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Articles and Scholarly Works

Persistent link for this collectionhttps://hdl.handle.net/11299/262725

Open access articles authored by members of the University of Minnesota community. For more information, see the University of Minnesota Open Access Policy for Scholarly Articles that went into effect January 2015.

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Now showing 1 - 20 of 441
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    Boys Involved in Trading Sex: Data from the 2019 Minnesota Student Survey
    (2024) Brown, Camille; Rider, G. Nic; Filoteo, Montana; McMorris, Barbara; Brightly-Brown, Shari; Martin, Lauren
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    Language learning impairment in sequential bilingual children
    (2016) Ebert, Kerry Danahy; Kohnert, Kathryn
    We review and synthesize empirical evidence at the intersection of two populations: children with Language Learning Impairment (LLI) and children from immigrant families who learn a single language from birth and a second language beginning in early childhood. LLI is a high incidence disorder that, in recent years, has been referred to by researchers and clinical educators as specific language impairment (SLI), primary language impairment (PLI), developmental language disorder or language disorder not otherwise specified. Over the past two decades, significant international attention has been directed at the LLI-sequential bilingual learner interface. Researchers have developed linguistic profiles of children with LLI who are learning different language pairs, investigated the diagnostic accuracy of various measures and, more recently, examined the relative efficacy of different treatment protocols. Participants in these studies range in age from 3 to 12 years. A main goal of this review is to relate available evidence to key theoretical and pedagogical issues. An additional aim is to indicate main areas of need for future research.
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    Narrative quality measures in school-age children referred for language assessment.
    (2015) Ebert, Kerry Danahy; Mikolajczyk, Elizabeth V
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    Common factors in speech-language treatment: Exploring qualities of effective clinicians.
    (2010) Ebert, Kerry Danahy; Kohnert, Kathryn
    Research in related fields that employ behavioral interventions indicates that factors common to treatment programs may be more important to successful outcomes than specific components of a treatment. Applying this concept to speech-language pathology, we investigated one hypothesized “common factor,” namely, the clinician who implements treatment. Data were collected from limited samples of speech-language clinicians in two surveys. In Study One, 79 participants responded to open-ended questions about the nature of effective clinicians. A thematic analysis of their responses resulted in three broad categories of characteristics: behavior, traits, and acquisitions. These themes were incorporated into an online survey for Study Two, in which 158 clinicians rated the importance of 25 clinician qualities. Their ratings suggested that the clinician-client relationship may be particularly important to treatment outcomes. These preliminary findings provide a foundation for further research on the clinician’s contribution to treatment efficacy.
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    Nonlinguistic cognitive effects of language treatment for children with primary language impairment.
    (2014) Ebert, Kerry Danahy
    Children with Primary (or Specific) Language Impairment (PLI) demonstrate subtle deficits in nonlinguistic cognitive processing skills such as processing speed, working memory, and sustained selective attention. Previous research has suggested that intensive language treatment may influence nonlinguistic cognitive skills, particularly attention. The present study explored this hypothesis in order to inform future treatment studies and to provide a unique perspective on cognitive-linguistic interaction in children with PLI. A single-subject multiple-baseline design was used to track changes in key nonlinguistic cognitive processing skills before and during language treatment for three school-aged children with PLI. Results were mixed across tasks and participants, with stronger evidence for change on the working memory and processing speed tasks than on sustained selective attention. Performance variability was substantial. Results suggest that cognitive-linguistic interactions during language treatment for children with PLI may occur; however, additional research is needed, particularly studies that are sensitive to within-child performance variability.
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    Perceptions of racial privilege in prospective speech-language pathologists and audiologists.
    (2013) Ebert, Kerry Danahy
    Awareness of racial disparities and privileges may be regarded as a critical component of cultural competence in speech-language-hearing professionals. In this study, 83 graduate students in speech-language pathology and audiology completed a web-based survey on their perceptions of White Privilege. Both qualitative and quantitative results suggest the majority of respondents view racial privileges as minimal in the speech-language-hearing professions; most respondents denied the concept of White Privilege or showed minimal awareness. To improve the cultural competence of future speech-language hearing professionals, discussion of racial privilege should be included in training programs and in professional literature.
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    Nonlinguistic cognitive treatment for primary language impairment.
    (2009) Ebert, Kerry Danahy; Kohnert, Kathryn
    Children with primary or ‘specific’ language impairment (PLI) demonstrate subtle deficits in nonlinguistic cognitive processing skills that may play a causal or contributing role in PLI. Our purpose was to investigate the possibility that short-term treatment of nonlinguistic cognitive processing skills improves language abilities in school-aged children with PLI. Two children with severe PLI participated in a treatment study following a single-subject multiple-baseline design across participants and skill areas. Treatment activities targeted auditory memory and speed of processing for visual information. Results of both repeated dependent measures and pre- and poststandardized language testing indicated that participants made gains in expressive language skills, particularly naming. This preliminary evidence suggests that treatment of nonlinguistic cognitive processing skills may facilitate change in some areas of language skill. Treatment of nonlinguistic processing skills should be further explored as a complement to more traditional language interventions.
