scholarly journals Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors

2016 ◽  
Vol 5 (4) ◽  
pp. 90 ◽  
Author(s):  
Ioannis Agaliotis ◽  
Afroditi Teli
Keyword(s):  
Learning Disabilities ◽  
Intellectual Disability ◽  
Control Group ◽  
Mild Intellectual Disability ◽  
Students With Learning Disabilities ◽  
Significant Difference ◽  
Students With Ld ◽  
Disability Categories ◽  
The Impact ◽  
Group Comparisons

<p>The effectiveness of two instructional interventions was investigated in the context of teaching Arithmetic Combinations (ACs) of multiplication and division to students with Learning Disabilities (LD) or Mild Intellectual Disability (MID). The intervention for the control group (LD = 20, MID = 10) was based on principles of effective instruction, while the intervention for the experimental group (LD = 19, MID = 4) combined the intervention for the control group and an alternative grouping and presentation scheme of ACs. Correlations between cognitive and learning characteristics of the two disability categories and participants’ performance in ACs learning were also investigated. Intra-group comparisons showed that post-intervention performance of both groups (control and experimental) was significantly higher than their pre-intervention performance. However, inter-group comparisons revealed that there was no significant difference between the results obtained through the two interventions. Students with LD outperformed their counterparts with MID. Differences of the two disability categories in domains such as speed of information processing and counting skills correlated with performance. Results are discussed in reference to the organization of effective intervention programs for supporting students with LD or MID in their effort to learn arithmetic combinations of multiplication and division.</p>

Spelling Instruction for Students with Learning Disabilities: Implications for Research and Practice

1994 ◽  
Vol 17 (3) ◽  
pp. 169-185 ◽  
Author(s):  
David McNaughton ◽  
Charles A. Hughes ◽  
Karen Clark
Keyword(s):  
Learning Disabilities ◽  
Future Research ◽  
Limited Information ◽  
Students With Learning Disabilities ◽  
Research Issues ◽  
New Words ◽  
Spelling Instruction ◽  
Instructional Activities ◽  
Students With Ld ◽  
The Impact

We reviewed 27 published studies on spelling instruction for students with learning disabilities (LD) and coded them for the following variables: (a) student characteristics, (b) instructional activities, (c) nature of materials to be learned, and (d) criterial tasks (Jenkins, 1979). Most of the studies investigated the impact of instructional activities on the production of targeted spelling items by elementary-grade students with LD. We interpret the results of this review as suggesting that the following activities may enhance learning for some students with LD: (a) limiting the number of new words introduced each day, (b) facilitating student-directed and peer-assisted instruction, (c) directing students to name letters aloud as they are practiced, (d) including instruction in morphemic analysis, (e) providing immediate error imitation and correction, (f) using motivating reinforcers, and (g) providing periodic retesting and review. Only limited information is available on interventions that promote generalization of spelling knowledge to untrained words, use of trained vocabulary in a variety of writing activities, and maintenance of vocabulary across time. We discuss current research issues and future research directions in spelling instruction for students with learning disabilities.

scholarly journals The Impact Of Using Multi-Sensory Approach For Teaching Students With Learning Disabilities

2012 ◽  
Vol 9 (1) ◽  
pp. 75-82
Author(s):  
Majeda Al Sayyed Obaid
Keyword(s):  
Learning Disabilities ◽  
Sixth Grade ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Control Groups ◽  
Sixth Grade Students ◽  
Post Test ◽  
Achievement In Mathematics ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to investigate the effect of using the Multi-Sensory Approach for teaching students with learning disabilities on the sixth grade students' achievement in mathematics at Jordanian public schools. To achieve the purpose of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The test consisted of twenty items on mathematics. The sample of the study comprised (117) sixth grade students in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education and was distributed into four sections, which were selected purposefully. The sample of the study was divided into four groups (two experimental and two control groups). The experimental group was taught using multi-sensory approach while the control group was taught using the current approach. The sample of the study was (62) students in the experimental group and (55) students in the control group. Those groups were distributed into four purposefully selected sections in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education. Descriptive statistical analyses were used (Means and Standard Deviation) for the pre and post- tests of students' mathematics test to experimental and control groups. The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group. The researcher proposed some recommendations to enhance the importance of parental involvement on students' achievement in English language such as conducting further studies on other populations and for a longer time.

