Neurocognitive stability in Asperger syndrome, ADHD, and reading and writing disorder: a pilot study

This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.

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A social competence intervention for young children with high functioning autism and Asperger syndrome: a pilot study

Autism ◽

10.1177/1362361311423384 ◽

2011 ◽

Vol 16 (6) ◽

pp. 586-602 ◽

Cited By ~ 5

Author(s):

Elizabeth Portman Minne ◽

Margaret Semrud-Clikeman

Keyword(s):

Pilot Study ◽

Social Competence ◽

Young Children ◽

Asperger Syndrome ◽

High Functioning Autism ◽

High Functioning

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Response-Based Multimedia and the Culture of the Classroom: A Pilot Study of Kid's Space in Four Elementary Classrooms

Journal of Educational Computing Research ◽

10.2190/8x2n-eckg-dn56-lcky ◽

1998 ◽

Vol 18 (4) ◽

pp. 339-367 ◽

Cited By ~ 1

Author(s):

Carla Meskill ◽

Karen Swan

Keyword(s):

Pilot Study ◽

Language Arts ◽

Elementary Classrooms ◽

Multimedia Technology ◽

English Learning ◽

Reading And Writing ◽

Diverse Classroom ◽

Learning Contexts ◽

Language Arts Education ◽

Multimedia Environments

There are several reasons to believe that multimedia environments may support and enhance language arts education (see, for example, Meskill and Swan, 1995 [18]; Swan and Meskill, 1995 [17]). This project of the National Research Center on English Learning and Achievement is concerned with the match, real and potential, between the attributes of multimedia technology and students' development of literary understandings in response-based learning contexts. The study set out to determine how software that is specifically designed to complement response-based approaches to reading and writing ( Kid's Space) fared in four elementary classrooms. Precisely what factors influence the ways in which such software gets integrated into and used within diverse classroom contexts was the focus of our investigation. Results indicate that there is little doubt that it is a teacher's orientation to and incorporation of any technology that is paramount to its successful integration. One indication from this pilot is that technology may represent a means for promoting teacher reflection on their practice. By considering the intended role and purpose of response-based software, teachers can come to understand how discourse can impact understandings both personal and through interaction with a community of readers, writers, and responders.

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FUNCTIONS OF SPEAKING IN ENGLISH LANGUAGE & SPEAKING ANXIETY

European Journal of English Language Teaching ◽

10.46827/ejel.v6i1.3360 ◽

2020 ◽

Vol 6 (1) ◽

Author(s):

Noor Hanim Rahmat ◽

Nor Syahiza Shahabani ◽

Irma Wahyuny Ibrahim

Keyword(s):

Second Language ◽

Pilot Study ◽

Language Proficiency ◽

English Language ◽

Language Skills ◽

Oral Communication ◽

Speaking Anxiety ◽

Reading And Writing ◽

Second Language Speakers ◽

Speaking Skills

Plato once said “a wise man speaks because he has something to say, a fool speaks because he has to say something!” Often the ability to speak (or not) is used to gauge a person’s language proficiency. Speaking is one of the four language skills which includes listening, reading and writing. However, of all the four skills, the first skill that is portrayed is a person’s speaking skills. A person’s speaking skills (or lack of it) is often used by future employers to evaluate the oral communication abilities of their employees. This is because speaking has many different functions and failure to understand the varying functions may lead to anxiety among the speakers. This pilot study is done to investigate the usage of the English language in undergraduates’ interaction and transaction in their everyday lives, their speaking performances and their speaking anxiety. Data is analysed using SPSS and presented in the form of mean scores. Findings for interaction and transaction showed that English is used during formal transaction. In addition to that, the discussion on academic matters is a necessity to speak English. Next, findings for performance revealed that no matter how good or poor their achievement in this second language, speakers have to make it happen – this is one of the challenges that the speakers have to face. Lastly, the speaking anxiety may impact their (speakers) interaction with other people. Results of this study bear interesting implications towards the acquisition and learning of speaking in English among learners. Article visualizations:<img src="/-counters-/edu_01/0736/a.php" alt="Hit counter" />

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Disfunzioni dell’elaborazione sensoriale nella sindrome di Asperger

Medico e Bambino pagine elettr ◽

10.53126/mebxxiv068 ◽

2021 ◽

Vol 24 (3) ◽

pp. 68-72

Author(s):

Francesca Ranghetti ◽

Luca Milani ◽

Paola Di Blasio

Keyword(s):

Pilot Study ◽

Asperger Syndrome ◽

Lived Experience ◽

Sensory Processing ◽

Daily Life ◽

Sensory Stimuli ◽

Sensory Processing Disorders ◽

Parent Child

This study was carried out in an attempt to investigate the correlation between potential sensory processing disorders in individuals with Asperger syndrome (AS) and the perceptions of said disorders by their parents. The pilot study was implemented by creating two complementary surveys, one for people diagnosed with AS and one for their parents. The study, which involved 10 people with Asperger syndrome and 10 of their respective mothers, revealed how parents’ awareness about sensory issues encountered by their children in daily life shows only modest correlations when compared to their children’s reported lived experience. The analyses carried out showed that in most of the cases of this study, the answers of the parent/child are moderately in agreement, and yet some differences between the responses of the two groups are present. In particular, the degree of discomfort caused by different sensory stimuli (artificial brightness in a room, the noise of chairs moving on the floor, aircrafts noise, and switching from lighter to heavier clothing) and the amount of stimuli that are considered intolerable differed from parent to child. In fact, in their open answers individuals with an ASD diagnosis have indicated a higher number of disturbing sensory stimuli compared with those of their parents.

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