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1.
《Early education and development》2013,24(1):27-44
This study is based on a conceptual framework which emphasized the importance of viewing early intervention outcomes in relation to both program and nonprogram variables. Three broad classes of independent variables were included in the framework child, program, and family ecology. The unique and combined contributions of these three sets of variables to the prediction of three indices of intervention outcome was assessed through regression techniques. As much as 68% of the variance in children's post-intervention developmental age (DA2) was explained by the combined influence of all three classes of variables. All three classes of variables again contributed uniquely to the prediction of parental satisfaction with the intervention, explaining 45% of the variance. The three classes of variables explained 36% of the variance in children's rate of development during the intervention (RDI), although the contribution of the program class was very minimal. In addition to ascertaining the contributions of sets of variables, the importance of individual variables within sets was also examined. Results from both types of analysis underscored the important role of nonprogram variables in the determination of both child and parental outcomes. The implications of these findings for the design and evaluation of early intervention are discussed. 相似文献
2.
Kofi Marfo Thomas E. Dinero Noel Browne Don Gallant Rosalind Smyth Allan Corbett 《Early education and development》1992,3(1):27-44
This study is based on a conceptual framework which emphasized the importance of viewing early intervention outcomes in relation to both program and nonprogram variables. Three broad classes of independent variables were included in the framework child, program, and family ecology. The unique and combined contributions of these three sets of variables to the prediction of three indices of intervention outcome was assessed through regression techniques. As much as 68% of the variance in children's post-intervention developmental age (DA2) was explained by the combined influence of all three classes of variables. All three classes of variables again contributed uniquely to the prediction of parental satisfaction with the intervention, explaining 45% of the variance. The three classes of variables explained 36% of the variance in children's rate of development during the intervention (RDI), although the contribution of the program class was very minimal. In addition to ascertaining the contributions of sets of variables, the importance of individual variables within sets was also examined. Results from both types of analysis underscored the important role of nonprogram variables in the determination of both child and parental outcomes. The implications of these findings for the design and evaluation of early intervention are discussed. 相似文献
3.
《Australian Journal of Learning Difficulties》2013,18(2):67-72
Abstract In spite of serious reservations expressed by reading scientists regarding both its efficacy and its cost effectiveness, for over 20 years Reading Recovery has been promoted internationally as the intervention of choice for young struggling readers. Following a brief review of research on Reading Recovery, several suggestions for improvement are suggested. An alternative small group‐based instructional model (MINILIT) is then described. This provides additional focus on phonemic awareness and allows access to the MULTILIT program for younger struggling readers. The results from two preliminary pilot studies are presented. 相似文献
4.
Peer‐mediated interventions with elementary and secondary school students with emotional and behavioural disorders: a literature review 
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下载免费PDF全文 Cahit Kaya John Blake Fong Chan 《Journal of Research in Special Educational Needs》2015,15(2):120-129
Peer‐mediated interventions (PMIs) have been shown to be effective for increasing adaptive social and academic behaviours of children and youth. Although PMI efficacy is generally well supported, there have been relatively few published intervention studies that focus on elementary, middle and high school students with emotional and behavioural disorders (EBD). The present review examines selected empirical literature in order to identify characteristics and relative efficacy of PMI. Findings of 12 peer‐reviewed journal papers including research designs and outcomes were examined. Results provide support for the efficacy of PMI for improving behavioural and social skills of students with EBD. Recommendations include further research on PMI for high school students and longitudinal research of PMI. 相似文献
5.
