@article{f15b0c80d935410097411636f7351cf4,
title = "Children and adults reading interactively: The social benefits of an exploratory intergenerational program",
abstract = "This exploratory Intergenerational Program (IGP) focused on reading to determine whether it affects mood and communication in older adults with mild dementia and neurocognitive deficits, and if it influences school-aged children's perceptions of older adults over time. Six older adults with cognitive-communication deficits and 12 school-aged children, identified with language and reading concerns, participated for 45 min weekly for 8 weeks in this IGP. The Mini-Mental State Exam, an adult mood and communication questionnaire, and a questionnaire about the children's perceptions of older adult were administered. No significant findings were obtained from measures of the older adults. Significant findings were obtained for the school-aged children's perceptions of older adults. Changes in reading behaviors were noted by the teacher and parents. Through observation and comments, the participants indicated mutual enjoyment of this IGP. This IGP is novel because it includes two populations with communication disorders and warrants further investigation.",
keywords = "Adult, Age, Cognitive impairments, Designs, Elementary school, Exceptionalities, Exceptionalities, Language learning disorders, Quantitative, Reading, Research, Speech-language pathologists (SLPs)",
author = "Emi Isaki and Harmon, {Mary Towle}",
note = "Funding Information: Several limitations are evident in the current exploratory IGP. First, the sample size of older adults participants (n = 6) with cognitive deficits and school-aged children with reading and language concerns (n = 12) was small. However, this small sample size allowed the researchers to follow the guidelines of amount of time required for supervision of graduate student clinicians specified by the . In addition, the small number of participants allowed the researchers to analyze critically the methods used in the CARI program and consider changes for future studies. Due to the limited sample size, the authors were unable to analyze the qualitative data more critically; however, given a larger sample size, alternative means of analyzing qualitative data will be feasible. Another limitation was that one of the older adult participants discontinued the study 3 weeks prior to study completion due to health issues. However, a previous participant was willing to assist so that the study could be completed. The school-aged children did not demonstrate difficulty interacting with this new participant. Next, the CARI IGP met once a week at the assisted living facility rather than at a shared site which would have provided more interaction opportunities between the children and the older adults. Although the benefits of shared-site IGPs are well documented in the literature (; ; ), the weekly unshared-site CARI IGP produced positive feedback from both children and older adults. Finally, , , and all stressed the need of sustainability for IGPs. As this project was funded by community grants, other sources of funding will be required to continue the CARI IGP. This would be extremely valuable because the school-aged children and older adults with dementia and/or cognitive deficits all stated that they would miss the interactions and friendships that had developed. The staff at the assisted living facility and Montessori school wanted to continue the established relationship. Publisher Copyright: {\textcopyright} 2014 Hammill Institute on Disabilities.",
year = "2014",
month = feb,
doi = "10.1177/1525740114529154",
language = "English (US)",
volume = "36",
pages = "90--101",
journal = "Communication Disorders Quarterly",
issn = "1525-7401",
publisher = "SAGE Publications Inc.",
number = "2",
}