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D
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ar
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[
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Du
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P
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4
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I
SS
N
:
2252
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
4
,
Dec
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b
er
20
1
6
:
255
–
2
6
0
256
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e
n
t
a
s
w
ell
a
s
ac
q
u
ir
in
g
c
o
m
m
u
n
icatio
n
an
d
la
n
g
u
a
g
e
s
k
ill
s
to
b
etter
ad
ap
t
to
th
eir
s
u
r
r
o
u
n
d
in
g
s
[
7
]
.
Des
p
ite
th
e
s
e
atte
m
p
ts
h
o
w
e
v
er
,
d
ef
icits
m
a
y
p
er
s
i
s
t
a
n
d
w
ar
r
a
n
t
f
u
r
th
er
at
ten
t
io
n
.
T
h
e
in
te
g
r
atio
n
h
a
s
a
f
f
ec
ted
s
t
u
d
en
t
s
w
i
th
h
ea
r
i
n
g
i
m
p
air
m
en
ts
a
n
d
d
ea
f
n
e
s
s
w
h
o
d
is
p
la
y
p
er
s
is
te
n
t
d
if
f
ic
u
lt
ies
w
h
en
p
lace
d
in
i
n
c
lu
s
i
v
e
ed
u
ca
t
io
n
al
p
r
o
g
r
a
m
s
[
7
]
.
Sti
ll,
o
th
er
r
esear
ch
h
as
f
o
u
n
d
th
at
s
tu
d
en
t
s
p
lace
d
in
m
o
r
e
in
ten
s
iv
e
(
i.e
.
,
s
p
ec
ial
s
ch
o
o
ls
)
s
ettin
g
s
f
o
r
ed
u
ca
tio
n
m
a
y
e
x
p
er
ien
c
e
th
e
p
o
o
r
est
ac
ad
em
ic
a
n
d
s
o
cial
o
u
tco
m
e
s
[
1
0
]
.
E
ar
lier
r
esear
ch
b
y
A
n
tia,
J
o
n
es,
L
u
ck
n
er
,
Kr
ei
m
e
y
er
,
a
n
d
R
e
ed
[
1
1
]
s
u
p
p
o
r
ts
th
i
s
n
o
tio
n
;
th
e
r
esear
ch
er
s
f
o
u
n
d
t
h
at
h
ar
d
-
of
-
h
ea
r
in
g
s
tu
d
e
n
ts
ed
u
ca
ted
i
n
a
g
en
er
al
ed
u
ca
tio
n
s
et
tin
g
h
ad
r
ati
n
g
s
o
f
s
i
m
i
lar
ac
ad
e
m
ic
an
d
s
o
cia
l
s
k
ill
s
p
r
o
f
icie
n
c
y
as
th
eir
n
o
n
-
d
is
ab
led
p
ee
r
s
.
T
h
e
r
atin
g
s
i
n
th
e
latter
s
t
u
d
y
w
er
e
co
m
p
le
ted
b
y
teac
h
er
s
a
n
d
h
ar
d
-
of
-
h
ea
r
in
g
s
tu
d
e
n
ts
.
Si
m
ilar
l
y
,
r
esear
ch
co
n
d
u
cted
b
y
W
o
lter
s
,
Kn
o
o
r
s
,
C
i
lles
s
en
,
a
n
d
Ver
h
o
ev
e
n
[
1
2
]
f
o
u
n
d
t
h
at
d
ea
f
s
tu
d
e
n
ts
ed
u
ca
ted
in
i
n
clu
s
i
v
e
class
r
o
o
m
s
w
er
e
m
o
r
e
s
o
cial
l
y
ad
j
u
s
ted
th
a
n
d
ea
f
s
t
u
d
en
t
s
ed
u
ca
ted
in
s
p
ec
ial
ed
u
ca
tio
n
s
etti
n
g
s
.
I
n
ter
est
in
g
l
y
,
t
h
e
r
esear
c
h
er
s
f
o
u
n
d
t
h
at
d
ea
f
g
ir
ls
u
s
ed
ap
p
r
o
p
r
i
ate
s
o
cial
s
k
ill
s
t
o
co
m
p
e
n
s
ate
f
o
r
p
o
o
r
er
co
m
m
u
n
ica
tio
n
s
k
i
lls
t
h
a
n
d
id
d
ea
f
b
o
y
s
,
w
h
i
le
d
ea
f
b
o
y
s
w
er
e
f
o
u
n
d
to
h
a
v
e
lo
w
er
s
o
cial
ac
ce
p
tan
ce
[
1
2
]
.
An
i
m
p
o
r
tan
t
q
u
e
s
tio
n
to
as
k
is
w
h
at
o
th
er
d
if
f
er
e
n
ce
e
x
is
t
s
b
et
w
ee
n
h
ea
r
i
n
g
i
m
p
air
ed
ch
ild
r
en
an
d
t
y
p
ical
c
h
ild
r
en
o
t
h
er
th
an
h
ea
r
i
n
g
ab
ilit
y
?
T
h
e
f
ield
o
f
h
ea
r
i
n
g
i
m
p
air
m
en
ts
a
n
d
d
ea
f
n
e
s
s
h
as
m
ad
e
ad
v
an
ce
m
en
ts
a
s
co
ch
lear
i
m
p
lan
ts
h
a
v
e
b
ec
o
m
e
i
n
cr
ea
s
i
n
g
l
y
p
o
p
u
lar
f
o
r
u
s
e
a
s
t
h
e
tec
h
n
o
lo
g
y
co
n
ti
n
u
e
s
to
ad
v
an
ce
.
F
u
r
th
er
,
m
a
n
y
c
h
ild
r
en
w
h
o
r
ec
eiv
e
t
h
e
i
m
p
la
n
t
ar
e
m
o
r
e
ea
s
il
y
ab
le
to
atten
d
r
eg
u
lar
s
c
h
o
o
l
w
ith
m
i
n
i
m
al
ass
is
ta
n
ce
[
5
]
.
Ho
w
e
v
er
,
Da
m
m
e
y
er
[
1
3
]
n
o
ted
th
at
p
s
y
ch
o
s
o
cial
d
i
f
f
icu
l
ties
m
a
y
p
er
s
i
s
t,
ev
e
n
w
it
h
th
e
s
u
p
p
o
r
t
o
f
co
ch
lear
im
p
lan
ts
an
d
la
n
g
u
a
g
e
-
b
ased
i
n
ter
ac
tio
n
s
.
B
ey
o
n
d
ele
m
e
n
t
ar
y
a
n
d
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
m
i
n
g
,
a
d
iag
n
o
s
i
s
o
f
d
ea
f
o
r
h
ar
d
-
of
-
h
ea
r
in
g
in
ad
u
l
th
o
o
d
h
as
b
ee
n
ass
o
ciate
d
w
it
h
s
o
cial
-
e
m
o
tio
n
al
d
y
s
f
u
n
ct
io
n
at
r
ates
d
is
s
i
m
ilar
o
f
t
y
p
ical
l
y
h
ea
r
i
n
g
in
d
i
v
id
u
a
ls
i
n
cli
n
i
ca
l
p
o
p
u
latio
n
s
.
