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• 1. [Article] Variability in test-retest of maximum duration of sustained /a/ in children

  Maximum phonation time has been widely utilized as a simple clinical evaluation of the vocal function. Its importance has been emphasized by Van Riper (1954), Westlake and Rutherford (1961), Boone (1971), ...

  Citation × Citation Citation Abstract Copy Title: Variability in test-retest of maximum duration of sustained /a/ in children Author: Norwood, Elena Diane Year: 1979 Maximum phonation time has been widely utilized as a simple clinical evaluation of the vocal function. Its importance has been emphasized by Van Riper (1954), Westlake and Rutherford (1961), Boone (1971), and other authors. A review of the literature revealed three trials of sustained phonation have been utilized by most researchers to determine maximum duration of phonation. Additionally, the review revealed a lack of test-retest reliability in maximum phonation time in children. The present study was designed to determine the variability in test-retest of maximum duration of· sustained /a/ among prepubescent male and female children. Eighty subjects, twenty at each of the four age levels, seven, eight, nine and ten, were selected from a larger pool using a random order table. Each age level was further divided into two groups of ten male and ten female subjects. A tape recording of twenty maximum phonations of /a/. was obtained for each subject. A second measure of maximum phonation time was recorded between two weeks and a month following the original run. The essential questions of this investigation were: 1. Given the means of age and sex groups of the longest performance of maximum duration of sustained /a/, is there a significant difference between runs one and two? 2. In the test cohort does the rank order of maximum phonation time differ between runs one and two? The following secondary questions were also posed: 1. Is there a significantly greater duration of the longest sustained /a/ when given twenty trials as opposed to the first three trials? 2. Is there a relationship between sex and the duration of sustained /a/? 3. Given four prepubescent age groups, is age a factor in relation to length of phonation? Title: Variability in test-retest of maximum duration of sustained /a/ in children Author: Norwood, Elena Diane Year: 1979 Maximum phonation time has been widely utilized as a simple clinical evaluation of the vocal function. Its importance has been emphasized by Van Riper (1954), Westlake and Rutherford (1961), Boone (1971), and other authors. A review of the literature revealed three trials of sustained phonation have been utilized by most researchers to determine maximum duration of phonation. Additionally, the review revealed a lack of test-retest reliability in maximum phonation time in children. The present study was designed to determine the variability in test-retest of maximum duration of· sustained /a/ among prepubescent male and female children. Eighty subjects, twenty at each of the four age levels, seven, eight, nine and ten, were selected from a larger pool using a random order table. Each age level was further divided into two groups of ten male and ten female subjects. A tape recording of twenty maximum phonations of /a/. was obtained for each subject. A second measure of maximum phonation time was recorded between two weeks and a month following the original run. The essential questions of this investigation were: 1. Given the means of age and sex groups of the longest performance of maximum duration of sustained /a/, is there a significant difference between runs one and two? 2. In the test cohort does the rank order of maximum phonation time differ between runs one and two? The following secondary questions were also posed: 1. Is there a significantly greater duration of the longest sustained /a/ when given twenty trials as opposed to the first three trials? 2. Is there a relationship between sex and the duration of sustained /a/? 3. Given four prepubescent age groups, is age a factor in relation to length of phonation? Close

• 2. [Article] Sex role and self-concept in young children

  In the past, a major emphasis of child development research and theory building has been the study of acquisition of sex role learning. Today, an additional dimension is seen in the study of the effect ...