Latent class (LC) analysis is widely used in the social and behavioral sciences to find meaningful clusters based on a set of categorical variables. To deal with the common problem that a standard LC analysis may yield a large number classes and thus a solution that is difficult to interpret, recently an alternative approach has been proposed, called Latent Class Tree (LCT) analysis. It involves starting with a solution with a small number of “basic” classes, which may subsequently be split into subclasses at the next stages of an analysis. However, in most LC analysis applications, we not only wish to identify the relevant classes, but also want to see how they relate to external variables (covariates or distal outcomes). For this purpose, researchers nowadays prefer using the bias-adjusted three-step method. Here, we show how this bias-adjusted three-step procedure can be applied in the context of LCT modeling. More specifically, an R-package is presented that performs a three-step LCT analysis: it builds a LCT and allows checking how splits are related to the relevant external variables. The new tool is illustrated using a cross-sectional application with multiple indicators on social capital and demographics as external variables and with a longitudinal application with a mood variable measured multiple times during the day and personality traits as external variables. 相似文献
6.
Joan Gaynor Mowat 《International Journal of Inclusive Education》2013,17(6):631-648
This paper takes as its principal theme barriers to the inclusion of pupils perceived as experiencing social and emotional behavioural difficulties (SEBD) and how these might be overcome. It draws upon an evaluative case study of an initiative, devised by the author, to support pupils – the Support Group Initiative (SGI) – which was conducted over a five‐year period in a Scottish Secondary School situated in an area of multiple deprivation. The central focus of the discussion is the range of variables that impacted upon pupil outcomes, illustrating the ways in which these variables acted as affordances or constraints in the pursuit of inclusive practice. The paper takes as its starting point the contested nature of inclusion and introduces, briefly, the Scottish policy context as it pertains to inclusion before exploring the nature of the problem – the barriers to the inclusion of and the difficulties presented by the inclusion of pupils perceived as having SEBD, as discussed in the literature. The findings of the study are discussed in relation to central themes – the ethos of the Support Group; the process of re‐signification through which pupils are enabled to effect improvement; the classroom context; and wider variables relating to school policy, practice, ethos and the management of change. The paper concludes by exploring what inclusion has meant to the pupils involved within the intervention, summarising the affordances and constraints to its realisation, before reflecting upon the significance of the study. 相似文献
7.
Early research has shown that there may be inconsistencies in how parents in different socioeconomic classes prepare their children to learn to read. Previous research has highlighted a “word gap” between children from low-income families and high-income families. Effects of this “word gap” are evident at the start of kindergarten and contribute to the current nationwide achievement gap in educational outcomes for low-income children. Providence Talks (PT) is a city-wide initiative launched in 2014 in an effort to close this gap. PT helps caretakers learn about the importance of speaking with their children at an early age and supports them in their ability to improve the language environments within their home. We uncover positive results for the efficacy of a citywide intervention dedicated to improving outcomes for vulnerable children across the urban landscape. 相似文献
8.
ABSTRACT This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group. 相似文献
9.
Darlene A. Franklin Rebecca P. Tolbert 《Assessment & Evaluation in Higher Education》1995,20(1):37-44
Traditionally, assessment data have primarily been used to report program outcomes for accrediting bodies. Unfortunately these valuable data have been under‐utilized in curricular development and individual student enrichment. This paper will demonstrate how pre‐existing assessment tools and outcomes have been used to enhance the quality of a baccalaureate nursing program in an effort to improve student performance. With mandatory licensure being a primary force that energizes the expansion of continuous quality improvement, the Tennessee Technological University (TTU) School of Nursing developed an investigative study to determine predictors for the licensure exam success. As a result, data have been collected that has positively influenced the direction of the nursing program. These specific outcomes and the process by which they were achieved will be addressed in this paper. The TTU School of Nursing serves as an example of how utilizing pre‐existing assessment tools and results can enhance both student and curricular development. 相似文献
10.
This article outlines the use of Human Givens (HG) therapy with adolescents reporting poor subjective well‐being. HG therapy is based on the assumption that human beings have innate needs, which, if unmet, lead to emotional distress and mental health problems. Hitherto, there has been no independently published empirical research into the efficacy of HG as a therapeutic intervention with young people. The article examines the theory and background to HG therapy; the emotional well‐being of children; and young people and counselling and therapeutic interventions in schools, before describing an exploratory case study into the effectiveness of the HG approach. This involves assessing the efficacy of an individual HG intervention for three young people reporting high anxiety or depression and/or low self concept. The HG process and therapy structure are detailed through an illustrative case study regarding a 16‐year‐old girl with moderate levels of anxiety and low self‐concept. Positive outcomes are observed for all three young people, providing tentative evidence that HG therapy might be useful to practitioners delivering therapeutic interventions in schools, although limitations of the small‐scale research design are highlighted. Issues relating to the provision of individual therapeutic interventions in school are discussed more widely, as are other possible applications of the HG approach in schools. 相似文献
11.