I
n
p
ar
ticu
lar
,
n
o
tab
le
v
ar
iatio
n
s
w
er
e
f
o
u
n
d
ac
r
o
s
s
p
s
y
c
h
iatr
ic
d
is
o
r
d
er
s
,
s
u
ch
as
b
ip
o
lar
d
is
o
r
d
er
s
,
im
p
u
ls
e
co
n
tr
o
l d
is
o
r
d
er
s
,
an
x
iet
y
d
is
o
r
d
er
s
,
atten
tio
n
-
d
ef
icit
/h
y
p
er
ac
tiv
it
y
d
is
o
r
d
er
,
an
d
s
u
b
s
ta
n
ce
u
s
e
d
is
o
r
d
er
s
[
1
4
]
.
Ded
icate
d
p
ar
en
ts
an
d
f
a
m
ilie
s
ar
e
p
ar
a
m
o
u
n
t to
t
h
e
ac
ad
e
m
ic
an
d
s
o
cial
s
u
cc
e
s
s
o
f
an
y
s
t
u
d
en
t
w
i
t
h
d
ea
f
n
es
s
o
r
h
ea
r
in
g
i
m
p
air
m
e
n
t,
as
t
h
e
ch
ild
's
d
e
v
elo
p
m
en
t
is
s
tr
o
n
g
l
y
co
r
r
elate
d
to
th
e
q
u
alit
y
o
f
p
ar
en
t
-
ch
ild
in
ter
ac
tio
n
[
5
]
.
Ho
w
e
v
e
r
,
Sh
av
er
[
1
0
]
ca
u
tio
n
ed
th
at
m
an
y
p
ar
en
ts
―m
a
y
n
o
t
b
e
f
a
m
iliar
w
it
h
s
o
m
e
o
f
th
e
ter
m
i
n
o
lo
g
y
an
d
m
eth
o
d
o
lo
g
ies
o
f
d
ea
f
ed
u
ca
tio
n
‖
.
T
h
u
s
,
p
ar
en
ts
m
a
y
n
ee
d
to
b
e
t
au
g
h
t
h
o
w
to
b
es
t
s
u
p
p
o
r
t
th
eir
ch
i
ld
w
it
h
h
ea
r
i
n
g
lo
s
s
.
I
n
ter
es
tin
g
l
y
,
i
f
a
p
ar
en
t
o
r
g
u
ar
d
ia
n
h
as
f
e
w
o
r
at
y
p
i
ca
l
i
n
ter
ac
tio
n
s
w
it
h
th
e
ir
ch
ild
,
t
h
e
c
h
ild
m
a
y
d
ev
elo
p
i
n
a
w
a
y
t
h
at
m
a
y
f
u
r
th
er
d
is
to
r
t
t
h
at
ch
i
ld
’
s
t
y
p
ica
l
d
ev
elo
p
m
e
n
t.
I
f
a
p
ar
en
t
o
r
g
u
ar
d
ian
li
m
i
ts
t
h
ei
r
in
ter
ac
tio
n
s
w
it
h
th
e
ir
ch
ild
an
d
ass
u
m
es
t
h
e
c
h
ild
d
o
es
n
o
t
u
n
d
er
s
tan
d
,
t
h
e
ch
ild
m
a
y
h
av
e
f
e
w
o
p
p
o
r
tu
n
ities
to
d
e
v
elo
p
n
ec
e
s
s
ar
y
s
k
il
ls
o
f
s
u
cc
es
s
i
n
ac
ad
e
m
ic
o
r
v
o
ca
tio
n
al
s
etti
n
g
s
.
Ho
w
e
v
er
,
th
is
r
elatio
n
s
h
ip
is
r
ec
ip
r
o
ca
l
as
―
a
la
n
g
u
a
g
e
d
ela
y
i
n
d
ea
f
ch
i
ld
r
en
m
i
g
h
t
in
f
l
u
en
ce
t
h
e
q
u
al
it
y
o
f
s
o
cial
in
ter
ac
tio
n
s
w
it
h
r
ela
ti
v
es a
n
d
p
ee
r
s
‖
[
5
]
.
C
h
i
ld
r
en
w
ith
d
is
ab
ilit
ies
ar
e
s
en
s
iti
v
e
to
p
eo
p
le’
s
r
ea
ctio
n
s
to
w
ar
d
th
e
m
,
w
h
ich
m
a
y
i
n
a
d
v
er
ten
tl
y
h
av
e
a
n
i
m
p
ac
t
o
n
ch
ild
r
en
’
s
s
elf
-
p
er
ce
p
tio
n
[
1
5
]
.
T
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
attit
u
d
es
to
w
ar
d
d
ea
f
s
t
u
d
en
ts
an
d
d
e
m
o
g
r
ap
h
ic
ch
ar
ac
ter
is
ti
cs,
s
u
c
h
a
s
ag
e,
s
ex
,
e
d
u
ca
tio
n
,
s
o
cio
ec
o
n
o
m
ic
s
ta
tu
s
,
an
d
p
e
r
s
o
n
alit
y
tr
aits
,
h
as
also
b
ee
n
in
v
es
tig
a
ted
.
Ho
w
ev
er
,
r
esear
ch
o
n
b
u
l
l
y
i
n
g
a
n
d
c
y
b
er
b
u
ll
y
i
n
g
h
as
f
o
u
n
d
m
i
x
e
d
ef
f
ec
ts
.
On
e
s
t
u
d
y
s
u
g
g
e
s
ts
t
h
at
b
o
th
h
ar
d
-
of
-
h
e
ar
in
g
a
n
d
h
ea
r
in
g
s
t
u
d
en
ts
ex
p
er
ien
ce
s
i
m
ilar
t
y
p
es
p
r
ev
al
e
n
ce
r
ates
o
f
t
h
ese
f
o
r
m
s
o
f
ag
g
r
ess
io
n
[
1
6
]
,
w
h
i
le
a
later
s
tu
d
y
f
o
u
n
d
th
a
t
h
ar
d
-
of
-
h
ea
r
i
n
g
s
tu
d
e
n
ts
e
x
p
er
ien
ce
s
u
c
h
ag
g
r
es
s
io
n
at
a
r
ate
th
r
ee
ti
m
e
s
h
ig
h
er
th
an
s
t
u
d
en
t
s
w
h
o
ar
e
t
y
p
ica
ll
y
h
ea
r
in
g
[
1
7
]
.
I
t
ap
p
ea
r
s
,
h
o
w
ev
er
,
th
at
t
h
e
m
o
r
e
in
cl
u
d
ed
in
d
i
v
id
u
a
l
s
w
i
th
h
ea
r
in
g
i
m
p
a
ir
m
e
n
ts
ar
e
i
n
to
g
en
e
r
al
t
y
p
es
o
f
ac
t
iv
i
ties
,
t
h
e
m
o
r
e
p
o
s
itiv
e
attit
u
d
es
th
e
y
f
elt
to
w
ar
d
th
e
m
s
elv
e
s
an
d
th
eir
p
ee
r
s
[
1
1
]
.
P
r
io
r
r
esear
ch
h
as
i
n
d
icate
d
t
h
at
i
n
clu
s
i
v
e
clas
s
r
o
o
m
s
t
h
at
in
cl
u
d
e
a
tr
ad
itio
n
al
ed
u
ca
ti
o
n
teac
h
er
an
d
a
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
ca
n
b
e
b
en
ef
icial
to
th
e
lear
n
in
g
p
r
o
ce
s
s
es
o
f
t
h
e
en
tire
class
,
n
o
t
j
u
s
t
t
h
o
s
e
w
it
h
d
is
ab
ilit
ie
s
[
7
]
,
[
1
5
]
,
[
1
8
]
-
[
20
]
.
