondary program for individuals with an intellectual disability impacted by the COVID-19 disruption and the challenges they faced during this time was captured in the context of social network analysis interviews that included students' and families' experiences as they managed the pandemic. Students' experiences spoke to their resilience in using the skills they gained through the program to navigate the COVID-19 disruption even though it was sometimes tricky. Parents' experiences revealed their increased confidence and sense of pride in their adult children when they observed growth in independence, self-determination, and familiarity with technology. Innovative and engaging instructional practices and e-mentoring support offered by peer mentors motivated students in their academics and encouraged their social development during this time. Student and parent experiences offer hope that young adults with an intellectual disability can gain skills in a postsecondary program that better prepares them to meet life's challenges.
    Sprache Englisch
    Erscheinungsdatum 2021-04-20
    Erscheinungsland England
    Dokumenttyp Journal Article
    ZDB-ID 2071898-6
    ISSN 1744-6309 ; 1469-0047 ; 1744-6295
    ISSN (online) 1744-6309
    ISSN 1469-0047 ; 1744-6295
    DOI 10.1177/17446295211002346
    Datenquelle MEDical Literature Analysis and Retrieval System OnLINE

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  7. Artikel ; Online: Disparities in the Implementation of School-Based Mental Health Supports Among K-12 Public Schools.

    Moore, Shamia / Timpe, Zach / Rasberry, Catherine N / Hertz, Marci / Verlenden, Jorge / Spencer, Patricia / Murray, Colleen / Lee, Sarah / Barrios, Lisa C / Tripathi, Tasneem / McConnell, Luke / Iachan, Ronaldo / Pampati, Sanjana

    Psychiatric services (Washington, D.C.)

    2023  Band 75, Heft 1, Seite(n) 17–24

    Abstract: Objective: The authors sought to explore the availability of mental health supports within public schools during the COVID-19 pandemic by using survey data from a nationally representative sample of U.S. K-12 public schools collected in October-November ...

    Abstract Objective: The authors sought to explore the availability of mental health supports within public schools during the COVID-19 pandemic by using survey data from a nationally representative sample of U.S. K-12 public schools collected in October-November 2021.
    Methods: The prevalence of 11 school-based mental health supports was examined within the sample (N=437 schools). Chi-square tests and adjusted logistic regression models were used to identify associations between school-level characteristics and mental health supports. School characteristics included level (elementary, middle, or high school), locale (city, town, suburb, or rural area), poverty level, having a full-time school nurse, and having a school-based health center.
    Results: Universal mental health programs were more prevalent than more individualized and group-based supports (e.g., therapy groups); however, prevalence of certain mental health supports was low among schools (e.g., only 53% implemented schoolwide trauma-informed practices). Schools having middle to high levels of poverty or located in rural areas or towns and elementary schools and schools without a health infrastructure were less likely to implement mental health supports, even after analyses were adjusted for school-level characteristics. For example, compared with low-poverty schools, mid-poverty schools had lower odds of implementing prosocial skills training for students (adjusted OR [AOR]=0.49, 95% CI=0.27-0.88) and providing confidential mental health screening (AOR=0.42, 95% CI=0.22-0.79).
    Conclusions: Implementation levels of school-based mental health supports leave substantial room for improvement, and numerous disparities existed by school characteristics. Higher-poverty areas, schools in rural areas or towns, and elementary schools and schools without a health infrastructure may require assistance in ensuring equitable access to mental health supports.
    Mesh-Begriff(e) Humans ; Mental Health ; Pandemics/prevention & control ; Schools ; Students ; Poverty
    Sprache Englisch
    Erscheinungsdatum 2023-06-14
    Erscheinungsland United States
    Dokumenttyp Journal Article
    ZDB-ID 1220173-x
    ISSN 1557-9700 ; 1075-2730
    ISSN (online) 1557-9700
    ISSN 1075-2730
    DOI 10.1176/appi.ps.20220558
    Datenquelle MEDical Literature Analysis and Retrieval System OnLINE

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  8. Artikel ; Online: Disparities in Implementing COVID-19 Prevention Strategies in Public Schools, United States, 2021-22 School Year.

    Pampati, Sanjana / Rasberry, Catherine N / Timpe, Zach / McConnell, Luke / Moore, Shamia / Spencer, Patricia / Lee, Sarah / Murray, Colleen Crittenden / Adkins, Susan Hocevar / Conklin, Sarah / Deng, Xiaoyi / Iachan, Ronaldo / Tripathi, Tasneem / Barrios, Lisa C

    Emerging infectious diseases

    2023  Band 29, Heft 5, Seite(n) 937–944

    Abstract: During the COVID-19 pandemic, US schools have been encouraged to take a layered approach to prevention, incorporating multiple strategies to curb transmission of SARS-CoV-2. Using survey data representative of US public K-12 schools (N = 437), we ... ...