  Citation × Citation Citation Abstract Copy Title: Sex role and self-concept in young children Author: Briscoe-Kleven, Judith In the past, a major emphasis of child development research and theory building has been the study of acquisition of sex role learning. Today, an additional dimension is seen in the study of the effect of sex role stereotypy on self-concept. As a result of the research in this area, the thesis was developed that adherence to one's selection of sex roles--whether correct by society's standards or not--produces self-consistency, which in turn produces a higher self-concept. The purpose of this research was to ascertain whether there is a difference in sex role preference (i.e. adherence to sex role stereotypy) of children at selected ages, between sexes, and among socioeconomic strata. Another purpose is to examine the influence of self-consistency (i.e. sex role confirmation defined as adherence to self-identified sex roles) in determining the effect of sex role stereotypy on self-concept as a learner. Individual examinations using The Sex Role Learning Index to estimate sex role preference and sex role confirmation, and using The Self-Concept and Motivation Inventory to estimate self-concept were given to a sample of 36, four and five year old children. This sample of 36 children were selected at random from a stratified and classified population of seven group care facilities. To be included in the sample, the children fell into the average or bright range of intelligence as identified by The Slosson Intelligence Test. After administering both inventories in carefully controlled settings, the scores were subjected to two, three-way analyses of variance, two one-way analyses of variance, and two Pearson Product Moment Correlations with significance being set at the .05 level. Hypotheses. Ten null hypotheses were tested in the study: (1) there is no significant age effect; (2) there is no significant sex effect; (3) there is no significant socioeconomic effect; (4) there is no significant interaction between age and sex; (5) there is no significant interaction between age and socioeconomic status; (6) there is no significant interaction between sex and socioeconomic status; (7) there is no significant interaction between age, sex, and socioeconomic status; (8) there is no significant self-concept effect; (9) there is no significant relationship between self-concept and sex role preference; and (10) there is no significant relationship between self-concept and sex role confirmation. Results and Conclusions. All hypotheses were retained except Hypothesis Two, in which a significant difference did occur between male and female children, with the males adhering more to sex role stereotypy than the girls. In addition, further exploration, based on multiple linear regression analysis, produced a pattern which showed children that scored higher on sex role preference than sex role confirmation also scored higher in self-concept. One conclusion of the study was similar to those in the review of literature (i.e. boys adhere more to sex role stereotypy in everyday activities than girls). An additional conclusion was that self-consistency did not play a part in determining sex role learning's effect on self-concept at four and five years of age. Although the hypothesis regarding socioeconomic status was retained, the children in the study from the middle socioeconomic class tended to have more stereotypic responses than the low socioeconomic status children. Age and sex also tended to have a combined effect on sex role preference. The classic developmental stages of Erickson, Piaget, and Kohlberg appeared to provide a rational framework for understanding the effect of sex role learning on selfconcept in four and five year old children. Title: Sex role and self-concept in young children Author: Briscoe-Kleven, Judith In the past, a major emphasis of child development research and theory building has been the study of acquisition of sex role learning. Today, an additional dimension is seen in the study of the effect of sex role stereotypy on self-concept. As a result of the research in this area, the thesis was developed that adherence to one's selection of sex roles--whether correct by society's standards or not--produces self-consistency, which in turn produces a higher self-concept. The purpose of this research was to ascertain whether there is a difference in sex role preference (i.e. adherence to sex role stereotypy) of children at selected ages, between sexes, and among socioeconomic strata. Another purpose is to examine the influence of self-consistency (i.e. sex role confirmation defined as adherence to self-identified sex roles) in determining the effect of sex role stereotypy on self-concept as a learner. Individual examinations using The Sex Role Learning Index to estimate sex role preference and sex role confirmation, and using The Self-Concept and Motivation Inventory to estimate self-concept were given to a sample of 36, four and five year old children. This sample of 36 children were selected at random from a stratified and classified population of seven group care facilities. To be included in the sample, the children fell into the average or bright range of intelligence as identified by The Slosson Intelligence Test. After administering both inventories in carefully controlled settings, the scores were subjected to two, three-way analyses of variance, two one-way analyses of variance, and two Pearson Product Moment Correlations with significance being set at the .05 level. Hypotheses. Ten null hypotheses were tested in the study: (1) there is no significant age effect; (2) there is no significant sex effect; (3) there is no significant socioeconomic effect; (4) there is no significant interaction between age and sex; (5) there is no significant interaction between age and socioeconomic status; (6) there is no significant interaction between sex and socioeconomic status; (7) there is no significant interaction between age, sex, and socioeconomic status; (8) there is no significant self-concept effect; (9) there is no significant relationship between self-concept and sex role preference; and (10) there is no significant relationship between self-concept and sex role confirmation. Results and Conclusions. All hypotheses were retained except Hypothesis Two, in which a significant difference did occur between male and female children, with the males adhering more to sex role stereotypy than the girls. In addition, further exploration, based on multiple linear regression analysis, produced a pattern which showed children that scored higher on sex role preference than sex role confirmation also scored higher in self-concept. One conclusion of the study was similar to those in the review of literature (i.e. boys adhere more to sex role stereotypy in everyday activities than girls). An additional conclusion was that self-consistency did not play a part in determining sex role learning's effect on self-concept at four and five years of age. Although the hypothesis regarding socioeconomic status was retained, the children in the study from the middle socioeconomic class tended to have more stereotypic responses than the low socioeconomic status children. Age and sex also tended to have a combined effect on sex role preference. The classic developmental stages of Erickson, Piaget, and Kohlberg appeared to provide a rational framework for understanding the effect of sex role learning on selfconcept in four and five year old children. Close

• 3. [Article] Relations between Physical Fitness and School-Day Physical Activity Behavior in Children with Autism Spectrum Disorder

  Background. Autism spectrum disorder (ASD) is characterized by impairments in social-communicative deficits and restricted and repetitive behaviors, interests, or activities (APA, 2013). While current ...