Stu
d
ies
o
f
s
o
cial
in
ter
ac
t
io
n
tr
ai
n
in
g
p
r
o
g
r
a
m
s
[
7
]
,
[
21
]
,
h
a
v
e
atte
m
p
ted
to
in
cr
ea
s
e
th
e
s
o
cializa
t
io
n
o
f
c
h
ild
r
en
h
ea
r
i
n
g
i
m
p
air
m
e
n
t
s
,
as
w
ell
as
t
h
o
s
e
w
h
o
m
ar
e
t
y
p
icall
y
h
ea
r
i
n
g
.
I
t
h
as
b
ee
n
f
o
u
n
d
th
at
f
o
llo
w
in
g
i
n
t
er
v
en
tio
n
s
,
t
y
p
icall
y
h
ea
r
i
n
g
ch
ild
r
en
in
ter
ac
t
les
s
w
i
th
th
e
ir
h
ea
r
i
n
g
i
m
p
air
ed
p
ee
r
s
.
Xie,
P
o
t
m
esi
l,
a
n
d
P
eter
s
[
2
2
]
n
o
ted
th
a
t
s
o
cial
s
k
il
l
t
r
ain
in
g
ass
is
t
s
h
ar
d
-
of
-
h
ea
r
in
g
ch
ild
r
e
n
w
i
th
t
h
e
attain
m
e
n
t
an
d
d
ev
elo
p
m
e
n
t
o
f
s
o
cial
s
k
ills
,
w
h
ic
h
ar
e
cr
itical
to
w
ar
d
p
o
s
itiv
e
s
o
cial
-
e
m
o
tio
n
al
ad
j
u
s
t
m
e
n
t
an
d
d
ev
elo
p
m
en
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
A
d
ju
s
tmen
t a
n
d
Oth
er F
a
ct
o
r
s
R
ela
ted
to
Hig
h
S
ch
o
o
l A
g
e
d
S
tu
d
en
t
s
I
d
e
n
tifi
ed
a
s
.....
(
C
h
a
r
len
e
Mil
a
n
o
)
257
T
h
e
g
o
al
o
f
t
h
e
p
r
esen
t
s
t
u
d
y
is
to
g
ai
n
a
b
etter
u
n
d
er
s
ta
n
d
in
g
o
f
o
n
e
’
s
ac
ce
p
ta
n
ce
at
s
ch
o
o
l
i
n
r
elatio
n
to
p
ee
r
an
d
ad
u
lt
in
ter
ac
tio
n
s
f
o
r
s
t
u
d
en
ts
w
i
t
h
h
ea
r
i
n
g
i
m
p
air
m
e
n
t
s
.
A
f
u
r
th
er
ai
m
o
f
th
is
in
v
e
s
ti
g
atio
n
is
to
g
ai
n
a
b
ett
er
u
n
d
er
s
ta
n
d
in
g
o
f
t
h
ese
c
h
il
d
r
en
’
s
p
er
ce
p
tio
n
s
o
f
ac
ce
p
ta
n
ce
b
y
t
h
eir
f
a
m
il
y
m
e
m
b
er
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
e
p
ar
ticip
an
ts
f
o
r
t
h
e
c
u
r
r
en
t
in
v
e
s
tig
a
tio
n
w
er
e
p
ar
t
o
f
a
n
atio
n
al
lo
n
g
it
u
d
i
n
al
s
tu
d
y
.
P
ar
ticip
an
ts
in
t
h
e
s
tu
d
y
r
an
g
ed
i
n
ag
e
f
r
o
m
1
3
to
1
9
y
ea
r
s
o
f
ag
e
(
M
=
1
4
.
8
2
,
SD
=
1
.
7
1
)
,
in
clu
d
i
n
g
7
(
1
.
5
%)
s
tu
d
en
t
s
w
it
h
h
ea
r
i
n
g
i
m
p
a
ir
m
e
n
t
a
n
d
4
4
9
(
9
8
.
5
%)
s
tu
d
en
t
s
w
it
h
t
y
p
ical
h
ea
r
i
n
g
.
O
f
t
h
e
4
5
6
to
tal
s
t
u
d
en
t
s
,
n
=
2
4
6
w
er
e
f
e
m
ale
a
n
d
n
=
2
1
0
w
e
r
e
m
ale.
As
t
y
p
ical
w
it
h
lo
w
-
i
n
cid
en
ce
d
is
ab
ilit
ies,
f
e
w
s
tu
d
en
t
s
d
is
clo
s
ed
d
ea
f
n
es
s
w
it
h
i
n
th
e
s
u
r
v
e
y
(
n
=
1
2
)
.
2
.
2
.
I
ns
t
ru
m
ent
a
t
io
n
T
h
e
r
esear
ch
er
s
in
th
e
s
tu
d
y
,
T
h
e
Nati
o
n
al
L
o
n
g
it
u
d
in
al
St
u
d
y
o
f
A
d
o
lescen
t
to
A
d
u
lt
H
ea
lth
[
2
3
]
,
co
n
d
u
cted
f
o
u
r
in
-
h
o
m
e
i
n
ter
v
ie
w
s
w
it
h
p
ar
ticip
an
ts
.
T
h
e
s
tu
d
y
i
n
f
o
r
m
atio
n
c
an
b
e
lo
ca
ted
at
h
ttp
://
www
.
cp
c.
u
n
c.
ed
u
/p
r
o
j
e
cts/
ad
d
h
ea
lt
h
.
T
h
e
d
ata
co
r
r
e
s
p
o
n
d
s
to
p
ar
ticip
an
ts
’
ec
o
n
o
m
ic,
p
s
y
c
h
o
lo
g
ica
l,
p
s
y
ch
o
lo
g
ical,
an
d
s
o
cial
h
ea
lth
.
T
h
e
in
f
o
r
m
atio
n
in
cl
u
d
es
d
ata
in
s
p
ec
if
ic
co
n
tex
ts
i
n
c
lu
d
in
g
co
m
m
u
n
it
y
,
s
ch
o
o
l,
p
ee
r
,
an
d
f
a
m
il
y
s
i
tu
at
io
n
s
.
I
te
m
s
u
s
ed
f
o
r
th
e
c
u
r
r
en
t
i
n
v
esti
g
atio
n
w
er
e
ite
m
s
th
at
i
n
clu
d
ed
g
r
ad
es
(
GP
A
)
,
th
e
p
ar
ticip
an
t’
s
p
lan
s
r
e
g
ar
d
in
g
f
u
t
u
r
e
co
lle
g
e
atten
d
a
n
ce
,
th
e
p
ar
ticip
an
t
’
s
f
ee
lin
g
s
,
an
d
t
h
e
p
ar
ticip
a
n
t’
s
lev
e
l
o
f
f
ee
l
in
g
ca
r
ed
f
o
r
an
d
th
e
p
ar
ticip
an
t’
s
lev
el
o
f
f
ee
li
n
g
ac
ce
p
ted
at
s
ch
o
o
l.
