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.

Comparison of Comprehension Scores of Learning Disabled High School Students for Content Presented Aurally at Variable Rates of Speech

1981 ◽  
Vol 53 (2) ◽  
pp. 499-505 ◽  
Author(s):  
Bruno J. D'Alonzo ◽  
Stanley H. Zucker
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Learning Disabled ◽  
School Students ◽  
Disabled Students ◽  
Resource Room ◽  
Significant Difference ◽  
Rate Of Speech ◽  
Education Resource

60 learning disabled students, 43 males and 17 females, enrolled in a high school special education resource-room program listened to content presented at variable rates. The 60 subjects were randomly assigned to six experimental groups of 10 students each. Three groups were assigned to listen to content in history each at one of three predetermined rates. The same procedure was used for the three groups assigned to listen to biological content. Measures of comprehension of the content indicated no significant difference in the amount of information each group of students retained when the historical or biological content was presented to their particular group aurally at an expanded, normal, or compressed rate of speech.

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.

scholarly journals Study of the Social Acceptance and Self-Esteem Levels of High School Students Who Do Sports towards Disabled Students

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
İbrahim Dalbudak ◽  
Öznur Yaşar
Keyword(s):  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
Social Acceptance ◽  
Self Esteem ◽  
Equal Rights ◽  
School Students ◽  
Disabled Students ◽  
The Social ◽  
Legal Texts

Education is everyone’s right. This right has been emphasized in many national and international legal texts. Based on this fact, it is extremely important to consider the fact that disabled individuals also have equal rights arising from citizenship as a social acceptance and self-esteem principle. In this sense, social acceptance and self-esteem levels of students who fulfill the special aims of education and do sports towards the students with disabilities emerge as an important issue.

Personality Attributes of High IQ/High Achieving Gifted Adolescents: Implications of the Personal Styles Model

1996 ◽  
Vol 20 (1) ◽  
pp. 84-102 ◽  
Author(s):  
Gregory A. Holliday ◽  
James R. Roller ◽  
Joseph T. Kunce
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Characteristics ◽  
School Students ◽  
Normal Personality ◽  
High Achieving Students ◽  
Personality Correlates ◽  
High Achieving ◽  
Gifted Adolescents

The nonpathological personality characteristics of high IQ/high achieving high school students were assessed using the Personal Styles Inventory (PSI) and the 16PF. All PSI scales were significantly correlated with one or more of the 16PF scales. Basic personality characteristics of the High IQ/High Achieving students did not differ remarkably from students in general; and, in many instances, the PSI results were more suitable for describing normal personality characteristics and generating usable insights for the students. Implications for assessing normal personality correlates with the gifted are discussed.

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