William E. Tunmer James W. Chapman Keith T. Greaney Jane E. Prochnow 《International Journal of Disability, Development & Education》2002,49(1):11-29
Advances in psychological theory have made significant contributions to the considerable progress that has been achieved in intervention research and practice, especially in the past two decades. This article presents a discussion of the major conceptual and methodological issues that have arisen in intervention research, with a focus on interventions for children with learning problems, particularly reading problems. Examples from our own research are presented to illustrate how conceptual and methodological factors in intervention research can be taken into consideration in the design of intervention studies. 相似文献
12.
One factor that contributes to adolescent positive mental health is active engagement. Engagement is defined as any activity that is initiated to attain an outcome. In general, two forms of activities exist that correspond with engagement: solitary, non‐structured, and non‐cooperative pursuits, often without adult supervision (e.g., playing video games, watching television) and highly structured, collaborative activities that are under the guidance of a competent set of adults (i.e., structured extracurricular activities, or SEAs). Although large amounts of time spent in unstructured activities is related to negative psychosocial outcomes, participation in SEAs has been related to a variety of positive outcomes for students. This paper reviews current research regarding adolescent participation in SEAs and its effects on academic and personal‐social variables (i.e., self‐concept, life satisfaction), as well as potential preventive effects for youths considered to be “at‐risk” for negative developmental outcomes. The paper also examines research investigating the potential benefits and shortcomings of different types of SEAs. Finally, suggestions for future research and school‐based preventive intervention are presented. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 31–41, 2004. 相似文献
13.
Eleni Andreou Eleni Didaskalou Anastasia Vlachou 《Emotional and Behavioural Difficulties》2013,18(4):235-248
The aim of this paper was to examine the short‐term and long‐term effects of a curriculum‐based anti‐bullying intervention program on students' attitudes towards bullying, intentions to intervene in bully–victim problems, perceived efficacy of intervening and actual intervening behavior. The intervention program was applied in primary schools and was implemented by trained teachers within the classroom context. The sample consisted of 454 pupils drawn from fourth to sixth grade classrooms of 10 primary schools in central Greece. A quasi‐experimental pre‐test/post‐test design was used. The findings indicate positive short‐term program outcomes concerning students' attitudes towards bullies and victims, perceived efficacy of intervening in bully–victim incidents and actual rates of intervening behavior. However, the magnitude of the program effects was quite small, since the positive short‐term outcomes were not sustained in the long‐term (post‐test two measures). The results of the study also indicated clear time effects for attitudes towards bullies and victims, self‐efficacy of intervening and intention, as well as actual intervening behavior. The results are discussed in terms of their implications for anti‐bullying interventions. 相似文献
14.
Social‐Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children 下载免费PDF全文
下载免费PDF全文 Celene E. Domitrovich Joseph A. Durlak Katharine C. Staley Roger P. Weissberg 《Child development》2017,88(2):408-416
Social‐emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost‐effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale. 相似文献
15.
Inductive reasoning is a core cognitive process of fluid intelligence, predicting a variety of educational outcomes. The Cognitive Training for Children (CTC) program is an educational intervention designed to develop children's inductive reasoning skills, with previous investigations finding substantial effects of the program on both inductive reasoning ability and classroom learning. The present study assessed both individual and small‐group CTC training against a no‐treatment control condition to investigate the effects on inductive and deductive reasoning and mathematics achievement in a primary school‐aged Australian cohort. Students who received individual training outperformed those in the control condition on measures of inductive and deductive reasoning, and those in the small‐group condition also outperformed the control condition on a measure of inductive reasoning 3 months following training. However, hypotheses regarding transfer effects to mathematics achievement were not supported. Directions for future research, focusing on extended longitudinal studies and motivational variables, are discussed. 相似文献
16.