Online and Academic Procrastination in Students With Learning Disabilities: The Impact of Academic Stress and Self-Efficacy

2021 ◽  
pp. 003329412098811
Author(s):  
Zehava Niazov ◽  
Meirav Hen ◽  
Joseph R. Ferrari
Keyword(s):  
Higher Education ◽  
College Students ◽  
Learning Disabilities ◽  
Self Efficacy ◽  
Academic Stress ◽  
Students With Learning Disabilities ◽  
Steady Growth ◽  
Students With Ld ◽  
The Impact ◽  
Academic Self Efficacy

The steady growth in the number of college students with learning disabilities (LD) increases the need to investigate their unique characteristics and behaviors in academia. The present study examined the differences in academic and online procrastination, academic stress, and academic self-efficacy between college students with and without LD. In addition, the relationship between these variables was examined. It was assumed that the difficulties experienced by college students with LD would lead them to increased levels of academic stress, and academic and online procrastination. The results showed significant differences in the levels of all variables except online procrastination between students with (n = 77) and without (n = 98) LD. Further analysis indicated that academic stress and academic self-efficacy mediated the link between LD and academic and online procrastination. These findings support the notion that during higher education, students with LD experience more difficulties than students without LD, which at times will lead them to increased levels of procrastination. However, further studies are needed to understand the nature of online procrastination in students with LD in higher education.

A Strategic Intervention for Enabling Students with Learning Disabilities to Identify and Change their Ineffective Beliefs

1995 ◽  
Vol 18 (3) ◽  
pp. 186-201 ◽  
Author(s):  
Barbara Anne Duchardt ◽  
Donald D. Deshler ◽  
Jean B. Schumaker
Keyword(s):  
Learning Disabilities ◽  
Expert Advice ◽  
Control Group ◽  
Probe Design ◽  
Students With Learning Disabilities ◽  
Control Group Design ◽  
Professional Literature ◽  
Students With Ld ◽  
Multiple Probe ◽  
And Control

This study evaluated the effects of a strategy intervention designed to teach students with learning disabilities (LD) how to understand, identify, discuss, and transform ineffective beliefs. Multiple-probe and control-group designs were employed simultaneously and in combination. The 23 students with learning disabilities who participated in the study were randomly divided into two groups, experimental and control. The BELIEF Strategy, a strategy based on the professional literature, expert advice, and practice, was taught to the experimental group. The multiple-probe design was utilized to demonstrate students' mastery of the BELIEF Strategy. The results indicate that students with LD can be taught to apply the BELIEF Strategy. The control-group design was used to compare the performance of students who learned the BELIEF Strategy to that of students who did not learn the strategy. All analyses indicated that students who learned the strategy performed the strategy steps significantly better and had more knowledge of the strategy than students who did not participate in the instruction. Students reported satisfaction with certain aspects of the training but not with others. The results support the conclusion that students with LD can be taught skills associated with examining present beliefs and specifying new beliefs.

Motivational and Attitudinal Factors in College Students with and without Learning Disabilities

2002 ◽  
Vol 25 (2) ◽  
pp. 79-86 ◽  
Author(s):  
Cathy W. Hall ◽  
Keely L. Spruill ◽  
Raymond E. Webster
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Locus Of Control ◽  
Control Measure ◽  
Need For Achievement ◽  
Students With Learning Disabilities ◽  
Significant Difference ◽  
Students With Ld ◽  
Realistic Assessment ◽  
Environmental Events

The current study examined the emotional resiliency, stress levels, locus of control and need for achievement in 17 college students with learning disabilities (LD) by comparing them with 17 of their peers without learning disabilities. Dependent variables included performance on the Hall Resiliency Scale, the Nowicki-Duke Locus of Control Scale, the Need for Achievement Scale, and a shortened version of a stress scale focusing on typical college stressors. Results indicated that students with learning disabilities obtained significantly higher resiliency scores and significantly higher scores on the Need for Achievement Scale than their counterparts without learning disabilities. These findings suggest that LD college students show a strong goal-directed approach and problem-solving initiative. Surprisingly, college students with LD self-reported significantly fewer college stressors than the students without LD. College students with LD also demonstrated a higher need for achievement than their college peers. No significant difference was found between the two groups with regard to locus of control. Both groups obtained moderate scores on the locus of control measure, suggesting realistic assessment of environmental events as these impact their lives.

