共查询到20条相似文献，搜索用时 31 毫秒
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《Journal of Experimental Education》2012,80(3):132-135
Transparent overlays are being used in elementary schools to help young children pinpoint their own hand-writing illegibilities. This study reports a comparison of the handwriting achievement of children who used the transparent overlays for assessment and children who did not use the transparent overlays. A repeated measures multivariate analysis of variance resulted in significant differences in favor of girls when legibility, letter formation, and spacing were considered. 相似文献
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《The Journal of educational research》2012,105(3):216-221
ABSTRACT Handwriting is used throughout the school day and is important to demonstrate knowledge. This research evaluated how handwriting instructional practices and intrinsic and extrinsic factors in actual classroom settings impacted learning handwriting over the course of the school year. Findings indicated that extrinsic factors (educational instructional practices, spatial constraints) and intrinsic factors (task cognitive complexity) influenced handwriting performance, but not always in the same way for writing product and process measures. In addition, stronger relationships were found between writing process measures and handwriting fluency than legibility. Even though handwriting improved over the school year, some instructional practices resulted in a widening performance gap as the school year progressed. The impact of these findings for implementing and differentiating handwriting instruction and guiding future research is discussed. 相似文献
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ABSTRACTChildren with Autism Spectrum Disorder (ASD) perform poorly in complex fine motor skills and recognition, and they have difficulties in learning complex and multistep motor skills. Gestures-based games, which enable users to get timely feedback, to learn from failure, to engage in games at every moment, and to interact with computers intuitively have become promising tools. However, relevant empirical research on using gesture-based games to assist the learning of children with ASD is limited. With a case study method, we aim to examine the effects of using gesture-based games on the learning of children with ASD. Two gesture-based matching games were developed to improve the performance of children with ASD with respect to fine motor skills and recognition, and three young children with ASD participated in a three-week experiment. By comparing the participants’ performance before and after the treatment, we found that the participants’ performance in playing the gesture-based games improved greatly during the intervention, and intervention helped improve their performance regarding fine motor skills and recognition. Also, they were able to transfer the rules and skills they had learnt from the first game to completing the tasks in the second game. The findings above suggest the usefulness of using gesture-based games in assisting the learning of children with ASD. Some suggestions and implications for the development of the gesture-based games and future work are also discussed. 相似文献
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Anabela Abreu Malpique Deborah Pino-Pasternak Debora Valcan 《Reading and writing》2017,30(8):1789-1812
Accumulating evidence indicates handwriting automaticity is related to the development of effective writing skills. The present study examined the levels of handwriting automaticity of Australian children at the end of kindergarten and the amount and type of writing instruction they experienced before entering first grade. The current study involved 177 kindergarten children enrolled in 23 classrooms from seven government-funded primary schools in Western Australia. Individual child level data (e.g., handwriting automaticity and word-reading skills) were collected and teachers were asked to complete a survey assessing the amount of time and types of writing activities developed in their classrooms (e.g., teaching basic skills and teaching writing processes). Hierarchical linear models were conducted to examine total variance attributable to child and classroom levels. Results showed a total variance of approximately 20% in children’s handwriting automaticity attributable to differences among classrooms when gender and word-reading skills were controlled for. Large variability was noted in the amount and type of writing instruction reported by a subset of participating teachers. Handwriting automaticity was associated with the teaching of revising strategies but not with the teaching of handwriting. Implications for writing development and writing instruction are discussed. 相似文献