T
h
e
f
u
t
u
r
e
p
lan
s
f
ac
to
r
ite
m
s
i
n
clu
d
ed
th
e
f
o
llo
w
in
g
ite
m
s
:
1.
W
an
t to
g
o
to
co
lleg
e
—
H1
E
E
1
2.
L
i
k
el
y
w
ill atte
n
d
co
lleg
e
—
H
1
E
E
2
3.
T
h
e
f
ee
lin
g
f
ac
to
r
ite
m
s
i
n
cl
u
d
ed
item
s
f
r
o
m
Sectio
n
1
0
in
w
h
ich
p
ar
ticip
an
t
s
in
d
icate
d
h
o
w
o
f
ten
w
as e
ac
h
o
f
t
h
e
f
o
llo
w
i
n
g
tr
u
e
d
u
r
in
g
th
e
la
s
t
w
ee
k
?
4.
Yo
u
w
er
e
b
o
th
er
ed
b
y
t
h
in
g
s
t
h
at
u
s
u
a
ll
y
d
o
n
’
t b
o
th
er
y
o
u
—
H1
FS
1
5.
Yo
u
d
id
n
’
t
f
ee
l li
k
e
ea
ti
n
g
,
y
o
u
r
ap
p
etite
w
as p
o
o
r
—
H1
FS
2
6.
Yo
u
f
elt
t
h
at
y
o
u
co
u
ld
n
o
t sh
ak
e
o
f
f
th
e
b
l
u
es,
ev
e
n
w
it
h
h
e
lp
f
r
o
m
f
a
m
il
y
/
f
r
ie
n
d
s
—
H1
F
S
3
7.
Yo
u
f
elt
t
h
at
y
o
u
w
er
e
j
u
s
t a
s
g
o
o
d
as o
th
er
p
eo
p
le
—
H1
FS
4
8.
Yo
u
h
ad
tr
o
u
b
le
k
ee
p
i
n
g
y
o
u
r
m
i
n
d
o
n
w
h
at
y
o
u
w
er
e
d
o
in
g
—
H1
FS
5
9.
Yo
u
f
elt
d
ep
r
ess
ed
—
H1
F
S6
10.
Yo
u
f
elt
t
h
at
y
o
u
w
er
e
to
o
tire
d
to
d
o
th
in
g
s
—
H1
FS
7
11.
Yo
u
f
elt
h
o
p
ef
u
l a
b
o
u
t th
e
f
u
t
u
r
e
—
H1
FS
8
12.
Yo
u
th
o
u
g
h
t
y
o
u
r
li
f
e
h
ad
b
ee
n
a
f
ail
u
r
e
—
H1
F
S9
13.
Yo
u
f
elt
f
ea
r
f
u
l
—
H1
FS
1
0
14.
Yo
u
w
er
e
h
ap
p
y
—
H1
F
S1
1
15.
Yo
u
talk
ed
les
s
th
a
n
u
s
u
al
—
H
1
FS
1
2
16.
Yo
u
f
elt
lo
n
el
y
—
H1
FS
1
3
17.
P
eo
p
le
w
er
e
u
n
f
r
ien
d
l
y
to
y
o
u
—
H1
FS
1
4
18.
Yo
u
en
j
o
y
ed
lif
e
—
H1
FS
1
5
19.
Yo
u
f
elt
s
ad
—
H1
FS
1
6
20.
Yo
u
f
elt
t
h
at
p
eo
p
le
d
is
lik
ed
y
o
u
—
H1
FS
1
7
21.
I
t
w
as
h
ar
d
to
g
et
s
tar
ted
d
o
in
g
th
i
n
g
s
—
H1
FS
1
8
22.
Yo
u
f
elt
l
if
e
w
a
s
n
o
t
w
o
r
th
li
v
in
g
—
H1
FS
1
9
23.
T
h
e
f
ee
l
in
g
ca
r
ed
f
o
r
f
ac
to
r
item
s
i
n
cl
u
d
ed
th
e
f
o
llo
w
i
n
g
:
24.
Ho
w
m
u
c
h
d
o
y
o
u
f
ee
l th
a
t a
d
u
lts
ca
r
e
ab
o
u
t
y
o
u
?
—
H1
P
R
1
25.
Ho
w
m
u
c
h
d
o
y
o
u
f
ee
l th
a
t
y
o
u
r
teac
h
er
s
ca
r
e
ab
o
u
t
y
o
u
?
—
H1
P
R
2
26.
Ho
w
m
u
c
h
d
o
y
o
u
f
ee
l th
a
t
y
o
u
r
p
ar
en
ts
ca
r
e
ab
o
u
t
y
o
u
?
—
H
1
P
R
3
27.
Ho
w
m
u
c
h
d
o
y
o
u
f
ee
l th
a
t
y
o
u
r
f
r
ie
n
d
s
ca
r
e
ab
o
u
t
y
o
u
?
—
H
1
P
R
4
28.
Ho
w
m
u
c
h
d
o
y
o
u
f
ee
l th
a
t p
eo
p
le
in
y
o
u
r
f
a
m
il
y
u
n
d
er
s
ta
n
d
y
o
u
?
—
H1
P
R
5
29.
Ho
w
m
u
c
h
d
o
y
o
u
f
ee
l th
a
t
y
o
u
w
an
t to
leav
e
h
o
m
e?
—
H1
PR
6
30.
Ho
w
m
u
c
h
d
o
y
o
u
f
ee
l th
a
t
y
o
u
an
d
y
o
u
r
f
a
m
il
y
h
a
v
e
f
u
n
to
g
eth
er
?
—
H1
P
R
7
31.
Ho
w
m
u
c
h
d
o
y
o
u
f
ee
l th
a
t
y
o
u
r
f
a
m
il
y
p
a
y
s
at
ten
t
io
n
to
y
o
u
?
—
H1
P
R
8
32.
A
cc
ep
ta
n
ce
at
Sch
o
o
l
f
ac
to
r
ite
m
s
i
n
cl
u
d
ed
th
e
f
o
llo
w
i
n
g
ite
m
s
:
33.
Yo
u
f
ee
l c
lo
s
e
to
p
eo
p
le
at
y
o
u
r
s
ch
o
o
l
—
H1
E
D1
9
34.
Yo
u
f
ee
l li
k
e
y
o
u
ar
e
p
ar
t o
f
y
o
u
r
s
ch
o
o
l
—
H1
E
D2
0
35.
Stu
d
e
n
ts
at
y
o
u
r
s
c
h
o
o
l a
r
e
p
r
ej
u
d
iced
—
H1
E
D2
1
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
4
,
Dec
em
b
er
20
1
6
:
255
–
2
6
0
258
36.
Yo
u
ar
e
h
ap
p
y
to
b
e
at
y
o
u
r
s
c
h
o
o
l
—
H1
E
D2
2
37.
T
h
e
teac
h
er
s
at
y
o
u
r
s
c
h
o
o
l tr
ea
t stu
d
e
n
ts
f
air
l
y
—
H1
E
D2
3
38.
Yo
u
f
ee
l
s
af
e
i
n
y
o
u
r
s
ch
o
o
l
—
H1
E
D2
4
2
.
3
.
