The Relationship of Sensory Integrative Development to Achievement in Elementary Students: Four-Year Longitudinal Patterns

1998 ◽  
Vol 18 (3) ◽  
pp. 105-127 ◽  
Author(s):  
L. Diane Parham
Keyword(s):  
Elementary Students ◽  
Sensory Integration ◽  
Unexpected Finding ◽  
Handicapped Children ◽  
Longitudinal Patterns ◽  
Longitudinal Investigation ◽  
Reverse Pattern ◽  
Perceptual Abilities ◽  
Relationship Of ◽  
The Relationship

This longitudinal investigation evaluated the relationship of sensory integrative development to achievement. It was hypothesized that perceptual abilities would be strongly related to achievement when participants were 6 to 8 years of age, but not 4 years later. Participants (32 school-identified learning handicapped children and 35 non-learning handicapped children) were administered the Sensory Integration and Praxis tests and the Kaufman Assessment Battery for Children. As predicted, sensory integrative factors were strongly related to arithmetic achievement at younger ages, and the strength of the association declined with age. The reverse pattern was found for reading: sensory integration was not significantly related to concurrent reading achievement at younger ages, but was related to later reading. An unexpected finding was the strength of the relationship of the sensory integrative factors, particularly Praxis, to arithmetic achievement.

The Social Position of Retardates with Brain Damage Associated Characteristics

1968 ◽  
Vol 34 (9) ◽  
pp. 677-681 ◽  
Author(s):  
John F. Jacobs ◽  
Marnell L. Pierce
Keyword(s):  
Brain Damage ◽  
Social Acceptance ◽  
Social Position ◽  
Emotional Lability ◽  
Handicapped Children ◽  
Short Attention Span ◽  
The Social ◽  
Absolute Criterion ◽  
Relationship Of ◽  
The Relationship

Studies dealing with the sociometry of handicapped children have not shown the presence of any single handicapping condition to be an absolute criterion for predicting rejection. Since brain damage is associated with many handicapping conditions, the relationship of brain damage associated characteristics and social acceptance in EMR classes was investigated. Those characteristics commonly associated with brain damage were found to be closely and cumulatively associated with rejection among the subjects studied. The most frequently found characteristics among the most often rejected subjects were short attention span, hyperkinesis, emotional lability, and impulsivity.

Sensory Integration in Developmentally Delayed Preschool Children

1986 ◽  
Vol 3 (1) ◽  
pp. 22-34
Author(s):  
Jo E. Cowden ◽  
Carol C. Torrey
Keyword(s):  
Preschool Children ◽  
Sensory Integration ◽  
Visual Task ◽  
Chronological Age ◽  
Developmentally Delayed ◽  
Handicapped Children ◽  
Visual Motor Integration ◽  
Meaningful Relationship ◽  
Visual Motor ◽  
The Relationship

The purpose of this study was to investigate performance of developmentally delayed preschoolers on intramodal and intermodal matching tasks in the visual and haptic modalities. The performance of these preschoolers was compared with the learning profile of handicapped children. Further analysis determined the relationship between performance on intra- and intermodal matching tasks and scores on visual motor integration and cognitive matching. Eighteen developmentally delayed preschoolers from ages 3.4 years to 5.11 were involved in four matching conditions: visual-visual, haptic-haptic (intramodal), visual-haptic, and haptic-visual (intermodal). Results of this study indicated that accuracy in all modalities increased as chronological age increased. The learning profile of developmentally delayed preschoolers differed from that of nonhandicapped children: the delayed children scored highest on the haptic-visual task, with the visual-haptic and visual-visual scores only slightly lower, but the haptic-haptic scores markedly lower. No meaningful relationship was apparent between performance in the four modalities and cognitive matching and visual motor integration.

scholarly journals Time as a measure: Elementary students positioning the hands of an analog clock

2018 ◽  
Vol 4 (1) ◽  
pp. 188-214 ◽  
Author(s):  
Darrell Earnest ◽  
Alicia C. Gonzales ◽  
Anna M. Plant
Keyword(s):  
Elementary Students ◽  
Student Performance ◽  
The United States ◽  
Current Treatment ◽  
Mathematics Standards ◽  
Length Measure ◽  
Hands On ◽  
K 12 ◽  
Relationship Of ◽  
The Relationship

Elementary students have difficulty with the topic of time. The present study investigated students’ actions to position hour and minute hands on an analog clock to indicate particular times of the day. Using one-on-one interviews with students in Grades 2 and 4 (n = 48), we analyzed whether students were more accurate for one hand indicator (hour or minute) versus the other as well as their solution approaches as they positioned each hand. We first present a quantitative analysis of student performance to document whether hour and minute hands posed differential challenges for students as they positioned hands to indicate particular times. Results indicate the hour hand is significantly more challenging to position accurately than the minute hand. Students’ solutions reflected varied approaches, including consideration of the quantitative hour-minute multiplicative relationship, attention to part-whole relations, and matching numbers from the provided time to numerals on the clock. We discuss implications for theory and instruction, including the relationship of time to length measure learning trajectories and the current treatment of time in K-12 mathematics standards for the United States.

scholarly journals Toward Environment Theory: Post-Optimality and the Pragmatics of Affordance Design