  Citation × Citation Citation Abstract Copy Title: Relations between Physical Fitness and School-Day Physical Activity Behavior in Children with Autism Spectrum Disorder Author: Tyler, Kiley J. Background. Autism spectrum disorder (ASD) is characterized by impairments in social-communicative deficits and restricted and repetitive behaviors, interests, or activities (APA, 2013). While current estimates suggest 1 in 68 children are diagnosed with ASD, more alarming statistics indicate 1 in 50 school-aged children live with the disorder (Blumberg, Bramlett, Kogan, Schieve, & Jones, 2013). Recent empirical research indicates the amount of physical activity children between 9-17 years of age with ASD spend in physical activity is lower than typically developing peers (Tyler, MacDonald, & Menear, 2014) and sadly declines as children become older (MacDonald et al., 2011; Memari et al., 2013; Pan & Frey, 2006). While research indicates the importance of health-related physical fitness in relation to the physical activity behavior of children without disabilities (Chen, Welk, & Jones, 2014; Welk et al., 1999) research has yet to confirm this in children with ASD. In an effort to improve levels of physical activity behavior in children with ASD research would benefit from examining the relationship between health- related physical fitness and the amount of physical activity children with ASD spend in school-day physical activity. Whereas the majority of physical activity research reflects daily average levels of physical activity, this study is unique in that it investigated the children’s physical activity in the context of the school-day. This was in support to the need for school-based physical activity provisions specific to children with ASD (Pan et al., 2015). Purpose. Therefore, the purpose of this investigation was to examine relations between muscular strength and aerobic capacity and the amount of physical activity a sample of children, between 9-17 years of age diagnosed with ASD, accumulated in school. It was hypothesized that both aerobic capacity and muscular strength would have a significant positive association with the amount of school-day physical activity children with ASD accrued. Methods. Children with ASD between the 9-17 years of age (N = 48, M = 40, F = 8) participated in this cross-sectional descriptive study. Data analysis consisted of a multiple regression, which was used to understand the relationship between the amount of school-day physical activity accumulated (i.e., steps per minute accumulated over 4 days of wear time) and components of health-related physical fitness including aerobic capacity (i.e., distance in meters walked in 6 minutes), and muscular strength (i.e., upper body isometric strength measured through grip strength) and in children between 9-17 years of age diagnosed with ASD. Results. Results indicated that the combination of age, gender, aerobic capacity and muscular strength explained 4.83 % of school-day physical activity, R = 13.68. Although a Pearson correlation demonstrated a non-significant relationship between aerobic capacity and school-day physical activity, the multiple regression analysis revealed a significant relationship between aerobic capacity and time spent in school-day physical activity (B = 0.00, p = 0.02). Other variables (i.e. age, gender and muscular strength) in the model did not demonstrate a significant relationship to school-day physical activity. Conclusion. The health-related physical fitness components of aerobic capacity were found to be significantly associated with the amount of physical activity accumulated by children with ASD during school. While more research is needed in the examination of relations between school-day physical activity and health-related physical fitness in school-age children (i.e. 9-17 years of age) with ASD, this study provides an initial step forward in the identification of key physical activity determinants relevant to children diagnosed with ASD. Title: Relations between Physical Fitness and School-Day Physical Activity Behavior in Children with Autism Spectrum Disorder Author: Tyler, Kiley J. Background. Autism spectrum disorder (ASD) is characterized by impairments in social-communicative deficits and restricted and repetitive behaviors, interests, or activities (APA, 2013). While current estimates suggest 1 in 68 children are diagnosed with ASD, more alarming statistics indicate 1 in 50 school-aged children live with the disorder (Blumberg, Bramlett, Kogan, Schieve, & Jones, 2013). Recent empirical research indicates the amount of physical activity children between 9-17 years of age with ASD spend in physical activity is lower than typically developing peers (Tyler, MacDonald, & Menear, 2014) and sadly declines as children become older (MacDonald et al., 2011; Memari et al., 2013; Pan & Frey, 2006). While research indicates the importance of health-related physical fitness in relation to the physical activity behavior of children without disabilities (Chen, Welk, & Jones, 2014; Welk et al., 1999) research has yet to confirm this in children with ASD. In an effort to improve levels of physical activity behavior in children with ASD research would benefit from examining the relationship between health- related physical fitness and the amount of physical activity children with ASD spend in school-day physical activity. Whereas the majority of physical activity research reflects daily average levels of physical activity, this study is unique in that it investigated the children’s physical activity in the context of the school-day. This was in support to the need for school-based physical activity provisions specific to children with ASD (Pan et al., 2015). Purpose. Therefore, the purpose of this investigation was to examine relations between muscular strength and aerobic capacity and the amount of physical activity a sample of children, between 9-17 years of age diagnosed with ASD, accumulated in school. It was hypothesized that both aerobic capacity and muscular strength would have a significant positive association with the amount of school-day physical activity children with ASD accrued. Methods. Children with ASD between the 9-17 years of age (N = 48, M = 40, F = 8) participated in this cross-sectional descriptive study. Data analysis consisted of a multiple regression, which was used to understand the relationship between the amount of school-day physical activity accumulated (i.e., steps per minute accumulated over 4 days of wear time) and components of health-related physical fitness including aerobic capacity (i.e., distance in meters walked in 6 minutes), and muscular strength (i.e., upper body isometric strength measured through grip strength) and in children between 9-17 years of age diagnosed with ASD. Results. Results indicated that the combination of age, gender, aerobic capacity and muscular strength explained 4.83 % of school-day physical activity, R = 13.68. Although a Pearson correlation demonstrated a non-significant relationship between aerobic capacity and school-day physical activity, the multiple regression analysis revealed a significant relationship between aerobic capacity and time spent in school-day physical activity (B = 0.00, p = 0.02). Other variables (i.e. age, gender and muscular strength) in the model did not demonstrate a significant relationship to school-day physical activity. Conclusion. The health-related physical fitness components of aerobic capacity were found to be significantly associated with the amount of physical activity accumulated by children with ASD during school. While more research is needed in the examination of relations between school-day physical activity and health-related physical fitness in school-age children (i.e. 9-17 years of age) with ASD, this study provides an initial step forward in the identification of key physical activity determinants relevant to children diagnosed with ASD. Close

