Maximizing the Independence of Deaf-Blind Teenagers

1990 ◽  
Vol 84 (3) ◽  
pp. 103-108
Author(s):  
J.J. Venn ◽  
F. Wadler
Keyword(s):  
Daily Living ◽  
Independent Living ◽  
Work Skills ◽  
Social Emotional ◽  
Home Management ◽  
Emotional Skills ◽  
Traditional Program ◽  
Personal Management ◽  
Indirect Supervision ◽  
Independent Work

The goal of the Independent Living Project for Deaf/Blind Youth, described here, was to maximize the independence of teenagers who were multiply handicapped due to deafness, blindness, and mental retardation. The teenagers had been overprotected and sheltered in their previous environments. Their educational programs had emphasized one-on-one instruction and direct supervision so that few interaction skills or independent work skills were learned. The project included an independent living apartment in which a unique video monitoring system was used for indirect supervision. Skill areas of home management, personal management, social/ emotional skills, work skills, and communication skills were emphasized. The teenagers’ autonomy increased over the four and one-half years of the project. They learned many daily living and work skills they would not have learned in a more traditional program.

scholarly journals Maintaining independence after a fall

2009 ◽  
Vol 19 (1) ◽  
pp. 61-69 ◽  
Author(s):  
AB Spinks ◽  
J Wasiak
Keyword(s):  
Older People ◽  
Activities Of Daily Living ◽  
Assisted Living ◽  
Functional Ability ◽  
Daily Living ◽  
Independent Living ◽  
Well Being ◽  
Assisted Living Facilities ◽  
Social Emotional ◽  
Economic Well Being

SummaryFalls have a significant impact upon independent living ability in older people, with fall-related fractures one of the leading predictors of having to move into assisted living facilities. The loss of independence associated with a severe fall is often accompanied by a decline in physical, social, emotional and economic well-being. Rehabilitation programmes to restore functional ability following a fall have a greater chance of success if they adopt a multi-disciplinary approach and, if appropriate, are conducted in the patient's own home. Additional multi-component interventions that improve confidence and reduce the risk of subsequent falls may confer benefits by assisting individuals independently to perform activities of daily living.

PRESCHOOL CHILDREN'S INTEREST, SOCIAL-EMOTIONAL SKILLS, AND EMERGENT MATHEMATICS SKILLS

2016 ◽  
Vol 53 (4) ◽  
pp. 390-403 ◽  
Author(s):  
Greta L. Doctoroff ◽  
Paige H. Fisher ◽  
Bethany M. Burrows ◽  
Maria Tsepilovan Edman
Keyword(s):  
Social Emotional ◽  
Emotional Skills ◽  
Mathematics Skills ◽  
Emergent Mathematics

Cross-country comparability of a social-emotional skills assessment designed for youth in low-resource environments

2021 ◽  
Vol 21 (3-4) ◽  
pp. 182-219
Author(s):  
Nina Menezes Cunha ◽  
Andres Martinez ◽  
Patrick Kyllonen ◽  
Sarah Gates
Keyword(s):  
Skills Assessment ◽  
Social Emotional ◽  
Emotional Skills ◽  
Low Resource ◽  
Cross Country

scholarly journals Walking the Talk: Enhancing Future Teachers’ Capacity to Embed Social-Emotional Learning in Middle Years Classrooms

2018 ◽  
Vol 8 (3) ◽  
pp. 143
Author(s):  
Katherine Main
Keyword(s):  
Academic Success ◽  
Classroom Climate ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Skills ◽  
Assessment Task ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Significant Difference ◽  
Poor Outcomes

Early adolescence marks a developmental period during which there is a window of opportunity to explicitly teach and make a significant difference in a young person’s development of social and emotional competencies (SECs). All students can benefit from the inclusion of SECs and failing to develop such SECs can result in poor outcomes in several domains including personal, social, and academic outcomes. Research on social and emotional programs for young adolescent learners has shown that a ‘skills and drills’ approach is far less effective than focusing on mind-sets and classroom climate. Although the role teachers play in explicitly teaching and supporting young adolescents’ SECs has been recognised, teachers have reported a lack of confidence in knowing what, and how to teach these skills. This paper reports on a teacher education course that embedded social and emotional skills into both coursework design and assessment expectations. Results drawn from an analysis of students’ responses to their main assessment task showed that pre-service teachers had a growing awareness of SECs and, in particular, were able to recognise the importance of focusing on the building of students’ SECs to support academic success across a broad range of curriculum areas.

scholarly journals Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Marisa G. Filipe ◽  
Sofia Magalhães ◽  
Andreia S. Veloso ◽  
Ana Filipa Costa ◽  
Lúcia Ribeiro ◽  
...  
Keyword(s):  
Systematic Review ◽  
Randomized Controlled Trials ◽  
Academic Skills ◽  
Mindfulness Practice ◽  
Controlled Trials ◽  
Social Emotional ◽  
Emotional Skills ◽  
Randomized Controlled ◽  
Differential Outcomes ◽  
Quasi Experimental

There is evidence for the positive impact of mindfulness in children. However, little is known about the techniques through which mindfulness practice results in differential outcomes. Therefore, this study intended to systematically review the available evidence about the efficacy of meditation techniques used by mindfulness-based programs on cognitive, socio-emotional, and academic skills of children from 6 to 12 years of age. The review was registered on the PROSPERO database, and the literature search was conducted according to PICO criteria and PRISMA guidelines. The EBSCO databases were searched, and 29 studies were eligible: nine randomized controlled trials and 20 quasi-experimental studies. All the included randomized controlled trials were rated as having a high risk of bias. Overall, the evidence for mindfulness techniques improving cognitive and socio-emotional skills was reasonably strong. Specifically, for cognitive skills, results showed that all the interventions used “body-centered meditations” and “mindful observations.” Regarding socio-emotional skills, although all the studies applied “body-centered meditations” and “mindful observations,” “affect-centered meditations” were also frequent. For academic skills, just one quasi-experimental trial found improvements, thus making it difficult to draw conclusions. Further research is crucial to evaluate the unique effects of different meditation techniques on the cognitive, social-emotional, and academic skills of children.Systematic Review Registration: Identifier: RD42019126767.

scholarly journals A young adult with nonverbal low-functioning Autism: A case review of readiness for independent living

2020 ◽  
Vol 3 (1) ◽  
pp. 162-177
Author(s):  
Zuxin Josie Oh ◽  
Guo Hui Xie
Keyword(s):  
Daily Living ◽  
Independent Living ◽  
Daily Living Skills ◽  
Short Paper ◽  
Case Review ◽  
Male Adult ◽  
Percentile Rank ◽  
Independent Life ◽  
Low Functioning ◽  
Living Skills

This is a case review of a male adult, GO, with nonverbal low functioning autism in his twenties. Previous psycho-educational assessment indicated that GO had a nonverbal IQ (NVIQ) of 73 within the borderline range, an adaptive behavior composite score at the extremely low percentile rank, and poor executive functioning (EF) capability with majority of the EF components falling in the performance range from borderline problem to problematic range. His family has expressed their concern if GO would be able to take care of himself when they are too old or no longer around to care for him. This short paper is an attempt to review all the previous assessment results and to find out if GO could be helped to improve in his daily living skills in order to lead a more independent life in the future.

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