Polylogos ◽  
2021 ◽  
Vol 5 (№ 3 (17)) ◽  
pp. 0
Author(s):  
Dmitry Testov
Keyword(s):  
Assistive Technologies ◽  
Environment Design ◽  
The Subject ◽  
Von Uexküll ◽  
Perceptual Abilities ◽  
The Mind ◽  
Modes Of Interaction ◽  
Relationship Of ◽  
Conceptual Foundations ◽  
The Relationship

This article, devoted to the problems of the environment and intra-environmental processes, investigated various modes of interaction and interdependence of a living creature and the environment in which it lives. For these purposes, the conceptual apparatus of such theorists as G. Bateson, J. von Uexküll, J. Gibson, J. Deleuze and F. Guattari is used. Based on the analysis of a number of design and architectural projects the authors show that the processes of perception and action are not determined by the subject-object disposition. On the contrary, they emerge in the course of manifestation of the territorial assemblage. Such an assemblage consists of the environment and the organism, and is formed by the limitations, affordances and perceptual abilities of all its components. Within this framework the conceptual foundations of the design of the environment are proposed, based on the principle of economy. Applying the concept of "predictive mind" to modeling the information aspect of the relationship of the organism with the environment, the authors identify some characteristics of environment that could enhance and weaken the ability of the mind distributed in the environment to minimize errors predictions. Environment design is thus positioned as a practice of transforming oneself, and in contrast to optimal and friendly environments, the concept of a post-optimal environment is considered; such an environment is conducive to hacking and transformation. Through this notion of provocation to transformation the specificity and the conceptual significance of assistive technologies is revealed, transforming the relationship between people with disabilities and their environment.

The Relationship of Early Special Class lacement and the Self-Concepts of Mentally Handicapped Children

1966 ◽  
Vol 33 (2) ◽  
pp. 77-81 ◽  
Author(s):  
C. Lamar Mayer
Keyword(s):  
High School ◽  
Junior High School ◽  
Special Class ◽  
The Self ◽  
Self Concept ◽  
School Age ◽  
Mentally Handicapped ◽  
Handicapped Children ◽  
Relationship Of ◽  
The Relationship

Ninety-eight mentally handicapped students of junior high school age were grouped according to time of placement in a special class. Self-concept ratings were obtained to evaluate the relationship of time of placement in a special class and self-concept. The relationship of self-concept to CA, MA, and sex was also investigated.

Relationship of Disembedding Ability to Performance in Volleyball, Tennis, and Badminton

1982 ◽  
Vol 54 (3_suppl) ◽  
pp. 1219-1224 ◽  
Author(s):  
David Docherty ◽  
Douglas G. Boyd
Keyword(s):  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Embedded Figures Test ◽  
And Performance ◽  
Perceptual Abilities ◽  
Relationship Of ◽  
The Relationship ◽  
Significant Motor ◽  
Perceptual Measure

The study was designed to determine the relationship between different perceptual abilities and performance in volleyball, badminton, and tennis. 41 boys and 37 girls enrolled in a Grade 10 physical education program served as subjects. Performance in the three sports and four perceptual ability measures were determined. A multiple regression analysis indicated that the Group Embedded Figures Test was the most consistent perceptual measure for predicting significant motor performance but accounted for only 8 to 20% of the actual variance. Further, multiple regression analysis confirmed the importance of previous experience in a specific sport which accounted for 24 to 50% of the variance.

Standardized Tests for Visually Handicapped Children: A Review of Research

1976 ◽  
Vol 70 (6) ◽  
pp. 232-236
Author(s):  
Thomas E. Coveny
Keyword(s):  
Academic Performance ◽  
Recent Work ◽  
Standardized Tests ◽  
Performance Tests ◽  
Handicapped Children ◽  
And Performance ◽  
Visually Handicapped ◽  
Relationship Of ◽  
The Relationship ◽  
Early Developmental

Research concerning the adaptation and development of tests for visually handicapped children is reviewed. Early developmental work with verbal tests is examined as well as the more recent work undertaken to develop performance type tests. Finally, work on the validation of both verbal and performance tests, as well as the relationship of such tests to academic performance, is described.

scholarly journals Does More Corporate Governance Enhance Managerial Performance? CFO Perceptions And The Role Of Mindfulness

2014 ◽  
Vol 30 (4) ◽  
pp. 989 ◽  
Author(s):  
John J. Williams ◽  
Alfred E. Seaman
Keyword(s):  
High Reliability ◽  
Governance Structures ◽  
Unexpected Finding ◽  
Managerial Performance ◽  
Performance Effects ◽  
Performance Dimensions ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship

The results of studies into the effects of enhanced governance structures have been equivocal and there is virtually no literature on the performance effects of individual managers, such as the professional accountant in practice. This paper reports the results of an empirical study designed to assess the relationship of governance structures, specifically the conformance and performance dimensions defined by the International Federation of Accountants (2009), to mindfulness and managerial performance among CFOs in Canadian firms. Organizational theory describing high reliability organizations provides the theoretical framework for specifying and appraising capacity for mindfulness. As predicted, there is no significant direct relationship between governance and managerial performance for the conformance dimension; instead, this relationship is explained by the path through capacity for mindfulness and on to managerial performance, both of which are positively significant. Likewise, there is no significant relationship between governance and managerial performance for the conformance dimension; however, although there is a significant path between the performance dimension and capacity for mindfulness, the path from the latter to managerial performance is insignificant. Implicating the powerful role of the controllability principle in accounting may explain this unexpected finding.

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