P
ro
ce
du
re
R
esear
ch
er
s
ex
tr
ac
ted
d
ata
i
n
th
e
u
n
r
es
tr
icted
d
ata
s
et
f
o
r
th
e
an
a
l
y
s
is
i
n
t
h
e
c
u
r
r
en
t
i
n
v
esti
g
a
tio
n
.
T
h
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
an
s
w
er
s
w
a
s
u
p
lo
ad
ed
in
to
SP
S
S a
n
d
g
r
o
u
p
ed
i
n
to
f
ac
to
r
s
.
T
h
ese
f
ac
to
r
s
i
n
clu
d
ed
g
r
ad
es
(
GP
A
)
,
th
e
p
ar
ticip
an
t
’
s
p
lan
s
r
eg
ar
d
in
g
f
u
t
u
r
e
co
lleg
e
atten
d
a
n
ce
,
th
e
p
ar
ticip
an
t
’
s
f
ee
li
n
g
s
,
an
d
th
e
p
ar
ticip
an
t’
s
lev
el
o
f
f
ee
lin
g
c
ar
ed
f
o
r
an
d
th
e
p
ar
ticip
an
t’
s
l
ev
el
o
f
f
ee
li
n
g
ac
ce
p
ted
at
s
c
h
o
o
l.
B
u
ild
in
g
t
h
ese
f
ac
to
r
s
w
as
p
o
s
s
ib
le
b
y
g
r
o
u
p
in
g
q
u
esti
o
n
s
f
r
o
m
t
h
e
i
n
ter
v
i
e
w
s
th
at
g
a
v
e
s
i
m
ilar
r
esp
o
n
s
es.
E
ac
h
f
ac
to
r
w
as
co
n
s
tr
u
cted
b
y
ta
k
i
n
g
t
h
e
m
ea
n
o
f
t
h
e
r
esp
o
n
s
es i
n
t
h
e
r
esp
ec
tiv
e
ca
te
g
o
r
y
.
3.
RE
SU
L
T
S
A
ND
AN
AL
Y
SI
S
T
h
e
cu
r
r
en
t
in
v
e
s
ti
g
atio
n
a
n
a
l
y
ze
d
th
e
r
elatio
n
s
h
ip
b
et
w
ee
n
g
r
ad
es,
f
ee
li
n
g
s
,
p
lan
s
f
o
r
th
e
f
u
tu
r
e,
f
ee
li
n
g
ca
r
ed
f
o
r
,
an
d
ac
ce
p
tan
ce
at
s
ch
o
o
l.
A
r
eliab
ilit
y
a
n
al
y
s
i
s
o
f
ea
ch
f
ac
to
r
in
d
icat
ed
r
ea
s
o
n
ab
ly
g
o
o
d
C
r
o
n
b
ac
h
’
s
α
lev
el
s
.
T
h
ese
r
es
u
lts
ar
e
p
r
esen
ted
i
n
T
ab
le
1
.
T
ab
le
1
.
R
eliab
ilit
y
esti
m
ate
s
f
o
r
f
ac
to
r
s
V
a
r
i
a
b
l
e
α
P
l
a
n
s fo
r
t
h
e
F
u
t
u
r
e
0
.
8
5
5
F
e
e
l
i
n
g
s
0
.
6
4
3
F
e
e
l
i
n
g
C
a
r
e
d
F
o
r
0
.
6
4
0
A
c
c
e
p
t
a
n
c
e
a
t
S
c
h
o
o
l
0
.
5
9
0
An
in
d
ep
en
d
e
n
t
s
a
m
p
le
s
t
-
test
ac
r
o
s
s
th
e
t
w
o
g
r
o
u
p
s
(
h
ea
r
i
n
g
i
m
p
air
ed
o
r
n
o
t
h
ea
r
in
g
i
m
p
air
ed
)
w
a
s
co
n
d
u
cted
o
n
ea
ch
f
ac
to
r
.
T
h
e
r
esu
lts
r
e
v
ea
l n
o
s
i
g
n
i
f
ican
t r
esu
lt
s
(
T
ab
le
2
)
.
T
ab
le
2
.
A
n
al
y
s
i
s
o
f
Facto
r
s
Acr
o
s
s
Gr
o
u
p
s
F
a
c
t
o
r
H
e
a
r
i
n
g
I
mp
a
i
r
e
d
=
1
N
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
t
P
l
a
n
s fo
r
F
u
t
u
r
e
1
0
4
4
6
3
.
0
9
6
0
.
4
9
4
-
0
.
1
0
3
1
12
3
.
1
1
1
0
.
9
5
7
F
e
e
l
i
n
g
s
0
4
4
8
0
.
8
8
9
0
.
3
0
0
1
.
1
8
5
1
13
0
.
7
8
9
0
.
3
3
3
F
e
e
l
i
n
g
C
a
r
e
d
F
o
r
0
4
4
6
3
.
7
9
8
0
.
5
1
7
0
.
9
0
2
1
13
3
.
6
6
7
0
.
4
4
6
A
c
c
e
p
t
e
d
a
t
S
c
h
o
o
l
0
4
3
4
2
.
4
0
0
0
.
5
9
5
-
0
.
5
5
9
1
13
2
.
5
0
0
0
.
7
4
3
G
P
A
0
4
3
3
2
.
2
4
2
0
.
7
5
7
-
1
.
8
4
5
1
13
2
.
6
3
5
0
.
7
5
4
No
te:
T
h
e
―
1‖
i
n
d
icate
t
h
at
a
n
ad
j
u
s
t
m
en
t
w
as
m
ad
e
d
u
e
t
o
v
io
latio
n
o
f
h
o
m
o
g
en
eit
y
o
f
v
ar
ian
ce
p
r
io
r
to
co
n
d
u
ctin
g
th
e
t te
s
t a
n
al
y
s
is
.
W
h
ile
T
ab
le
2
r
ev
ea
ls
n
o
s
i
g
n
i
f
ica
n
t
d
i
f
f
er
e
n
ce
s
b
et
w
ee
n
th
e
t
w
o
g
r
o
u
p
s
o
n
a
n
y
o
f
t
h
e
f
ac
to
r
s
ex
a
m
in
ed
,
it
is
i
n
ter
esti
n
g
to
n
o
te
t
h
at
th
e
s
t
u
d
en
ts
r
ep
r
e
s
en
ti
n
g
t
h
e
h
ea
r
i
n
g
i
m
p
air
ed
g
r
o
u
p
h
a
v
e
h
ig
h
er
GP
A
s
t
h
an
s
t
u
d
en
ts
in
t
h
e
h
ea
r
in
g
g
r
o
u
p
(
p
=
.
0
6
6
)
.
T
h
e
lack
o
f
s
tati
s
tical
s
i
g
n
if
ican
ce
at
th
e
α
=
.
0
5
l
ev
el
is
lik
el
y
d
u
e
to
th
e
s
m
a
ll sa
m
p
le
s
ize
o
f
th
e
h
ea
r
i
n
g
i
m
p
air
ed
s
t
u
d
en
t
g
r
o
u
p
.
4.
