Percentage of the variation in self-regulation scores explained by social-emotional skills and socio-economic status, Estonia

2020 ◽  
Keyword(s):  
Economic Status ◽  
Self Regulation ◽  
Social Emotional ◽  
Emotional Skills ◽  
Socio Economic Status

scholarly journals Age Related Changes in the Executive Function of Colombian Children

2017 ◽  
Vol 15 (5) ◽  
Author(s):  
Nathalia Cadavid Ruiz ◽  
Pablo Del Río ◽  
Jaime Egido ◽  
Purificación Galindo
Keyword(s):  
Executive Function ◽  
Cognitive Process ◽  
Economic Status ◽  
Self Regulation ◽  
Developmental Trajectory ◽  
Socio Economic Status ◽  
Cultural Variables ◽  
Age Related ◽  
Sex Type ◽  
Type Of School

Executive Function (EF) is a higher cognitive process responsible for control and self-regulation of behavior. The aim of this study is to describe the developmental trajectory of EF in four and six-year old Colombian children, and to highlight possible differences by socio-cultural variables such as age, sex, type of school or socio-economic status. One hundred and sixty-three normotypical children were tested using psychological tests validated for a Spanish population belonging to the Weschler and Luria Initial batteries. HJ-biplot analysis showed that EF developed commensurate with age and school grade, although differences by socio-economic status and type of school were evident.

The Impact of a School Board’s One-to-One iPad Initiative on Equity and Inclusion

2017 ◽  
Vol 27 (2) ◽  
Author(s):  
Lori C. Kirkpatrick ◽  
Heather M. Brown ◽  
Michelle J. Searle ◽  
Adrienne E. Sauder ◽  
Eric Smiley
Keyword(s):  
Grade Level ◽  
Social Inclusion ◽  
Economic Status ◽  
Self Regulation ◽  
Classroom Teachers ◽  
Socio Economic Status ◽  
Student Affect ◽  
One To One ◽  
The Impact ◽  
Equity And Inclusion

This paper examines the impact of a school board’s one-to-one iPad initiative on equity and inclusion. Data include: questionnaires from Grade 7–9 students, teachers, and administrators; focus groups with inclusion coaches; and interviews with classroom teachers. The results show that the iPads have supported equity among students in the district; there is now less disparity in terms of access to technology on the basis of families’ socio-economic status. The results show that the iPads have also supported the academic and social inclusion of students with exceptionalities; themes that arose across the data sources include: differentiation of content, access to grade-level curriculum, the appearance of sameness, communication and collaboration among students with and without exceptionalities, and positive student affect. Negative implications included the potential for students who struggle with self-regulation to be negatively affected and the potential for the technology to be used in socially exclusionary ways.

A Combined Intervention Targeting both Teachers’ and Students’ Social-Emotional Skills: Preliminary Evaluation of Students’ Outcomes

2014 ◽  
Vol 24 (2) ◽  
pp. 152-166 ◽  
Author(s):  
Cristina Akiko Iizuka ◽  
Paula M. Barrett ◽  
Robyn Gillies ◽  
Clayton R. Cook ◽  
Welber Marinovic
Keyword(s):  
Economic Status ◽  
Childhood Anxiety ◽  
Preliminary Evaluation ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Emotional Outcomes ◽  
Teachers And Students ◽  
And Coping ◽  
Combined Intervention

The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also for improving students’ self-concept, social skills and coping skills. However, when it comes to communities in disadvantage, the results are mixed, with some studies reporting the need to include enhancements to the context in which the program is implemented to better support communities at risk. A combined intervention aiming to promote students’ social-emotional skills was piloted in a school located in a low socio-economic status area. Teachers received training to teach social and emotional skills for students and a resilience program for themselves. Students’ social-emotional outcomes were assessed at pre, post, 3 and 6 months following the intervention. Results showed that the intervention helped students to decrease their anxiety, and the intervention was well accepted by participants.

Oral Language Behavior of Older Cerebral Palsied Children

1964 ◽  
Vol 7 (4) ◽  
pp. 349-359 ◽  
Author(s):  
Russell J. Love
Keyword(s):  
Oral Language ◽  
Economic Status ◽  
Educational Background ◽  
Socio Economic Status ◽  
Language Behavior ◽  
Hearing Acuity

A battery of six tests assessing various aspects of receptive and expressive oral language was administered to 27 cerebral palsied children and controls matched on the variables of age, intelligence, sex, race, hearing acuity, socio-economic status, and similarity of educational background. Results indicated only minimal differences between groups. Signs of deviancy in language behavior often attributed to the cerebral palsied were not observed. Although previous investigators have suggested consistent language disturbances in the cerebral palsied, evidence for a disorder of comprehension and formulation of oral symobls was not found.

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