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Carla Márquez Rodolfo Solís-Vivanco Astrid Schilmann Humberto Nicolini 《Parenting, science and practice》2021,21(1):47-54
SYNOPSIS Objective . To explore whether maternal sensitivity is associated with Autism Spectrum Disorder (ASD) severity in children with and without ASD. Design . The samples consisted of 25 Mexican dyads of children with ASD (aged 3.1-6.9 years) and their mothers (aged 20-47 years) and 24 Mexican dyads of children without ASD (aged 3.4-6.7 years) and their mothers (aged 24-45 years). Maternal sensitivity and ASD severity symptoms were scored from 2-h videos of mother-child daily interactions. Results . A between-group comparison showed a trend toward less severe ASD in children with highly sensitive mothers, specifically in the Nonverbal Communication subdomain. Conclusions . Greater maternal sensitivity is associated with improved social ability in children with ASD. 相似文献
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《The Journal of educational research》2012,105(7):267-269
AbstractA comparison was made of the handwriting of kindergarten children who used four different kinds of paper for handwriting lessons. Results indicated that the width of the writing space lone inch or Vi inch) had no differential effect on the quality of beginning handwriting. Furthermore, paper with writing spaces with closed ends did not improve the placement of letters in the writing space. This study gives no justification for requiring beginners in handwriting to use paper which is different from the kind they will use as adults. 相似文献
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Teaching handwriting skills to children with intellectual disabilities using an adapted handwriting programme 
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下载免费PDF全文 Corinna F. Grindle Rina Cianfaglione Liz Corbel Emily V. Wormald Freddy Jackson Brown Richard P. Hastings J. Carl Hughes 《Support for Learning》2017,32(4):313-336
Children with intellectual disabilities often struggle with handwriting, but there is very little research to inform intervention approaches. In this study, we developed a teaching manual based on Handwriting Without Tears®, a comprehensive handwriting programme designed for typically developing children. Three children with intellectual disabilities participated in the study and received handwriting instruction based on the manual three times a week over a 32‐week period. Our aims were to explore whether Handwriting Without Tears® can be used as a comprehensive handwriting curriculum for children with intellectual disabilities and to evaluate improvement in handwriting skills. We found that the intervention was successfully incorporated into small group teaching sessions within the child's regular classroom, and that all three children made improvements. Our data show promising results and support the need for larger evaluation studies. 相似文献
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《Mind, Brain, and Education》2017,11(3):109-111
The purpose of the present study was to develop and evaluate a scale to measure adaptive behavior skills in Chinese children with autism spectrum disorder (ASD). Participants were 121 young children (M = 55.18 months, SD = 0.18 months) with a formal diagnosis of ASD (73% male). Psychometric evaluation indicated that the reliability and validity of this scale were good. Furthermore, independent t‐tests revealed that boys demonstrated better adaptive behavior skills than girls. The present findings suggest that the scale is a valid measure of adaptive behavior skills in Chinese children with ASD. 相似文献
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We report a case study of Christine, an intelligent 30-year-old woman with a developmental learning disability. Psychometric
evaluation and extensive interviews revealed several findings: most notably, evidence of anomia, auditory processing problems,
difficulty acquiring reading and spelling skills, and an extremely poor sense of number. In addition, Christine showed all
four of the Gerstmann symptoms (left-right confusion, finger agnosia, dysgraphia, and dyscalculia). We suggest that most,
if not all, of these impairments may be explained in terms of a sequential processing deficit (e.g., Bakker 1967; Tallal 1980).
In Christine’s case, difficulty perceiving serial order appears to have resulted in a major conceptual impairment involving
number.
HD—To me four is a number that comes after three and before five. It means twice two …
C—To me four is a picture.