• 4. [Article] The literate lexicon in narrative and expository writing: A developmental study of children and adolescents

  xiv, 149 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.

  Citation × Citation Citation Abstract Copy Title: The literate lexicon in narrative and expository writing: A developmental study of children and adolescents Author: Sun, Lei Year: 2009, 2008 xiv, 149 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. Title: The literate lexicon in narrative and expository writing: A developmental study of children and adolescents Author: Sun, Lei Year: 2009, 2008 xiv, 149 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. Close

• 5. [Image] PETR_00164_OI

  	Large figure with small child (?) with headdress (?).; Bronze Age
  	Citation × Citation Citation Abstract Copy Title: PETR_00164_OI Year: 1997 Large figure with small child (?) with headdress (?).; Bronze Age Title: PETR_00164_OI Year: 1997 Large figure with small child (?) with headdress (?).; Bronze Age Close

• 6. [Image] PETR_00190_OI

  	Yak with child in a basket; fringed horns; low vertical surface; Bronze Age
  	Citation × Citation Citation Abstract Copy Title: PETR_00190_OI Year: 1997 Yak with child in a basket; fringed horns; low vertical surface; Bronze Age Title: PETR_00190_OI Year: 1997 Yak with child in a basket; fringed horns; low vertical surface; Bronze Age Close

• 7. [Image] RA_PETR_OI_0135

  	Large male figure beside small child (?). On horizontal outcrop.; Bronze Age
  	Citation × Citation Citation Abstract Copy Title: RA_PETR_OI_0135 Year: 1997 Large male figure beside small child (?). On horizontal outcrop.; Bronze Age Title: RA_PETR_OI_0135 Year: 1997 Large male figure beside small child (?). On horizontal outcrop.; Bronze Age Close

• 8. [Article] An Investigation of the Influence of Dialectal Interferences on the NSST Scores Obtained by Portland Black Children

  The primary purpose of this study was to determine if dialectal interference as described by Walter Wolfram (Appendix B) was exhibited by black children in Portland, Oregon when given the NSST by Laura ...

