The UTSA Journal of Undergraduate Research & Scholarly Work
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The University of Texas at San Antonio Journal of Undergraduate Research and Scholarly Works (JURSW) is a peer-reviewed academic journal published by the Office of the Vice President for Research. The JURSW publishes scholarly inquiry from a wide variety of disciplines and from interdisciplinary and multidisciplinary frameworks.
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Browsing The UTSA Journal of Undergraduate Research & Scholarly Work by Department "Interdisciplinary Learning and Teaching"
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Item Borderland Language Conflicts: A Study of Cross-National Interactions and Cultural Resolutions(Office of the Vice President for Research, 2019) Rodriguez, Joshua; Gonzalez, Liliana; Myers, Kate; Horowitz, RosalindItem Children Transitioning from Oral to Written Argumentation: Signaling Meaning through Punctuation in Writing Part II(Office of the Vice President for Research, 2018-06-12) Butler, Morgan; Johnson, Joaquinita; Cortez, Gabrielle; Horowitz, RosalindItem The Effect of Early Intervention on the Development of Receptive and Expressive Language Skills on Toddlers with Autism Spectrum Disorder(UTSA Office of Undergraduate Research, 2022-12) Wenske, Gabrielle T.; Ewoldt, Kathy B.It is well known that one of the key characteristics in detecting Autism Spectrum Disorder (ASD) is difficulties with communication, along with social and cognitive impairments and repetitive behaviors. Difficulties with communication include deficits in both the understanding of language, known as receptive language, and the use of language, known as expressive language. The acquisition of language skills in toddlers with ASD differs from that of their typically developing peers. While both receptive and expressive language skills tend to be lower in individuals with ASD than neurotypical learners, researchers have found that learners with ASD tend to demonstrate greater impairments in the understanding of language than their use of language. This paper will outline the relationship between the development of expressive and receptive language skills in individuals with ASD in comparison to neurotypical individuals and individuals with developmental delays, as well as explore ways in which teaching these language skills have proven to be effective based on these findings.Item The Embodiment of Thought and Language when Performing a College Essay Revision(Office of the Vice President for Research, 2018) Duran, Eliana; Hoy, Kelly; Horowitz, Rosalind; Wilburn, Marcy; Gonzales, JessicaItem Signaling Meaning through Punctuation in Writing: Children Transitioning from Oral to Written Argumentation(Office of the Vice President for Research, 2016-04-21) Abdul-Baki, Lial; Ochoa, Melba; Torres-Cruz, Loren; Morales, Joaquinita; Flores, Claire; Franco, Itzel; Guerrero, Samantha; Horowitz, RosalindResearchers interested in the development of writing have looked to speech as central to writing development. However, there are differing opinions about how speech relates to or enters into writing. Bloomfield (1933) characterized writing as speech �writ� down while other linguists have taken a more cautious position noting that speech and writing are quite different forms of communication (Chafe & Danielewicz, 1978) and meaning systems (Halliday, 1987). Biber (1986), however, found with adults, there was no single, absolute difference; rather there are a number of different dimensions of variation, with particular types of speech and writing similar or different, depending upon the dimension. The present study examined how children translate speaking into writing during expressions of persuasion. This is a complex activity because an audience is not present when writing, unlike talking. Further, written language is a symbolic expression which incompletely represents sound, gestures, body language�rather often signals meaning through punctuation. We studied oral and written argumentation, recognized by researchers as a complex form of syntactic construction with cause-effect structures. Seven case subjects were three to thirteen years of age, at different stages of language development. We were specifically interested in a) the subject�s oral expression, use of prosodic features of oral language�pauses, pitch, intonation, and stress words�and how they were translated into writing through use of punctuation�commas, signs of exclamation, period use�as part of argumentation (Cordiero, 1988; Horowitz, 2007). Undergraduates preparing to be teachers, enrolled in a child/adolescent based writing development course, asked a subject to persuade mom or dad to take them to Disney World, to participate in a summer camp, to buy new clothes, favorite video, or water slide. The speech was audiotaped and/or video-taped, followed by the writing, with the oral and written transcribed. Using a scoring system, we recorded in the oral modality a) use of prosodic features, b) use of vocalizations, such as whining, begs, c) paralinguistic features, such as head tilts, body language, facial expressions, puppy-like eyes, and in the written modality a) use of punctuation, b) sentence structures, c) sentence length, d) genres of writing. Findings: a) There was considerable variation in persuasion in speaking and writing, with older students more able to create complex cause effect, b) Individual differences were found in personality expression in speaking, with limited punctuation, most not accurate. d) With age, children�s writings become more elaborated, adapted to target audience. Teachers and parents can capitalize on this information by having children speak their ideas before they write, incorporate spoken strategies, where appropriate, into writing, develop use of punctuation signals for the reader.Item Uncommon or Underdiagnosed? The Effectiveness of the Current Diagnostic Criteria for Autism Spectrum Disorder in Women(UTSA Office of Undergraduate Research, 2022-12) Gonzalez, Alondra; Ewoldt, Kathy B.Children need to develop in positive learning environments with proper educational and developmental supports to achieve their highest potential and have positive postsecondary outcomes. Since students with disabilities often struggle with accessing curriculum without necessary supports, accuracy in early childhood detection and intervention of developmental delays is very important in the field of Special Education. While the diagnostic criteria of many common developmental delays are becoming more consistent and accurate at identifying children who may have special needs, there are still many factors that educators and diagnosticians are not considering when creating and evaluating said criteria. The idea of camouflaging, or “masking”, emotions or behaviors could be a factor to consider when looking at the disproportionate representation of male to female children receiving special education services in the US. Masking or camouflaging in psychology is a term that means the ability to conceal one’s emotions or reactions in order to achieve a desired outcome. This skill develops quickly in young girls, and can make diagnosing many mental health disorders or general health issues very difficult as key behaviors/symptoms can be suppressed or not severe enough for concern. If a child is masking behaviors associated with a developmental disability, like Autism Spectrum Disorder, they may not receive early childhood interventions until much later in life which may affect their success in the classroom. Knowing that masking occurs in young children, there is a need to evaluate the effectiveness of the current diagnostic criteria of Autism Spectrum Disorder and other developmental disorders to see if girls are under-diagnosed due to alternate manifestations of common signs due to gender and gender norms.