The change over time of the perceptions of school counsellor candidates related to students with learning disabilities

2021 ◽  
pp. 1-15
Author(s):  
Tahsin Firat
Keyword(s):  
Learning Disabilities ◽  
Study Group ◽  
Students With Learning Disabilities ◽  
School Counsellor ◽  
Analysis Technique ◽  
Study Results ◽  
Students With Ld ◽  
The Impact ◽  
Perceptions Of School ◽  
Guidance Department

Abstract The purpose of this study was to examine the impact of training on learning disabilities (LD) on school counsellor candidates’ perceptions related to students with LD. The study group was comprised of 51 students in the Counselling and Psychological Guidance Department. The participants responded to an open-ended question: ‘Students with learning disabilities are like … Because …’. A content analysis technique was used in the analysis of the data. Based on the study results, it was determined that before being trained on LD, the majority of the participants considered students with LD as problematic or never progressing. Following the training, a majority of the participants started using metaphors indicating that students with LD may progress and learn.

Reducing the Social Stigma Associated with Obsessive Compulsive Disorder: A Controlled Trial of an Intervention Program in a Turkish Community Sample

2020 ◽  
Vol 20 (2) ◽  
pp. 101-120
Author(s):  
Ayça Aktaç Gürbüz ◽  
Orçun YORULMAZ ◽  
Gülşah DURNA
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Intervention Program ◽  
Controlled Trial ◽  
Community Sample ◽  
Case Vignette ◽  
Control Group ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Significant Difference ◽  
The Impact

Scientific research into the reduction of stigmatization, particularly related to specific problems such as Obsessive-Compulsive Disorder (OCD), is scarce. In the present study, we examine the impact of a video-based antistigma intervention program for OCD in a pretest-posttest control group research. After being randomly assigned to either an intervention (n= 101) or control group (n= 96), the participants reported their attitudes on a hypothetical case vignette before and after OCD vs. Multiple Sclerosis (MS) videos, and again six months later as a follow up assessment. The mixed design analyses for the group comparisons indicated that although there was no significant difference in the measures of the control group, the participants watching the anti-stigma OCD video, in which the focus was psychoeducation and interaction strategies, reported significantly lower scores on social distances and negative beliefs for the case vignettes they read, and this difference was maintained six months later. Then, the present results indicate the effectiveness of our anti-stigma intervention program for OCD. Interventions to reduce stigmatization can also be viewed as effective tools for changing the attitudes of people toward OCD, although further research and applications are needed related to specific disorders if a longlasting impact is to be achieved.

scholarly journals The Antioxidant Effect of Curcumin and Rutin on Oxidative Stress Biomarkers in Experimentally Induced Periodontitis in Hyperglycemic Wistar Rats

Molecules ◽  
2021 ◽  
Vol 26 (5) ◽  
pp. 1332
Author(s):  
Gilda M. Iova ◽  
Horia Calniceanu ◽  
Adelina Popa ◽  
Camelia A. Szuhanek ◽  
Olivia Marcu ◽  
...  
Keyword(s):  
Oxidative Stress ◽  
Diabetes Mellitus ◽  
Diabetic Rats ◽  
Gingival Tissue ◽  
Control Group ◽  
Albino Rats ◽  
Oxidative Stress Biomarkers ◽  
Significant Difference ◽  
The Impact ◽  
Experimentally Induced