  Citation × Citation Citation Abstract Copy Title: An Investigation of the Influence of Dialectal Interferences on the NSST Scores Obtained by Portland Black Children Author: Callahan, Margaret J. Year: 1974 The primary purpose of this study was to determine if dialectal interference as described by Walter Wolfram (Appendix B) was exhibited by black children in Portland, Oregon when given the NSST by Laura Lee. This author was concerned with syntactical interferences on the expressive portion of this test. A secondary purpose of this investigation was to provide suggested norms for differentiating children with language deficits from children with language differences. Seventy black children with normal speech and language were selected from two public schools, a Head Start Center and a day care center. These children were between the ages of 3-0 to 7-11 and had been screened to determine their race, age, socioeconomic status, and emotional stability. Screening for intelligence was performed at the beginning of the testing situation, before the expressive portion of the NSST was administered. The NSST consists of sentence repetition in response to pictures. The sentences involve grammatical contrasts of increasing difficulty, and can be administered in five to ten minutes. The results of this study did not support the prediction made by this researcher. Title: An Investigation of the Influence of Dialectal Interferences on the NSST Scores Obtained by Portland Black Children Author: Callahan, Margaret J. Year: 1974 The primary purpose of this study was to determine if dialectal interference as described by Walter Wolfram (Appendix B) was exhibited by black children in Portland, Oregon when given the NSST by Laura Lee. This author was concerned with syntactical interferences on the expressive portion of this test. A secondary purpose of this investigation was to provide suggested norms for differentiating children with language deficits from children with language differences. Seventy black children with normal speech and language were selected from two public schools, a Head Start Center and a day care center. These children were between the ages of 3-0 to 7-11 and had been screened to determine their race, age, socioeconomic status, and emotional stability. Screening for intelligence was performed at the beginning of the testing situation, before the expressive portion of the NSST was administered. The NSST consists of sentence repetition in response to pictures. The sentences involve grammatical contrasts of increasing difficulty, and can be administered in five to ten minutes. The results of this study did not support the prediction made by this researcher. Close

• 9. [Article] Socioeconomic Status and Motor Skills in Preschool Aged Children

  Celebration of Undergraduate Excellence (2013)

  Citation × Citation Citation Abstract Copy Title: Socioeconomic Status and Motor Skills in Preschool Aged Children Author: Kile, M., Lipscomb, S., MacDonald, M., Sprague, Schyler, McClelland, M. Celebration of Undergraduate Excellence (2013) Title: Socioeconomic Status and Motor Skills in Preschool Aged Children Author: Kile, M., Lipscomb, S., MacDonald, M., Sprague, Schyler, McClelland, M. Celebration of Undergraduate Excellence (2013) Close

• 10. [Article] The Creation of a Bilingual Children's Book to Promote Breastfeeding to Acculturating Latin@s

  The purpose of this project is to write a children’s book that promotes breastfeeding to acculturating Latin@s. María’s Mamá’s Milk or La leche de la mamá de María is about a little girl named María whose ...

  Citation × Citation Citation Abstract Copy Title: The Creation of a Bilingual Children's Book to Promote Breastfeeding to Acculturating Latin@s Author: Newgard, Jessica Lorraine The purpose of this project is to write a children’s book that promotes breastfeeding to acculturating Latin@s. María’s Mamá’s Milk or La leche de la mamá de María is about a little girl named María whose mother is about to give birth. María wonders what the new baby will eat, and through a series of encounters with breastfeeding mothers and babies and many poignant questions, she learns that babies only need one special food to thrive: their mamas’ milk. Through normalizing breastfeeding for all ages, questioning feelings of shame around breastfeeding, and educating people about important breastfeeding information, this book aims to empower more Latinas to breastfeed and encourage open discussion about breastfeeding practices in the United States. Research has shown that as Latinas acculturate, they are less likely to breastfeed because of the deleterious effects of anti-breastfeeding culture in the United States. This book is targeted at children aged 5-7 and is available in a bilingual version that targets English speakers and an additional version entirely in Spanish. Title: The Creation of a Bilingual Children's Book to Promote Breastfeeding to Acculturating Latin@s Author: Newgard, Jessica Lorraine The purpose of this project is to write a children’s book that promotes breastfeeding to acculturating Latin@s. María’s Mamá’s Milk or La leche de la mamá de María is about a little girl named María whose mother is about to give birth. María wonders what the new baby will eat, and through a series of encounters with breastfeeding mothers and babies and many poignant questions, she learns that babies only need one special food to thrive: their mamas’ milk. Through normalizing breastfeeding for all ages, questioning feelings of shame around breastfeeding, and educating people about important breastfeeding information, this book aims to empower more Latinas to breastfeed and encourage open discussion about breastfeeding practices in the United States. Research has shown that as Latinas acculturate, they are less likely to breastfeed because of the deleterious effects of anti-breastfeeding culture in the United States. This book is targeted at children aged 5-7 and is available in a bilingual version that targets English speakers and an additional version entirely in Spanish. Close