Time Management-

Effects of time-management practices on college grades

By: Bruce K. Britton
September, 1991
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Time management plays a large role in academic success.

Looking at evidence from Hall and Hursch (1982) and Tulga and
Sheridan (1980) two different outcomes were recorded but were taken
into account when conducting research studying time management
and the effect it has on college students. Observing data from multiple
investigations they claimed that college students have a large-number
of task to get done, while each of the tasks differ in complexity,
deadlines, and priority. This leaves college students feeling very
overloaded. Students are compared to computers. Computers have
multiple tasks and multiple users to satisfy, while students have
multiple tasks to complete and multiple professors to satisfy. Grade-
point averages usually show how well students are able to manage
their time while also trying to be a diligent student.
To conduct further research they studied the comparison
between SAT scores, grade-point average, and looking at the
contribution of time management. The data they collected showed
time management related to academic achievement. Students, who
happen to do well in school, develop short-range planning skills and a
routine that they follow. There are skills that can be taught for time-
management that would benefit college students. College students are
useful objects for this research because these skills could be applicable
and useful for their success. In conclusion time management results in
achievement.

Communication Disorders-

Differentiating Communication Disorders and Autism in Children

By: Johnny L. Matson, Daniene Neal
October- December, 2010
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 Impairments in social behaviors, rituals, and communication are
three core features to distinguish a young child with Autism Spectrum
Disorder, also know as ASD. Communication is challenging for people
with Autism because communication is a disorder itself.
Communication Disorder and Autism are both marked by major defects
in communication. Verbal communication problems are put into two
groups; Language disorders and Speech disorders. Language disorders
involve abnormal conversational patterns, grammatical errors, and
misuse of words and their meanings. Speech disorders are primarily
articulation problems such as the production of speech sounds, and
difficulty with volume, pitch, and quality in the voice. Those with
language disorder versus ASD have impairments specifically to the
communication domain, where ASD has a problem with social skills and
rituals on top of communication problems.
The effort to distinguish the difference between ASD and
communication disorders is being done by studying the severity and
extent of the effects. Assessment tools can help show if a child has
symptoms of both disorders or just one. Communicative
Developmental Inventories, CDI, is compiled of vocabulary words to
use for young children to indicate if the child understands the words or
produces the words. Parents also record the gestures used when saying
the word. This device has been used in developing children, but also
studying children with developmental delays. ASD has defects in
communication but also challenging behaviors. Researchers have said
that improvement in language skills have decreased behavioral issues.
ASD and Communication Disorder are separate but highly complex
fields to work in.