|News contact:||Jenni Bullington, UTD, 972-883-4431, firstname.lastname@example.org|
UTD's Callier Center To Continue National
Multi-Million Dollar Research Project Will Help Determine Effectiveness
RICHARDSON, Texas (March 12, 2003) - As part of the second phase of a program made possible by $4.5-million grant from the National Institutes of Health (NIH), The University of Texas at Dallas' Callier Center for Communication Disorders is joining with the Dallas Independent School District (DISD) to study the effects of computer-assisted instruction in children with language impairments or learning disabilities.
The first phase of the study involved 20 children from the Plano Independent School District and was completed last summer. Those findings will be combined with the results from DISD and other sites and reported after the conclusion of the program.
The free program, which is run out of the Advanced Hearing Research Center at the Callier Center, is slated to transition to DISD June 11 and will be held in Dallas at J.W. Ray Elementary School near downtown. It is open to children with language impairments aged 6 to 8 years who are enrolled in any school in the district. The youngsters will participate in the program for four hours each morning for six weeks. In addition to being given highly focused educational experiences, the children will participate in art, music, social and recreational activities.
Researchers from Callier's Advanced Hearing Research Center, including Dr. Emily Tobey, Dr. Linda Thibodeau, Dr. Lori Betourne and graduate students from UTD, will compare the language, auditory processing, cognitive and literary abilities of approximately 216 children who will receive one of the following four educational programs:
All four programs will be administered during summer sessions in Dallas and at research sites at The University of Texas at Austin and the University of Kansas, which also share in the NIH grant, over the next two years.
"Many school districts across the nation are using computer teaching modules to help children with language and learning impairments," Tobey noted. "Parents, teachers and school administrators make complicated decisions about whether or not to purchase costly therapies that use this specially designed software, even though there are no comparative studies to indicate which approaches are the most beneficial and the most cost-effective. We hope to help answer those questions by the end of this study."
Callier researchers currently are working with speech-language pathologists in DISD to identify and select children to participate in the program. Children who receive language therapy or who have learning disabilities interfering with reading and writing may be eligible to participate, but they must be primarily English speakers. Those with autism spectrum disorders, mental retardation, cerebral palsy, hearing impairment, emotional disorders or traumatic brain injury are not eligible to participate in this particular program.
For more information, or to determine eligibility, please contact Dr. Lori Betourne at (214) 905-3024 or email@example.com
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This page last updated August 03, 2013