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1.
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   

2.
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   

3.
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   

4.
The most thoroughly researched topic in relation to autistic spectrum disorders (ASDs) is the evaluation of interventions. Educational psychology in the United Kingdom and Ireland is the most closely allied profession to school psychology in the United States. In considering what is published by and for the profession, it is important to include all of those journals that are directly relevant to the profession including educational psychology journals. This review reports on the type, focus, and quality of school‐based ASD intervention research reported in school and educational psychology journals between 2005 and 2015. Twelve evaluation studies are reported, which evaluated 10 discrete interventions and two commercial packages. These interventions targeted academic, social, communication, and behavioral outcomes. Implications for the practice of school psychologists are discussed including the application of research to the idiographic nature of the work of school psychologists.  相似文献   

5.
Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of social exclusion and school dropout when they are in mainstream environments. Meta-analyses indicated only a moderate impact of social skills training. To see what kind of intervention programme would be effective in modifying cognitive as well as socio-emotional behaviour and at the same time focusing on contextual interaction and intervention, a pilot study has been carried out in Belgium with 11–13-year-old students with learning disability and behaviour problems in special schools. A total of 24 children in the experimental group were matched against a control group of 24. Children in the experimental group, after having received 14 lessons of FIE (Feuerstein's Instrumental Enrichment Programme), showed a marked increase in some cognitive functions (hypothetical thinking, perception and understanding of humour) but not in others. A significant effect on socio-emotional behaviour could not be shown quantitatively, but was evident from qualitative interviewing. The mediating attitude of the teachers was a key influencing factor in producing lasting changes. Programmes such as FIE, provided they address children as well as teachers in a comprehensive way, focusing on cognitive as well as socio-emotional behavioural changes, may become powerful instruments to help children as well as teachers in a highly differentiated inclusive school environment.  相似文献   

6.
Low schooling, high non‐attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%–25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half‐day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four‐year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non‐attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture.  相似文献   

7.
In this article, Moira Broadhead, Roy Chilton and Victoria Stephens offer an in‐depth analysis of a targeted intervention, Scallywags, aimed at children with emotional and behavioural difficulties. Scallywags, based in Cornwall, offers an early intervention package for children and their families based upon an initial Boxall Profile analysis. Moira Broadhead is a senior educational psychologist for the Scallywags service and both Roy Chilton and Victoria Stephens held split posts as assistant psychologists and support workers within the intervention service. Moira, Roy and Victoria offer practitioners new to the Boxall Profile a compelling account of how it can be used to inform practice for learners with emotional and/or behavioural difficulties and conclude with a series of insightful questions about the use of the Boxall Profile and the role of interventions of this nature.  相似文献   

8.
Applied behaviour analysis (ABA)‐based programmes are endorsed as the gold standard for treatment of children with autistic spectrum disorder (ASD) in most of North America. This is not the case in most of Europe, where instead a non‐specified ‘eclectic’ approach is adopted. We explored the social validity of ABA‐based interventions with 15 European families who had experience with home‐based, mainly self‐managed, ABA‐based programmes for their own child/ren with ASD. The results of the study highlighted the overwhelmingly positive impact that ABA‐based interventions had on their children in areas such as social skills, challenging behaviour, communication, gross and fine motor skills, concentration, interaction, independence, overall quality of life and, most importantly, a feeling of hope for the future. Implications for European policy on ASD are discussed.  相似文献   

9.
The objective of the study was to examine the effects of a group-based behavioural, cognitive and skills training intervention (Maltti) provided in schools for elementary school pupils with attention and executive function (EF) deficits. The treatment effects were identified by comparing an intervention group (n = 46) with a waitlist control group (n = 26). Specific effects of the intervention on behavioural deficits in attention and EF in a classroom setting as well as on academic skills were examined. Our analysis indicated that significant intervention effects could be found in the behavioural manifestation of attentional and executive skills in the classroom setting among children (n = 30) who were evaluated as having moderate symptoms in the pre-intervention assessment. Positive effects of the intervention were also observed in arithmetic and reading skills. The severity level of pre-intervention attention and EF deficits did not moderate the results observed in the academic skills tests. The results of this study suggest that a combination of behavioural, cognitive and skills training methods applied in a school context can be effective in reducing attention and EF problems and enhancing the academic performance of children with attention and EF deficits.  相似文献   

10.
Abstract

A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorder (ASD). Video self-modelling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a single-subject design with three 7–8 year old children diagnosed with ASD, this study examined VSM as a treatment for improving handwriting legibility and proficiency. All participants’ legibility data showed a large effect sizes and high Percentages of non-overlapping data from baseline to treatment and maintenance phases, indicating that VSM is an effective treatment for improving and maintaining handwriting legibility in children with ASD. Results are discussed in terms of applicability of VSM as an intervention with academic skills deficits in children with ASD.  相似文献   

11.
Disruptive behaviours in classrooms pose a significant challenge for learning in schools and are, at the same time, a risk factor for students’ academic achievement and a major source for work-related stress among teachers. Earlier research suggests that clarifying the classroom rules and behavioural expectations, monitoring students’ adherence to them and using behaviour-specific praise are simple and effective practices to reduce disruptive behaviour. Most of the interventions have been developed for elementary schools, although behaviour problems tend to be more common in middle schools. This two-month pilot study using a pre–post design evaluated the effects of a class-wide intervention on learning climate and disruptive behaviour (evaluated by students and teachers); on teacher-experienced stress; and on the time needed to maintain the positive learning climate in middle school. The classes were nominated for the intervention by their teachers on the basis of poor learning climates. The intervention was based on clear behavioural expectations for the students, positive behaviour support and, if needed, rapid actions in response to high rates of disruptive behaviour. The intervention was carried out by teachers, supported by monthly counselling meetings. The results indicated a large reduction in disruptive behaviour, in the time needed to maintain positive learning climate and in strain experienced by teachers while teaching the classes. The intervention was highly accepted by teachers, principals and (although to lesser degree) students. Although the lack of a control group in the design limits conclusions regarding the amount of change attributable to the intervention, the results suggest that an easily applicable and trainable intervention, which requires very little external support, may produce significant improvements in learning climates in middle schools.  相似文献   

