Teaching social studies to learning disabled high school students: effects of a hypertext study guide

1990 ◽  
Vol 21 (2) ◽  
pp. 118-131 ◽  
Author(s):  
Steven V Horton ◽  
Randall A Boone ◽  
Thomas C Lovitt
Keyword(s):  
High School ◽  
High School Students ◽  
Social Studies ◽  
Learning Disabled ◽  
Study Guide ◽  
School Students

Central Auditory Processing Abilities of Low-Achieving Gifted Adolescents

1998 ◽  
Vol 10 (1) ◽  
pp. 217-225 ◽  
Author(s):  
Thomas G. Rigo ◽  
Shalini Arehole ◽  
Phebe A. Hayes
Keyword(s):  
High School ◽  
High School Students ◽  
Auditory Processing ◽  
Management Strategies ◽  
Learning Disabled ◽  
Central Auditory Processing ◽  
School Students ◽  
Disabled Students ◽  
Processing Abilities ◽  
Gifted Adolescents

In this study, the central auditory processing (CAP) abilities of a group of low-achieving gifted high school students were measured and compared to matching groups of achieving gifted, average, and learning-disabled students. CAP skills were measured behaviorally, utilizing the Test for Auditory Processing Disorders in Adolescents and Children (SCAN:A). Results revealed significant CAP deficits in the low-achieving gifted group when compared to the achieving gifted and the average subjects. Furthermore, the CAP ability of the low-achieving gifted group was similar to that of the learning-disabled subjects. The nature of CAP disorders and suggested management strategies are discussed.

Teaching Social Studies to High School Students with Academic Handicaps in a Mainstreamed Setting

1989 ◽  
Vol 22 (2) ◽  
pp. 102-107 ◽  
Author(s):  
Steven V. Horton ◽  
Thomas C. Lovitt ◽  
Alex Givens ◽  
Robin Nelson
Keyword(s):  
High School ◽  
High School Students ◽  
Social Studies ◽  
School Students

Effects of Self-Recording on High-School Students' on-Task Behavior

1987 ◽  
Vol 10 (3) ◽  
pp. 203-213 ◽  
Author(s):  
Deborah W. Blick ◽  
David W. Test
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Disabled ◽  
Behavior Changes ◽  
School Students ◽  
Self Monitoring ◽  
Baseline Design ◽  
Emotionally Handicapped ◽  
Task Behavior ◽  
On Task Behavior

Twelve mildly handicapped (9 learning disabled, 2 educable mentally handicapped, and 1 emotionally handicapped) high-school students served as subjects in a study conducted to determine the effects of self-monitoring and recording on student on-task performance. Although only four students from three classes were targeted for data collection, all students in each class were taught how to self-monitor and record —first in the presence of audible cues and later independently as audible cues were faded. A multiple-baseline design across groups revealed a functional relationship between the intervention and increased on-task behavior. Changes were maintained as audible cues were faded. In addition, student accuracy data showed a relationship between increased on-task behavior and accurate self-recording. Anecdotal data indicated that students' academic performance improved in both training and nontraining settings.

Change in High School Students’ Political Attitudes as a Function of Social Studies Classroom Climate

1980 ◽  
Vol 17 (2) ◽  
pp. 253-265 ◽  
Author(s):  
Lee H. Ehman
Keyword(s):  
High School ◽  
Multivariate Analysis ◽  
High School Students ◽  
Social Studies ◽  
Analysis Of Variance ◽  
Classroom Climate ◽  
Longitudinal Design ◽  
Political Trust ◽  
Multivariate Analysis Of Variance ◽  
School Students

A longitudinal design included 339 students from nine schools who responded to questionnaires from their sophomore to senior years from 1974–76. Using multivariate analysis of variance, it was shown that the extent to which students perceived open social studies classroom climates over this period was related to increases in political trust, integration, and interest, but a decrease in sense of political confidence.

scholarly journals Uji Validitas dan Reliabilitas Konstruk Dukungan Sosial Menggunakan SEM

PSYCHE 165 ◽  
2020 ◽  
pp. 211-216
Author(s):  
Chintia Amanda ◽  
Hadi Suyono ◽  
A.M. Diponegoro
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Social Studies ◽  
Likert Scale ◽  
Validity And Reliability ◽  
School Students ◽  
Social Support Scale ◽  
Private High School

The purpose of this study is to test the validity and reliability of social support construction using SEM. The subjects of this study were 83 private high school students in Beringin Regency. The scale of this study uses a social support scale created by researchers developed from Smet (2004). The scale is arranged in the form of a Likert scale based on its aspects, totaling 24 statements with 4 answer choices. The scale was analyzed using SEM AMOS software version 24. The results of social studies provided to students helped improve the success of completing school

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