This paper is dedicated to the memory of Professor Victor Lotter. 相似文献
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Irene Hanson 《Roeper Review》2013,35(1):44-45
Eighty‐four 4‐, 5‐, and 6‐year‐olds in Saturday and summer classes offered at Towson State University for gifted children, ages 4–12, were tested using the Woodcock‐Johnson Psycho‐Educational Battery and Raven's Progressive Matrices, after being accepted only on parent recommendation. Test results confirmed the accuracy of parent recommendation, the high ability and achievement levels of the children, and their variability within achievement. Program adaptations resulting from the testing included more mathematics teaching, more individualized instruction, more parent meetings, and allowance for inadequate handwriting skills and emotional and social variability. 相似文献
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Emergent literacy skills for five kindergartners with autism spectrum disorder: a pilot study 下载免费PDF全文
下载免费PDF全文 Yael Kimhi Meital Achtarzad Gila Tubul‐Lavy 《Journal of Research in Special Educational Needs》2018,18(3):211-221
In typical development, emergent literacy skills predict successful reading abilities. Code‐related literacy skills may include letter knowledge, print concepts, early writing and early phonological awareness. Meaning‐related literacy skills may include lexical and grammatical ability, story retelling and comprehension. Children with ASD (autism spectrum disorder) show, on the most part, poor reading comprehension abilities, yet up to date, research regarding emergent literacy skills in ASD is limited. We conducted a study to investigate a naturalistic, standards‐based national literacy programme, for five kindergartners with ASD, of age 5‐8 years in their kindergarten setting. We implemented an ASD‐adapted intervention as an intensive group treatment over 6 weeks, with a pretest–posttest design to examine emergent literacy gains. The children with ASD demonstrated gains in both code‐related and meaning‐related skills following intervention. The clinical and theoretical implications are discussed regarding the importance of an intensive structured literacy intervention for children with ASD before entering school. 相似文献
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Denise Foran Marguerite Hoerger Hannah Philpott Elin Walker Jones J. Carl Hughes Jonathan Morgan 《British Journal of Special Education》2015,42(1):34-52
This article describes how applied behaviour analysis can be implemented effectively and affordably in a maintained special needs school in the UK. Behaviour analysts collaborate with classroom teachers to provide early intensive behaviour education for young children with autism spectrum disorders (ASD), and function based behavioural interventions for children between the ages of three and 18 years. Data are presented that show how the model is effective. Children with ASD under the age of seven made significant gains on intelligence quotient and on a range of skills including language, social and play, and academic skills following three academic terms of intervention. Case study data for two children reveal a marked decrease in challenging behaviour following a function based behavioural intervention. These interventions have led to greater independence, integration and access to curricular activities. These data show that children are making significant gains within this cost‐effective model. 相似文献
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Cristin M. Hall 《Journal of educational and psychological consultation》2018,28(3):368-381
ABSTRACTMilitary families face challenges when a dependent child is diagnosed with an autism spectrum disorder (ASD) and local treatment expertise for children with an ASD is unavailable. eHealth models are considered promising delivery methods for assisting families who need information and support. The adaptation of existing face-to-face models of care for remote delivery may help support the provision of quality care (Hall & Bierman, 2015). To support the needs of military families of children with ASDs, the Remote Check-up (RCU), an adaptation of the Family Check-Up (FCU) model (Shaw, Dishion, Supplee, Gardner, & Arnds, 2006) provides a family-centered intervention for transitional care. This article describes the development of an eHealth delivery model and a menu of service options including online learning materials, care coordination services, and behavioral consultation for military families of children with ASD. 相似文献
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《The Journal of educational research》2012,105(2):117-126
ABSTRACT The unit of analysis and the unit of measurement in handwriting research are usually topographically defined. We explored the use of a functional response-class definition for the units of analysis and measurement of cursive handwriting. The sensitivity of this functional definition to differentiate easy-to-read from difficult-to-read cursive handwriting was assessed by calculating a percentage of legible letters. The ranges, means, and individual percentages showed (a) no overlap between the categories of easy-to-read or difficult-to-read handwriting and (b) small sample-to-sample variability with the easy-to-read handwriting and larger sample-to-sample variability with the difficult-to-read handwriting. The data are consistent with social validity rankings of the easy-to-read and the difficult-to-read handwriting. 相似文献
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Abstract The study evaluated the effect of a programme for elementary school students with behaviour problems integrated into the regular classroom. The programme combined in-class social skills training and specific educational activities with peers, namely cooperative learning and tutoring by a prosocial peer. The innovative aspect is that the social status and affiliations of children with behaviour problems are key components in the matching of children during peer support. The goal is to improve social behaviour and to change peer perception through interventional strategies, therefore improving social reputation. Pre-test/post-test control group design was used. Results from traditional analysis indicated no significant difference between treatment and control groups after the programme. A modest effect size showed a relative improvement for students with behavioural disorders who participated in social skills training. Results are discussed in terms of the role of friends in the intervention programme. 相似文献