Background: There is a growing interest in the correlation between antioxidants and periodontal disease. In this study, we aimed to investigate the effect of oxidative stress and the impact of two antioxidants, curcumin and rutin, respectively, in the etiopathology of experimentally induced periodontitis in diabetic rats. Methods: Fifty Wistar albino rats were randomly divided into five groups and were induced with diabetes mellitus and periodontitis: (1) (CONTROL)—control group, (2) (DPP)—experimentally induced diabetes mellitus and periodontitis, (3) (DPC)—experimentally induced diabetes mellitus and periodontitis treated with curcumin (C), (4) (DPR)—experimentally induced diabetes mellitus and periodontitis treated with rutin (R) and (5) (DPCR)—experimentally induced diabetes mellitus and periodontitis treated with C and R. We evaluated malondialdehyde (MDA) as a biomarker of oxidative stress and reduced glutathione (GSH), oxidized glutathione (GSSG), GSH/GSSG and catalase (CAT) as biomarkers of the antioxidant capacity in blood harvested from the animals we tested. The MDA levels and CAT activities were also evaluated in the gingival tissue. Results: The control group effect was statistically significantly different from any other groups, regardless of whether or not the treatment was applied. There was also a significant difference between the untreated group and the three treatment groups for variables MDA, GSH, GSSG, GSH/GSSG and CAT. There was no significant difference in the mean effect for the MDA, GSH, GSSG, GSH/GSSG and CAT variables in the treated groups of rats with curcumin, rutin and the combination of curcumin and rutin. Conclusions: The oral administration of curcumin and rutin, single or combined, could reduce the oxidative stress and enhance the antioxidant status in hyperglycemic periodontitis rats.

scholarly journals Impact of failed ab-interno trabeculectomy (trabectome) on subsequent XEN45 gel stent implantation in pseudophakic eyes

2021 ◽  
Author(s):  
D. Kiessling ◽  
C. Rennings ◽  
M. Hild ◽  
A. Lappas ◽  
T. S. Dietlein ◽  
...  
Keyword(s):  
Stent Implantation ◽  
Open Angle Glaucoma ◽  
Control Group ◽  
Repeat Surgery ◽  
Medication Score ◽  
Significant Difference ◽  
Ab Interno Trabeculectomy ◽  
The Impact ◽  
Ab Interno

Abstract Purpose To determine the impact of failed ab-interno trabeculectomy on the postoperative outcome of subsequent XEN45 gel stent (Allergan, CA, USA) implantation in pseudophakic eyes. Methods In this retrospective single-center study, we included 60 pseudophakic eyes from 60 participants who underwent XEN45 gel stent implantation. Thirty eyes each underwent primary stent implantation (control group) or had previously undergone a failed ab-interno trabeculectomy (trabectome group). The groups were matched at a 1:1 ratio based on the following criteria: preoperative and maximum Intraocular pressure (IOP), preoperative medication score, cup/disk-ratio, follow-up time, best-corrected visual acuity at baseline, age, and the proportion of patients classified as primary open angle glaucoma or exfoliation glaucoma. We defined a successful surgery by the following three scores: an IOP reduction > 20% and IOP at the longest follow-up < 21 mmHg (Score A) or < 18 mmHg (Score B) or IOP ≤ 15 mmHg and an IOP reduction ≥ 40% (Score C). One open conjunctival revision was allowed in all scores, and a repeat surgery was considered a failure. Results Following an average follow-up period of 22 ± 12 months, we observed a mean IOP reduction of 38%, from 23.5 ± 5.2–14.5 ± 5.0 mmHg. Comparative analyses between the groups did not reveal a significant difference in the postoperative IOP, postoperative medication score, side effects, revision rate, repeat surgery rate, or success rate. Conclusions Trabectome is a viable first-line procedure for medically uncontrolled glaucoma before filtering ab-interno microstent surgery is considered.

Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

2021 ◽  
pp. 105345122110018
Author(s):  
Matthew L. Love ◽  
Kathy B. Ewoldt
Keyword(s):  
Learning Disabilities ◽  
Instructional Materials ◽  
Academic Standards ◽  
Asynchronous Learning ◽  
Student Needs ◽  
Students With Learning Disabilities ◽  
Learning Materials ◽  
Instructional Environments ◽  
Students With Ld ◽  
K 12

Online learning continues to be an increasingly popular option in K–12 and postsecondary settings As this trend continues, it is important that the developers of online instructional environments and materials proactively consider the needs of all students. This includes determining how special education and specially designed instruction can be provided in online environments. For students with learning disabilities (LD), a systematic process for determining whether available learning materials address academic standards and specific student needs is key. To support practitioner lesson planning, this column provides guidance for aligning asynchronous learning materials to academic standards and the needs of students with LD. Guidance for supplementing and augmenting available materials is also provided.

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