    Abstract During the COVID-19 pandemic, US schools have been encouraged to take a layered approach to prevention, incorporating multiple strategies to curb transmission of SARS-CoV-2. Using survey data representative of US public K-12 schools (N = 437), we determined prevalence estimates of COVID-19 prevention strategies early in the 2021-22 school year and describe disparities in implementing strategies by school characteristics. Prevalence of prevention strategies ranged from 9.3% (offered COVID-19 screening testing to students and staff) to 95.1% (had a school-based system to report COVID-19 outcomes). Schools with a full-time school nurse or school-based health center had significantly higher odds of implementing several strategies, including those related to COVID-19 vaccination. We identified additional disparities in prevalence of strategies by locale, school level, and poverty. Advancing school health workforce and infrastructure, ensuring schools use available COVID-19 funding effectively, and promoting efforts in schools with the lowest prevalence of infection prevention strategies are needed for pandemic preparedness.
    Mesh-Begriff(e) Humans ; United States/epidemiology ; COVID-19/epidemiology ; COVID-19/prevention & control ; SARS-CoV-2 ; Pandemics/prevention & control ; COVID-19 Vaccines ; Schools
    Chemische Substanzen COVID-19 Vaccines
    Sprache Englisch
    Erscheinungsdatum 2023-03-29
    Erscheinungsland United States
    Dokumenttyp Journal Article ; Research Support, U.S. Gov't, P.H.S.
    ZDB-ID 1380686-5
    ISSN 1080-6059 ; 1080-6040
    ISSN (online) 1080-6059
    ISSN 1080-6040
    DOI 10.3201/eid2905.221533
    Datenquelle MEDical Literature Analysis and Retrieval System OnLINE

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  9. Artikel ; Online: Children's mental health during the COVID-19 pandemic: a population-based cohort study in the United States.

    Pampati, Sanjana / Verlenden, Jorge V / Cree, Robyn A / Hertz, Marci / Bitsko, Rebecca H / Spencer, Patricia / Moore, Shamia / Michael, Shannon L / Dittus, Patricia J

    Annals of epidemiology

    2023  Band 88, Seite(n) 7–14

    Abstract: Purpose: Examine children's mental health symptoms, including changes during the COVID-19 pandemic.: Methods: The COVID Experiences Surveys, designed to be representative of the U.S. household population, were administered online to parents of ... ...

    Abstract Purpose: Examine children's mental health symptoms, including changes during the COVID-19 pandemic.
    Methods: The COVID Experiences Surveys, designed to be representative of the U.S. household population, were administered online to parents of children aged 5-12 years (wave 1 (W1), October-November 2020, n = 1561; wave 2 (W2), March-May 2021, n = 1287). We modeled changes in children's symptoms of anxiety, depression, and psychological stress and examined associations between demographic characteristics, COVID-19 related experiences, and protective factors with symptoms across both waves using generalized estimating equations.
    Results: Based on parent-report, children's symptoms of anxiety and depression decreased from W1 to W2 (Δ t-score anxiety = -1.8 [95% confidence intervals (CI): -2.5, -1.0]; Δ t-score depression = -1.0 [CI: -1.7, -0.3]). Psychological stress remained consistent. Across waves, older children and children with an emotional, mental, developmental, behavioral, physical, or medical condition were more likely to have specific poor mental health symptoms. Poor mental health symptoms were more likely among children with several contextual stressors (e.g., economic stress, parental emotional strain) and less likely among children with protective factors (e.g., daily routines, neighborhood cohesion).
    Conclusions: Establishing programs that support mental health, improving access to mental health services, and fostering collaborations to advance children's mental health is important.
    Mesh-Begriff(e) Child ; Humans ; Adolescent ; Mental Health ; Cohort Studies ; Pandemics ; COVID-19/epidemiology ; Stress, Psychological/epidemiology
    Sprache Englisch
    Erscheinungsdatum 2023-10-18
    Erscheinungsland United States
    Dokumenttyp Journal Article ; Research Support, U.S. Gov't, P.H.S.
    ZDB-ID 1074355-8
    ISSN 1873-2585 ; 1047-2797
    ISSN (online) 1873-2585
    ISSN 1047-2797
    DOI 10.1016/j.annepidem.2023.10.005
    Datenquelle MEDical Literature Analysis and Retrieval System OnLINE

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  10. Buch: Nurturing language and learning

    Spencer, Patricia Elizabeth / Koester, Lynne Sanford

    development of deaf and hard-of-hearing infants and toddlers

    (Professional perspectives on deafness: evidence and applications)

    2016  

    Verfasserangabe Patricia Elizabeth Spencer and Lynne Sanford Koester
    Serientitel Professional perspectives on deafness: evidence and applications
    Mesh-Begriff(e) Child Development ; Persons With Hearing Impairments ; Infant ; Child, Preschool ; Language Development ; Education of Hearing Disabled/methods ; Nonverbal Communication
    Sprache Englisch
    Erscheinungsverlauf 2016-2016
    Umfang xvii, 404 pages :, illustrations ;, 24 cm.
    Ausgabenhinweis First edition.
    Dokumenttyp Buch
    ISBN 9780199931323 ; 0199931321
    Datenquelle Katalog der US National Library of Medicine (NLM)

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