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    Spanish nonword repetition: Stimuli development and preliminary results.
    (2008) Ebert, Kerry Danahy; Kalanek, Jocelyn; Cordero, Kelly Nett; Kohnert, Kathryn
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    Analyzing Organic Crop Rotations Using the COMET Farm Soil Carbon Model
    (2024-09-24) Tallaksen, Joel; Li, Yuzhi; Garcia y Garcia, Axel
    Poster presented at 2024 American Center For Life Cycle Assessment (ACLCA) annual conference, Snowbird, UT, US.
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    The Value of Water in the Twin Cities
    (Metropolitan Council, 2024-08) Davenport, Mae; Keeler, Bonnie; Roth, Sarah; Kreiter, Amelia; Rogers, Maggie; Keller, Meredith; Niehoff, Erin; Mohamed, Kowsar; Pradhananga, Amit; Delgado-Ortiz, Giovanni
    This report outlines findings from a four-year research project conducted by University of Minnesota (UMN) researchers in collaboration with the Metropolitan Council (hereafter Council), with funding from the Council’s Community Development and Environmental Services Division. The study area includes the Twin Cities Metropolitan Area seven-county region. In 2019, staff from the Council’s Environmental Services Division engaged with researchers from the UMN Center for Changing Landscapes and Humphrey School of Public Affairs to discuss the Council’s desire to better understand and represent the perspectives of socially and culturally diverse residents and their water relationships. The project’s goals are to uplift the perspectives and experiences of Twin Cities Metro Area residents, especially socially marginalized groups with the aim of representation justice in water policy and planning. Davenport et al. (2023, pg. 289) define representation justice in water as policy, planning, and management in which “people should reasonably expect that the diversity of water relationships and values of community members are fairly deliberated and equitably represented among those in power.” To center representation justice in our science, the UMN team committed to using rigorous and inclusive social science research methodologies to gather and share different narratives of water from and with communities and community leaders across MSP with the goal of better representing communities and influencing water policy, programming, and investments towards water justice. In 2021-2022, UMN researchers conducted a survey of Twin Cities Metro Area residents. Our original study design directed us to survey residents onsite, at community events. However, because of the 2019 COVID-19 pandemic and associated restrictions, an onsite survey was no longer possible. Instead, we administered a mail survey of residential households in the Twin Cities Metro Area to learn more about residents’ understanding of their water supply, perceived threats or concerns related to water services, familiarity with their water bill and local issues related to water in their communities. A detailed account of Phase I (2020-2022) work is presented in a separate technical report (Roth et al., 2022). This report presents findings from the second phase of social science research conducted as part of the larger two-phase project. This report describes three research activities conducted in Phase II from 2022-2024: • Twin Cities Metropolitan Area Municipal Surveys: A Review of Water Insights • Urban Water Values in the Twin Cities Metropolitan Area • Water Policy Co-Development Workshops The report is organized into three sections. Each section reports on an activity and was written by project PIs and co-authors.
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    Attention in bilingual children with developmental language disorder.
    (2019) Ebert, Kerry Danahy; Rak, Diane; Slawny, Caitlyn M.; Fogg, Louis
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    PFAS contamination in agriculture, an update.
    (2024-03) Tallaksen, Joel; Larson, John
    This article on PFAS was intended for a public audience interested in PFAS in agriculture.
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    Environmental Impacts from Incorporating Ammonia as a Fuel into Diesel Tractors
    (2019) Tallaksen, Joel
    In a project conducted at the University of Minnesota, anhydrous ammonia was tested as a potential diesel fuel replacement. The University has a pilot facility that is capable of producing ammonia using wind energy and water. Thus, there is a potential to reduce the amount of fossil energy being used in agriculture. Using a modified diesel tractor, a system was developed to split (crack) the hydrogen molecules from ammonia and use them in the existing diesel engine. An important aspect in considering the use of ammonia fueled tractor system is the environmental component. Currently, agricultural sustainability is a trending topic and there is significant interest in reducing fossil energy use and greenhouse gas emissions associated with farming. Renewably produced ammonia fuel has the potential to both reduce the amount of fossil energy needed for and greenhouse gas emitted in agriculture. Local production of ammonia would also provide a potential revenue stream for agriculture and rural communities. As part of this project, an exploratory LCA was conducted to examine changes in fossil energy and greenhouse gases when substituting ammonia fuel for diesel fuel in operating a tractor. As a first step, the environmental impacts were examined per kg of diesel fuel replaced. To get a better sense of how this impacts broader agricultural systems, LCA work on corn production impacts was included. The LCA looked at both burden free ammonia (no associated environmental impacts) and the use of ammonia from a grid tied wind farm ammonia production system.
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    Screening school-age children for developmental language disorder in primary care
    (2020) Ebert, Kerry Danahy; Ochoa-Lubinoff, Cesar; Holmes, Melissa P.
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