CO
NCLU
SI
O
N
I
n
o
p
p
o
s
itio
n
o
f
th
e
r
esear
c
h
er
s
’
o
r
ig
in
a
l
h
y
p
o
t
h
ese
s
,
th
e
cu
r
r
en
t
in
v
es
tig
a
tio
n
d
is
p
l
a
y
ed
th
at
co
n
s
id
er
ab
le
d
if
f
er
en
ce
s
d
id
n
o
t
ex
is
t
b
et
w
ee
n
h
ea
r
i
n
g
i
m
p
air
ed
s
tu
d
en
ts
an
d
s
t
u
d
en
t
s
w
it
h
t
y
p
ica
l
h
ea
r
in
g
w
h
e
n
co
m
p
ar
in
g
t
h
eir
f
ee
li
n
g
s
o
f
ac
ad
e
m
ic
g
r
ad
es,
f
ee
l
i
n
g
s
o
f
ac
ce
p
tan
ce
,
p
er
s
o
n
al
f
ee
li
n
g
s
,
an
d
s
ch
o
o
l
ac
ce
p
tan
ce
.
T
h
ese
f
i
n
d
in
g
s
m
a
y
s
u
g
g
e
s
t
t
h
at
lar
g
e
d
i
f
f
er
en
ce
s
in
ad
j
u
s
t
m
e
n
t
d
o
n
o
t
e
x
is
t
b
et
w
ee
n
t
h
e
t
wo
g
r
o
u
p
s
.
T
h
er
e
ar
e
o
th
er
p
o
s
s
ib
ilit
ies
as
w
ell,
w
h
ich
lead
s
to
th
e
n
ee
d
f
o
r
m
o
r
e
ex
te
n
s
iv
e
r
esear
ch
a
n
d
f
u
r
th
e
r
in
v
e
s
ti
g
atio
n
o
f
d
ea
f
s
t
u
d
en
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
A
d
ju
s
tmen
t a
n
d
Oth
er F
a
ct
o
r
s
R
ela
ted
to
Hig
h
S
ch
o
o
l A
g
e
d
S
tu
d
en
t
s
I
d
e
n
tifi
ed
a
s
.....
(
C
h
a
r
len
e
Mil
a
n
o
)
259
P
o
s
s
ib
le
li
m
itatio
n
s
m
a
y
e
x
is
t
in
t
h
e
li
m
ited
n
u
m
b
er
o
f
h
e
ar
in
g
i
m
p
air
ed
s
t
u
d
en
ts
w
h
o
p
o
s
s
ess
ed
v
alid
d
ata.
A
lt
h
o
u
g
h
,
d
i
f
f
ic
u
l
ties
m
a
y
ex
i
s
t
i
n
ac
h
ie
v
in
g
v
alid
d
ata
f
o
r
h
ea
r
i
n
g
i
m
p
air
e
d
y
o
u
t
h
d
u
e
to
its
class
i
f
i
ca
tio
n
o
f
lo
w
i
n
cid
en
ce
d
is
ab
ilit
y
a
f
f
ec
t
in
g
o
n
l
y
a
s
m
all
p
o
r
tio
n
o
f
s
c
h
o
o
l
-
a
g
e
s
t
u
d
en
t
s
.
Sp
ec
i
f
ic
i
m
p
air
m
e
n
t
s
i
n
h
ea
r
in
g
w
er
e
n
o
t
r
ep
o
r
ted
b
y
t
h
e
i
n
v
es
tig
ato
r
s
o
f
t
h
e
Na
tio
n
al
L
o
n
g
it
u
d
in
al
St
u
d
y
o
f
A
d
o
lesce
n
t
to
A
d
u
lt
Hea
lth
.
Fu
r
t
h
er
m
o
r
e,
o
u
r
d
ata
d
id
n
o
t
r
ep
o
r
t
w
h
er
e
o
n
th
e
co
n
ti
n
u
u
m
o
f
s
er
v
ices
t
h
e
p
ar
ticip
an
ts
r
ec
eiv
ed
th
e
ir
ed
u
ca
tio
n
al
s
er
v
ices.
RE
F
E
R
E
NC
E
S
[1
]
M
.
J.
Dy
c
k
a
n
d
E.
De
v
e
r,
―
C
a
n
th
e
e
m
o
ti
o
n
a
l
re
c
o
g
n
it
i
o
n
a
b
il
it
y
o
f
d
e
a
f
c
h
il
d
re
n
b
e
e
n
h
a
n
c
e
d
?
A
p
il
o
t
stu
d
y
,‖
J
o
u
rn
a
l
o
f
De
a
f
S
t
u
d
ies
a
n
d
De
a
f
E
d
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
8
(3
),
p
p
.
3
4
8
-
3
5
6
,
2
0
0
3
.
[2
]
C.
Hu
g
h
e
s
a
n
d
S
.
L
e
e
k
a
m
,
―
W
h
a
t
a
re
th
e
li
n
k
s
b
e
tw
e
e
n
th
e
o
ry
o
f
m
in
d
a
n
d
so
c
ial
re
lati
o
n
s?
Re
v
iew
,
re
f
lec
ti
o
n
s
a
n
d
n
e
w
d
irec
ti
o
n
s
f
o
r
st
u
d
ies
o
f
t
y
p
ica
l
a
n
d
a
t
y
p
ica
l
d
e
v
e
lo
p
m
e
n
t
,‖
S
o
c
ia
l
De
v
e
lo
p
me
n
t
,
v
o
l/
issu
e
:
1
3
(
4
),
p
p
.
5
9
0
-
619
,
2
0
0
4
.
[3
]
C.
C.
P
e
ters
o
n
,
e
t
a
l.
,
―
De
a
f
a
n
d
h
e
a
rin
g
c
h
il
d
re
n
’s
d
e
v
e
lo
p
m
e
n
t
o
f
th
e
o
ry
o
f
m
in
d
,
p
e
e
r
p
o
p
u
larity
,
a
n
d
lea
d
e
rsh
i
p
d
u
ri
n
g
m
id
d
le sc
h
o
o
l
,‖
J
o
u
rn
a
l
o
f
Exp
e
rime
n
ta
l
C
h
il
d
Psy
c
h
o
l
o
g
y
,
v
o
l.
1
4
9
,
p
p
.
1
4
6
-
1
5
8
,
2
0
1
6
.
[4
]
C.
P
e
ters
o
n
,
e
t
a
l
.
,
―
P
e
e
r
so
c
ia
l
sk
il
ls
a
n
d
t
h
e
o
ry
o
f
m
in
d
i
n
c
h
il
d
re
n
w
it
h
a
u
ti
sm
,
d
e
a
f
n
e
ss
,
o
r
ty
p
ica
l
d
e
v
e
lo
p
m
e
n
t
,‖
De
v
e
lo
p
me
n
ta
l
Psy
c
h
o
lo
g
y
,
v
o
l/
issu
e
:
5
2
(1
)
,
p
p
.
46
-
57
,
2
0
1
6
.
[5
]
C.
W
ie
ff
e
rin
k
,
e
t
a
l.
,
―
Em
o
ti
o
n
u
n
d
e
rsta
n
d
in
g
in
d
e
a
f
c
h
il
d
re
n
w
it
h
a
c
o
c
h
lea
r
im
p
lan
t
,‖
J
o
u
rn
a
l
o
f
De
a
f
S
tu
d
ies
&
De
a
f
Ed
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
1
8
(
2
),
pp.
1
7
5
-
186
,
2
0
1
2
.
[6
]
M.
