A structured career intervention program for academically challenged students

2013 ◽  
Vol 14 (2) ◽  
pp. 209-219 ◽  
Author(s):  
Amla Salleh ◽  
Syed Mohamad Syed Abdullah ◽  
Zuria Mahmud ◽  
Simin Ghavifekr ◽  
Noriah Ishak
Keyword(s):  
Intervention Program ◽  
Career Intervention ◽  
Academically Challenged

Project HOPE: Sociopolitical Development and SCCT Beliefs of Latinx and White Rural Middle School Students

2019 ◽  
Vol 46 (4) ◽  
pp. 410-424
Author(s):  
Saba Rasheed Ali ◽  
Aurora Pham ◽  
Yunkyoung Loh Garrison ◽  
Samantha D. Brown
Keyword(s):  
Health Care ◽  
Intervention Program ◽  
Social Cognitive ◽  
Rural Students ◽  
Sociopolitical Development ◽  
Career Intervention ◽  
School Students ◽  
Career Interventions ◽  
Eighth Grade Students ◽  
Quasi Experimental

This quasi-experimental investigation tested whether adding a sociopolitical development (SPD) component to a social cognitive career theory–based (SCCT) career intervention program, Project health-care opportunities, preparation, and exploration (HOPE), was more effective than an SCCT-only intervention among a group of eighth-grade students ( n = 94). Results of the study indicated both intervention conditions were associated with increases in health-care career (HC) and math/science (MS) interests among the participants. Results also demonstrated that gains in HC interests (HCIs) were associated with intervention conditions: students in the SCCT + SPD condition only reported statistically significant gains in HCIs. The study found no statistically significant interaction effects between ethnicity and condition on any of the outcome variables. Results suggest limited support for the effectiveness of SPD-infused SCCT interventions and that more research is needed to better understand how rural students can benefit from SCCT/SPD-based career interventions.

KEY Careers: Increasing Retention and Graduation Rates With Career Interventions

2018 ◽  
Vol 46 (4) ◽  
pp. 425-439 ◽  
Author(s):  
Karley Clayton ◽  
Roger D. Wessel ◽  
Jim McAtee ◽  
William E. Knight
Keyword(s):  
Identity Development ◽  
Graduation Rates ◽  
Intervention Program ◽  
College Experience ◽  
Vocational Identity ◽  
Analysis Of Covariance ◽  
Career Intervention ◽  
Student Demographics ◽  
Career Interventions ◽  
Retention And Graduation Rates

The purpose of the study was to investigate how promoting participation in KEY Careers, a career intervention program available to all incoming matriculates, influenced 1-year retention and 4-year graduation rates compared to nonparticipants at a singular institution. Archival data of 14,099 matriculates from the 2011–2014 freshman fall cohorts were utilized to examine the significance of a career intervention program on 1-year retention and 4-year graduation rates for various student demographics through an analysis of covariance. The results of this study suggest student participation in a career intervention program causes a statistically significant increase in 1-year retention and 4-year graduation rates regardless of gender or race. The discussion of this study is focused on why vocational identity development is significant at the beginning of the college experience and includes suggestions for how university administration can proactively infuse career development into their practices to benefit students of all backgrounds.

scholarly journals Predictors of Career Adaptability Skill among Higher Education Students in Nigeria

2016 ◽  
Vol 3 (3) ◽  
pp. 212-229 ◽  
Author(s):  
Amos Shaibu Ebenehi ◽  
Abdullah Mat Rashid ◽  
Ab Rahim Bakar
Keyword(s):  
Higher Education ◽  
Goal Orientation ◽  
Intervention Program ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Vocational Identity ◽  
Smooth Transition ◽  
Career Adaptability ◽  
Career Intervention ◽  
Education Students

This paper examined predictors of career adaptability skill among higher  education students in Nigeria. A sample of 603 higher education students randomly selected from six colleges of education in Nigeria participated in this study.  A set of self-reported questionnaire was used for data collection, and multiple linear regression analysis was used to analyze the data.  Results indicated that 33.3% of career adaptability skill was explained by the model.  Four out of the five predictor variables significantly predicted career adaptability skill among higher education students in Nigeria.  Among the four predictors, career self-efficacy sources was the most statistically significant predictor of career adaptability skill among higher education students in Nigeria, followed by personal goal orientation, career future concern, and perceived social support respectively.  Vocational identity did not statistically predict career adaptability skill among higher education students in Nigeria.  The study suggested that similar study should be replicated in other parts of the world in view of the importance of career adaptability skill to the smooth transition of graduates from school to the labor market.  The study concluded by requesting stakeholders of higher institutions in Nigeria to provide career exploration database for the students, and encourage career intervention program in order to enhance career adaptability skill among the students.

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Grammatical Morpheme Intervention Issues for Students Who Use AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 62-68 ◽  
Author(s):  
Cathy Binger
Keyword(s):  
Special Interest ◽  
Augmentative And Alternative Communication ◽  
Intervention Program ◽  
Annual Conference ◽  
Alternative Communication ◽  
Research Results ◽  
School Aged Children ◽  
Grammar Acquisition ◽  
Device Use

Abstract Many children who use AAC experience difficulties with acquiring grammar. At the 9th Annual Conference of ASHA's Special Interest Division 12, Augmentative and Alternative Communication, Binger presented recent research results from an intervention program designed to facilitate the bound morpheme acquisition of three school-aged children who used augmentative and alternative communication (AAC). Results indicated that the children quickly began to use the bound morphemes that were taught; however, the morphemes were not maintained until a contrastive approach to intervention was introduced. After the research results were presented, the conference participants discussed a wide variety of issues relating to grammar acquisition for children who use AAC. Some of the main topics of discussion included the following: provision of supports for grammar comprehension and expression, intervention techniques to support grammatical morpheme acquisition, and issues relating to AAC device use when teaching grammatical morpheme use.

Selecting Skills To Teach Communication Partners: Where Do I Start?

2012 ◽  
Vol 21 (4) ◽  
pp. 127-135 ◽  
Author(s):  
Cathy Binger ◽  
Jennifer Kent-Walsh
Keyword(s):  
Clinical Outcomes ◽  
Intervention Program ◽  
Communication Partners ◽  
Multiple Challenges

Abstract Clinicians and researchers long have recognized that teaching communication partners how to provide AAC supports is essential to AAC success. One way to improve clinical outcomes is to select appropriate skills to teach communication partners. Although this sometimes seems like it should be a straightforward component of any intervention program, deciding which skills to teach partners can present multiple challenges. In this article, we will troubleshoot common issues and discuss how to select skills systematically, resulting in the desired effects for both communication partners and clients.

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