Timothy J. Cleary 《Psychology in the schools》2009,46(2):154-171
Self‐efficacy measures are context‐specific assessment tools designed to evaluate students' perceptions of capability to attain specific outcomes on particular tasks. These measures are important because they possess several desirable features typical of progress‐monitoring tools (i.e., context specific, free of reactive effects, strong psychometric properties), have been shown to be strong predictors of motivated and self‐regulatory behaviors, and possess many advantages relative to more global self‐report scales of motivation. In this article, a general framework for using these scales as a supplemental assessment tool to behavioral or skill‐based assessments will be presented and discussed. The key focus of this article involves illustrating how practitioners can evaluate and interpret the trends in students' self‐efficacy judgments as well as the accuracy of these judgments during the implementation and evaluation of academic interventions. © 2008 Wiley Periodicals, Inc. 相似文献
17.
Hui‐fang Shang 《Educational studies》2005,31(2):197-212
With the rapid development of technologies, online learning, especially email dialogue journaling, has been playing an increasingly important role in foreign language learning and teaching in recent years. While many studies have examined the effect of email learning on student learning performance, few have looked into students’ attitudes towards email application and its impact on their learning outcomes. Positive user attitudes (high self‐efficacy) have been considered critical factors that contribute to the subsequent and successful academic performance. By integrating email for the reading learning process, this study developed an electronic‐based peer collaborative environment to explore students’ attitudes towards email application in reading classes. Specifically, the relationship between students’ self‐efficacy and their reading performance was examined. The results demonstrate that most students maintain positive attitudes towards the potential outcomes of email application on reading achievement. Furthermore, the feature of electronic discussion has a greater direct effect on the reading enhancement. Implications of certain designs of email tasks for an enhanced second language reading development are presented. 相似文献
18.
The effects of a Dutch intervention program for dyslexia are reported. The program was individually tailored, depending on the style of reading, the phase of the learning process, and the intermediate results of the treatment. Two groups of participants were involved: (a) a group of children with pure dyslexia (n = 109) and (b) a group that had reading problems but also suffered from cognitive deficits or psychiatric symptoms (n = 29). Scores of reading single words and text at intake and after the intervention were analyzed to assess the efficacy of the intervention program. Furthermore, the effects of pre-intervention variables such as intelligence, reported speech, and language problems and of intervention variables such as the initial level of performance and the duration of the treatment were examined. Both groups benefitted from the intervention, but the children with pure dyslexia profited most. Neither of the groups could catch up the reading deficit. Intelligence and reported speech and language problems did not affect the treatment outcomes. Individual differences in treatment outcome were related to the absolute level of word reading and age at intake. In the group with comorbidity, the intervention program was more successful in relatively younger children. Within this group, the cognitive deficits and types of psychiatric problems were not related to the treatment. 相似文献
19.
《Mind, Brain, and Education》2017,11(2):64-74
There has been increasing evidence in recent years of the need to adapt intervention programs to the specific needs of children with attention deficit hyperactivity disorder (ADHD). The main goal of this research work was to study the efficacy of an educational intervention program to improve attention and reflexivity in school children with ADHD in order to verify the improvements in symptoms associated with ADHD such as aggressivity, social isolation, anxiety, and attention deficit. The sample was comprised of 26 primary school children ranging from 7 to 10 years of age with ADHD. Symptoms of children with ADHD were evaluated by applying the Escalas Magallanes Screening Scale for Attention Deficits and Other Developmental Problems in Children (EMA‐DDA) at two time points (pre and post). The results show a statistically significant reduction in symptoms on the aggressivity and social isolation scales measured with the EMA‐DDA after applying the intervention program. These data supports the potential value of an intervention program for working with ADHD children. 相似文献