S
u
a
re
z
,
―
P
r
o
m
o
ti
n
g
c
o
m
p
e
te
n
c
e
in
d
e
a
f
stu
d
e
n
ts:
T
h
e
e
f
f
e
c
t
o
f
a
n
in
terv
e
n
ti
o
n
p
ro
g
ra
m
,‖
J
o
u
rn
a
l
o
f
De
a
f
S
tu
d
ies
a
n
d
De
a
f
Ed
u
c
a
ti
o
n
,
v
o
l/
i
ss
u
e
:
5
(4
)
,
p
p
.
3
2
3
-
3
3
6
,
2
0
0
0
.
[7
]
D.
V
a
n
d
e
ll
,
e
t
a
l.
,―
I
n
teg
ra
ti
n
g
h
e
a
rin
g
a
n
d
d
e
a
f
p
re
sc
h
o
o
lers
:
A
n
a
tt
e
m
p
t
to
e
n
h
a
n
c
e
h
e
a
rin
g
c
h
il
d
r
e
n
'
s
in
tera
c
ti
o
n
w
it
h
d
e
a
f
p
e
e
rs
,‖
Ch
il
d
De
v
e
lo
p
me
n
t
,
v
o
l/
issu
e
:
5
3
(5
),
p
p
.
1
3
5
4
-
1
3
6
3
,
1
9
8
2
.
[8
]
J.
A
.
Ho
lt
,
―
Clas
sro
o
m
a
tt
rib
u
tes
a
n
d
a
c
h
iev
e
m
e
n
t
tes
t
sc
o
re
s
fo
r
d
e
a
f
a
n
d
h
a
rd
o
f
h
e
a
rin
g
stu
d
e
n
ts
,‖
Ame
ric
a
n
An
n
a
ls
o
f
th
e
De
a
f
,
v
o
l/
issu
e
:
1
3
9
(4
),
pp.
4
3
0
-
4
3
7
,
1
9
9
4
.
[9
]
L
.
N.
W
a
u
ters
a
n
d
H.
Kn
o
o
rs,
―
S
o
c
ial
in
teg
ra
ti
o
n
o
f
d
e
a
f
c
h
il
d
re
n
in
i
n
c
lu
siv
e
se
tt
in
g
s
,‖
J
o
u
rn
a
l
o
f
De
a
f
S
t
u
d
ies
&
De
a
f
Ed
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
1
3
(
1
),
pp.
21
-
36
,
2
0
0
8
.
[1
0
]
D.
M
.
S
h
a
v
e
r,
e
t
a
l.
,
―
W
h
o
is
w
h
e
re
?
Ch
a
ra
c
teristics
o
f
d
e
a
f
a
n
d
h
a
rd
-
of
-
h
e
a
rin
g
stu
d
e
n
ts
in
re
g
u
lar
a
n
d
s
p
e
c
ial
sc
h
o
o
ls
,‖
J
o
u
rn
a
l
o
f
De
a
f
S
tu
d
ies
a
n
d
De
a
f
E
d
u
c
a
ti
o
n
,
vo
l/
issu
e
:
1
9
(2
),
p
p
.
2
0
3
-
2
1
9
,
2
0
1
4
.
[1
1
]
S
.
D.
A
n
ti
a
,
e
t
a
l.
,
―
S
o
c
ial
o
u
t
c
o
m
e
s
o
f
stu
d
e
n
ts
w
h
o
a
re
d
e
a
f
a
n
d
h
a
rd
o
f
h
e
a
rin
g
in
g
e
n
e
ra
l
e
d
u
c
a
ti
o
n
c
las
sro
o
m
s
,‖
Ex
c
e
p
ti
o
n
a
l
Ch
il
d
re
n
,
v
o
l/
iss
u
e
:
7
7
(4
),
p
p
.
4
8
9
-
5
0
4
,
2
0
1
1
.
[1
2
]
N.
W
o
lt
e
rs,
e
t
a
l
.,―
P
re
d
icti
n
g
a
c
c
e
p
tan
c
e
a
n
d
p
o
p
u
larity
in
e
a
rl
y
a
d
o
les
c
e
n
c
e
a
s
a
f
u
n
c
ti
o
n
o
f
h
e
a
rin
g
s
tatu
s,
g
e
n
d
e
r,
a
n
d
e
d
u
c
a
ti
o
n
a
l
se
tt
in
g
,‖
Res
e
a
rc
h
in
De
v
e
lo
p
me
n
t
a
l
Dis
a
b
il
it
ies
,
v
o
l.
32
,
p
p
.
2
5
5
3
-
2
5
6
5
,
2
0
1
1
.
[1
3
]
J.
Da
m
m
e
y
e
r,
―
P
sy
c
h
o
so
c
ial
d
e
v
e
lo
p
m
e
n
t
in
a
Da
n
ish
p
o
p
u
lati
o
n
o
f
c
h
il
d
re
n
w
it
h
c
o
c
h
lea
r
im
p
lan
ts
a
n
d
d
e
a
f
a
n
d
h
a
rd
-
of
-
h
e
a
rin
g
c
h
il
d
re
n
,‖
J
o
u
rn
a
l
o
f
De
a
f
S
t
u
d
ies
a
n
d
De
a
f
Ed
u
c
a
t
io
n
,
v
o
l/
issu
e
:
1
5
(
1
),
p
p
.
50
-
58
,
2
0
1
0
.
[1
4
]
D.
R.
Dia
z
,
e
t
a
l.
,―
P
sy
c
h
iatric
d
iso
rd
e
r
p
re
v
a
len
c
e
a
m
o
n
g
d
e
a
f
a
n
d
h
a
rd
-
of
-
h
e
a
rin
g
o
u
tp
a
ti
e
n
ts
,‖
Co
mp
re
h
e
n
siv
e
Psy
c
h
ia
try
,
v
o
l.
5
4
,
p
p
.
9
9
1
-
9
9
5
,
2
0
1
3
.
[1
5
]
A
.
Weise
l,
e
t
a
l.
,
―
In
it
iati
o
n
s o
f
so
c
ial
in
tera
c
ti
o
n
s
b
y
y
o
u
n
g
h
e
a
rin
g
im
p
a
ired
p
re
sc
h
o
o
lers
,‖
J
o
u
r
n
a
l
o
f
De
a
f
S
tu
d
ies
&
D
e
a
f
Ed
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
1
0
(
2
),
pp.
1
6
1
-
1
7
0
,
2
0
0
5
.
[1
6
]
S.
Ba
u
m
a
n
a
n
d
H.
P
e
ro
,
―
Bu
ll
y
in
g
a
n
d
c
y
b
e
rb
u
ll
y
in
g
a
m
o
n
g
d
e
a
f
stu
d
e
n
ts
a
n
d
t
h
e
ir
h
e
a
rin
g
p
e
e
rs:
A
n
e
x
p
lo
ra
to
ry
stu
d
y
,
‖
J
o
u
rn
a
l
o
f
De
a
f
S
t
u
d
ies
a
n
d
De
a
f
E
d
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
1
6
(
2
),
p
p
.
2
3
6
-
3
5
3
,
2
0
1
1
.
[1
7
]
M
.
T
.
W
e
in
e
r,
e
t
a
l.