12.
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13.
In this article, written by Phil Reed and Lisa Osborne, both from Swansea University, the impact of severity of autism, and the time‐input of the treatment programme, on the outcome effectiveness for four early interventions for individuals on the autism spectrum was explored. The four interventions studied were applied behaviour analysis (ABA), special nursery, an adapted portage intervention, and a local authority approach. Sixty‐six children (aged from two years six months to four years) were studied over nine months, in terms of their intellectual, educational and adaptive behavioural functioning. Children undergoing the ABA approach demonstrated greater gains in functioning (especially in educational functioning). There were differences in the way that autism severity and intervention time‐input impacted on the different early intervention programmes. For special nursery, portage and local authority approaches, the gains made by the children were inversely related to the severity of their autism and directly related to time‐input. In contrast, the converse was true for the ABA approach. These data are discussed with respect to their implications for choosing an intervention strategy for a child on the autism spectrum.  相似文献   

14.
Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools.  相似文献   

15.
Many students with learning and behaviour problems are routinely excluded from regular education. Although calls have been made to educate students with these problems in the same settings as their typically developing peers, it remains unclear how best to support their needs for academic and behavioural support. We address this question first by describing response-to-intervention (RTI), a specific model of prevention and early intervention for learning and behaviour problems. A comprehensive summary of the RTI literature is provided. Second, we will discuss the feasibility and applicability of RTI as one approach to facilitate inclusion of students with learning and behaviour problems. Specifically, we will demonstrate how RTI can be used to address at least four barriers to inclusion by (1) providing a clear implementation strategy for inclusion practices; (2) clearly defining the roles, responsibilities and collaboration of general and special education teachers; (3) enabling the allocation of resources for instruction and intervention; and (4) avoiding early and unnecessary labelling of students with learning and behaviour problems. Third, limitations of RTI as a model to facilitate inclusion will be discussed.  相似文献   

16.
Executive functions (EF) can be promoted by classroom interventions. Our study investigated whether (a) an intervention conducted by teachers improves EF in children; (b) there are effects on behaviour and academic achievement; and (c) there are stable benefits in a one-year follow-up. Fifty-eight first-graders, divided into experimental (EG = 28) and control (CG = 30) groups, were assessed in EF, reading and arithmetic tests. Parents and teachers answered EF and behaviour functional scales. The intervention was conducted by teachers in the classroom context. EG children showed greater gains in EF and outperformed controls on reading and arithmetic measures. The EG maintained better performance in the one-year follow-up and showed transfer effect for behaviour measures. The EF intervention may be a useful tool for promoting improved adjustment and academic achievement.  相似文献   

17.
ABSTRACT

Many behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed.  相似文献   

18.
Self‐regulatory interventions have demonstrated numerous benefits for helping improve the academic performance of students. The purpose of this review was to report on the effectiveness and focus of academic self‐regulation interventions for children and adolescents with emotional and behavioural disorders. Thirty‐six studies published in 35 papers and involving 189 participants met inclusionary criteria. Overall, self‐regulation interventions showed moderate/medium effect size gains [percentage of nonoverlapping data (PND) 75%; standard mean difference (SMD) 2.27; Tau‐U 0.81] across academic subject areas. When assessing the effectiveness of self‐regulation interventions for addressing specific academic content areas, the largest ES gains were observed in reading (PND 93%; SMD 2.13; Tau‐U 0.94), although medium/moderate ES gains were observed in math (PND 71%; SMD 2.08; Tau‐U 0.70) and writing (PND 83%; SMD 2.57; Tau‐U 0.91). Self‐regulated strategy development, self‐monitoring interventions and strategy instruction were the predominant types of self‐regulation techniques implemented by researchers. There was evidence to support a claim of the generalisation and maintenance of findings. Implications, limitations and areas for future research are discussed.  相似文献   

19.
This study evaluated the efficacy of preschool Promoting Alternative Thinking Strategies (PATHS), an early years curriculum designed to improve children’s social and emotional competence, and reduce problem behaviour. Fifty-seven children aged three to four years took part in the study over one academic year. The control group (Group 1) received no preschool PATHS curriculum, Group 2 received an adapted version, and Group 3 received the full preschool PATHS curriculum. Relevant vocabulary and perspective-taking skills were assessed before and after the intervention alongside behavioural questionnaires completed by preschool staff and parents. Staff views were investigated. Group 3 significantly improved on some measures, but Groups 1 and 2 showed no significant improvements. Children who received the full version of the preschool PATHS curriculum exhibited less problem behaviour, showed better emotional knowledge, better attentional skills, and better prosocial behaviour. The contribution of the local Educational Psychology Service to the initiative is discussed.  相似文献   

20.
This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools’ PBIS model were matched with 28 control schools to assess academic gains. There were 5 years of baseline data (no intervention in treatment schools) and 4 years of intervention data, including 1 year of maintenance. Results indicate that implementation of the PBIS programme was significantly associated with increased student academic achievement (p = .001) and that the rate of change for students’ academic achievement in treatment schools was greater than for students in control schools. This study suggests that PBIS programmes, such as Safe & Civil Schools’ Foundations, may complement other efforts to improve academic outcomes.  相似文献   

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