,
―
De
a
f
a
n
d
h
a
rd
o
f
h
e
a
rin
g
stu
d
e
n
ts’
p
e
rsp
e
c
t
iv
e
s
o
n
b
u
ll
y
in
g
a
n
d
sc
h
o
o
l
c
li
m
a
te
,‖
Ame
ric
a
n
An
n
a
ls
o
f
th
e
De
a
f
,
v
o
l/
issu
e
:
1
5
8
(3
),
pp.
3
2
4
-
3
4
3
,
2
0
1
3
.
[1
8
]
J.
Bo
b
z
ien
,
e
t
a
l.
,
―
A
n
o
b
se
rv
a
ti
o
n
a
l
stu
d
y
o
f
so
c
ial
c
o
m
m
u
n
ica
ti
o
n
sk
il
ls
in
e
ig
h
t
p
re
sc
h
o
o
lers
with
a
n
d
w
it
h
o
u
t
h
e
a
ri
n
g
lo
ss
d
u
ri
n
g
c
o
o
p
e
ra
ti
v
e
p
l
a
y
,‖
Ea
rly
Ch
il
d
h
o
o
d
E
d
u
c
a
ti
o
n
J
o
u
rn
a
l
,
v
o
l/
issu
e
:
4
1
(
5
),
pp.
3
3
9
-
346
,
2
0
1
3
.
[1
9
]
T
.
Klu
w
in
,
e
t
a
l.
,
―
S
o
c
ial
p
r
o
c
e
ss
e
s
a
n
d
o
u
tco
m
e
s
o
f
in
-
sc
h
o
o
l
c
o
n
tac
t
b
e
tw
e
e
n
d
e
a
f
a
n
d
h
e
a
rin
g
p
e
e
rs
,‖
J
o
u
rn
a
l
o
f
De
a
f
S
t
u
d
ies
a
n
d
De
a
f
E
d
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
7
(
3
),
p
p
.
2
0
0
-
2
1
3
,
2
0
0
2
.
[2
0
]
J.
L
u
c
k
n
e
r,
―
A
n
e
x
a
m
in
a
ti
o
n
o
f
tw
o
c
o
tea
c
h
in
g
c
la
ss
ro
o
m
s
,‖
Am
e
ric
a
n
An
n
a
ls
o
f
t
h
e
De
a
f
,
v
o
l.
1
4
4
,
p
p
.
24
-
34
,
19
99
.
[2
1
]
S
.
D.
A
n
ti
a
a
n
d
K.
H.
Kre
i
m
e
y
e
r
,
―
S
o
c
ial
in
tera
c
ti
o
n
a
n
d
a
c
c
e
p
tan
c
e
o
f
d
e
a
f
o
r
h
a
rd
o
f
h
e
a
rin
g
c
h
il
d
re
n
a
n
d
th
e
i
r
p
e
e
rs:
A
c
o
m
p
a
iso
n
o
f
so
c
ial
-
s
k
il
ls
a
n
d
f
a
m
il
iarit
y
b
a
se
d
in
terv
e
n
ti
o
n
s
,‖
Vo
l
ta
Rev
iew
,
v
o
l/
issu
e
:
98
(
4
),
p
p
.
1
5
7
-
180
,
1
9
9
6
.
[2
2
]
Y.
X
ie,
e
t
a
l.
,―
Ch
i
ld
re
n
w
h
o
a
re
d
e
a
f
o
r
h
a
rd
o
f
h
e
a
rin
g
i
n
i
n
c
lu
s
iv
e
e
d
u
c
a
ti
o
n
a
l
se
tt
i
n
g
s:
A
li
tera
tu
re
re
v
ie
w
o
n
in
tera
c
ti
o
n
s w
it
h
p
e
e
rs
,‖
J
o
u
rn
a
l
o
f
De
a
f
S
tu
d
ies
a
n
d
De
a
f
Ed
u
c
a
ti
o
n
,
v
o
l/
iss
u
e
:
1
9
(4
),
p
p
.
4
2
3
-
4
3
7
,
2
0
1
4
.
[2
3
]
A
d
He
a
lt
h
,
2
0
1
6
.
Re
tri
e
v
e
d
f
ro
m
h
tt
p
:/
/w
ww
.
c
p
c
.
u
n
c
.
e
d
u
/
p
ro
jec
ts/ad
d
h
e
a
lt
h
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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8822
I
J
E
R
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Vo
l.
5
,
No
.
4
,
Dec
em
b
er
20
1
6
:
255
–
2
6
0
260
BI
O
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RAP
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S
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AUTH
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Ch
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T
re
y
so
n
.
Be
n
jam
in
P
.
S
c
h
a
d
e
,
M
.
E
d
.
,
e
a
r
n
e
d
a
B.
A
.
f
ro
m
L
o
c
k
H
a
v
e
n
Un
iv
e
rsity
(P
A
)
in
2
0
1
4
a
n
d
h
is
M
.
Ed
.
f
ro
m
Yo
u
n
g
sto
w
n
S
tate
Un
iv
e
rsit
y
(OH
)
in
2
0
1
5
.
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is
c
u
rre
n
tl
y
c
o
m
p
letin
g
h
is
sp
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c
ialist
-
lev
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l
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tern
sh
ip
a
t
a
l
o
c
a
l,
u
rb
a
n
sc
h
o
o
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istri
c
t
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o
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h
is
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ies
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w
a
rd
th
e
Ed
.
S
.
in
sc
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o
o
l
p
sy
c
h
o
lo
g
y
.
His
re
se
a
rc
h
in
tere
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in
c
lu
d
e
so
c
ial
a
sp
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c
ts
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d
u
c
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c
h
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s
sc
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li
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ll
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/c
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g
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a
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lu
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ic sta
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s w
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s i
m
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il
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.
Ka
re
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L
a
r
w
in
,
P
h
.
D.
a
c
q
u
ired
h
e
r
P
h
.
D.
f
ro
m
Ke
n
t
S
tate
Un
iv
e
rsit
y
in
Ev
a
lu
a
ti
o
n
,
M
e
a
su
re
m
e
n
t,
a
n
d
S
tatisti
c
s
in
2
0
0
7
.
S
h
e
c
u
rre
n
tl
y
se
rv
e
s
a
s
a
n
A
ss
o
c
iate
P
ro
f
e
ss
o
r
a
t
Yo
u
n
g
sto
w
n
S
tate
Un
iv
e
rsity
.
Dr.
L
a
r
w
in
h
a
s
p
a
rti
c
ip
a
ted
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s
th
e
e
v
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lu
a
to
r
o
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m
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lt
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d
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ra
l
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n
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st
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te
w
id
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ra
n
t
su
p
p
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rted
p
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ts
o
v
e
r
th
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p
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st
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e
c
a
d
e
.
He
r
p
rim
a
r
y
t
e
a
c
h
in
g
f
o
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s
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in
th
e
a
re
a
o
f
r
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se
a
r
c
h
m
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s,
q
u
a
n
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tativ
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m
e
th
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v
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ti
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n
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d
m
e
a
su
re
m
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n
t.
S
h
e
is
c
u
rre
n
tl
y
a
Ch
a
ir
f
o
r
th
e
Am
e
rica
n
Ev
a
lu
a
ti
o
n
A
ss
o
c
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n
’s
Qu
a
n
ti
tativ
e
M
e
th
o
d
s
:
T
h
e
o
r
y
a
n
d
De
sig
n
T
I
G
.
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