scholarly journals Explaining the difference in the self-esteem of students with learning disabilities who receive pull-out services and those who do not receive pull-out services in a private school setting.

2016 ◽  
Author(s):  
Brittany Cox
Keyword(s):  
Learning Disabilities ◽  
Private School ◽  
School Setting ◽  
Self Esteem ◽  
The Self ◽  
Students With Learning Disabilities ◽  
Pull Out ◽  
The Difference

Effect of Nursing Measures Based on Self-Efficacy Theory on State Self-Esteem of Breast Cancer Patients

2021 ◽  
Vol 7 (6) ◽  
pp. 6469-6476
Author(s):  
Li Qiu ◽  
Hongli Wang ◽  
Yuan Yuan ◽  
Ying Wang ◽  
Ping Yu
Keyword(s):  
Breast Cancer ◽  
Cancer Patients ◽  
Self Efficacy ◽  
Self Esteem ◽  
The Self ◽  
Control Group ◽  
Observation Group ◽  
Breast Cancer Patients ◽  
Functional Exercise ◽  
The Difference

To analyze the effect of nursing measures based on self-efficacy theory on the state self-esteem of breast cancer patients. 110 breast cancer patients who were treated in our hospital from October 2018 to October 2019 were randomly divided into control group and observation group. The control group was given routine nursing measures, and the observation group was given nursing measures under the guidance of self-efficacy theory. Before operation, 1 week after operation and 3 months after operation, the general data of the two groups before and after treatment were recorded. The self-efficacy level and self-esteem level of the patients before and after treatment were assessed by the self-efficacy scale (GSEs) and state self-esteem scale (SSEs). The compliance of functional exercise and shoulder joint activity (ROM) of the two groups were compared, and the physical status of the two groups were analyzed. To analyze the effect of nursing measures based on self-efficacy theory on the state self-esteem of breast cancer patients. The GSEs score of the two groups increased with the time, and there was no significant difference between the two groups before operation (P > 0.05). After 1 week and 3 months, the GSEs score of the observation group was significantly higher than that of the control group (P < 0.05). The compliance evaluation table of functional exercise in the two groups increased with the time, and the compliance evaluation table of functional exercise in the observation group was significantly higher than that in the control group, the difference was statistically significant (P < 0.05). ROM of the two groups increased with time, and ROM of the observation group was significantly better than that of the control group, the difference was statistically significant (P < 0.05). The self-esteem level of the two groups increased with time, and the self-esteem level of the observation group was significantly higherthan that of the control group, the difference was statistically significant (P <0.05). The nursing measures under tne guidance of self-efficacy theory can help patients to complete functionalexercise, improve theirquality of life, improve their self-esteem level, a nd can be widely used in clinical practice.

Using Self-Correction to Improve the Spelling Performance of Low-Achieving Third Graders

1996 ◽  
Vol 17 (1) ◽  
pp. 48-58 ◽  
Author(s):  
CONNIE L WIRTZ ◽  
RALPH GARDNER ◽  
KIMBERLY WEBER ◽  
DANIEL BULLARA
Keyword(s):  
Learning Disabilities ◽  
Instructional Strategy ◽  
Correction Method ◽  
Third Graders ◽  
The Self ◽  
Students With Learning Disabilities ◽  
Spelling Performance ◽  
Third Grade Students ◽  
Traditional Spelling ◽  
Spelling Strategies

THIS STUDY COMPARED THE EFFECTIVENESS OF TWO SPELLING STRATEGIES (TRADITIONAL VERSUS SELF-CORRECTION) ON THE SPELLING PERFORMANCE OF SIX LOW-ACHIEVING THIRD-GRADE STUDENTS. THIS STUDY EXTENDS THE FINDINGS BY McNEISH, HERON, AND OKYERE (1992), IN WHICH SELF-CORRECTION WAS FOUND TO BE EFFECTIVE IN IMPROVING THE SPELLING PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES. IN THE CURRENT STUDY, THE TRADITIONAL SPELLING INSTRUCTIONAL STRATEGY CONSISTED OF THE STUDENTS BEING ENGAGED IN SEVERAL DIFFERENT INSTRUCTIONAL TACTICS MONDAYS THROUGH THURSDAYS. THE SELF-CORRECTION METHOD PROVIDED EACH STUDENT AN OPPORTUNITY TO SPELL EACH WORD CORRECTLY ON HIS OR HER SPELLING LIST AND THEN COMPARE HIS OR HER EFFORT TO AN ANSWER KEY. IN THE SELF-CORRECTION CONDITION, EACH OF THE 6 SUBJECTS IMPROVED HIS OR HER MEAN SCORE ON THE WEEKLY SPELLING TESTS OVER HIS OR HER MEAN PERFORMANCE IN THE TRADITIONAL CONDITION. FURTHER, THE SELF-CORRECTION STRATEGY PROVED MORE EFFECTIVE IN HELPING STUDENTS TO MAINTAIN THEIR ABILITY TO CORRECTLY SPELL PREVIOUSLY LEARNED WORDS.

scholarly journals Developing the imagination skills among students with learning disabilities in English language

2021 ◽  
Vol 2 (4) ◽  
pp. 1-8
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
English Language ◽  
Study Groups ◽  
Male Students ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Active Learning Method ◽  
The Difference ◽  
Experimental Group

This study explored the effect of active learning on developing imagination skills among students with learning disabilities in English language in Irbid city, Jordan. The study used the experimental approach and was applied to a sample of 60 female and male students, who were chosen purposefully. The sample was divided into two groups, an experimental, which was taught using the active learning method, and a control group, which was taught according to the traditional method. The results revealed the existence of significant differences between the performance of the experimental group and the control group on the post-imagination test in favor of the experimental group. The findings also showed statistically significant differences between the scores of the two study groups on the post-imagination test due to the gender variable, and the difference was in favor of males. In light of the findings of the study, the researcher recommended preparing training programs on active learning and preparing a guide for teachers, which can be used to teach and learn reading, writing, and imagination skills in the basic stage.

scholarly journals Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries

2018 ◽  
Author(s):  
Anne M. Hayes ◽  
Eileen Dombrowski ◽  
Allison H. Shefcyk ◽  
Jennae Bult
Keyword(s):  
Learning Disabilities ◽  
System Development ◽  
School Administrators ◽  
School Setting ◽  
Students With Learning Disabilities ◽  
Middle Income ◽  
Middle Income Countries ◽  
Complex Process ◽  
Support Students ◽  
Low And Middle Income

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.

scholarly journals Memory and intellectual styles: Performance of students with learning disabilities

2018 ◽  
Vol 35 (1) ◽  
pp. 65-75 ◽  
Author(s):  
Francislaine Flâmia INÁCIO ◽  
Katya Luciane de OLIVEIRA ◽  
Acácia Aparecida Angeli dos SANTOS
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Public Schools ◽  
Attention Deficit ◽  
Thinking Styles ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Hyperactivity Disorder ◽  
Intellectual Styles ◽  
The Difference

Abstract Studies addressing issues related to information processing are necessary to understand some of the explanatory aspects of the changes in the learning process. The objective of the this study was to evaluate memory and intellectual styles in Elementary and Middle school students diagnosed with dyslexia and Attention Deficit Hyperactivity Disorder and in students without learning disabilities. A total of 370 students from public schools were individually evaluated using the Rey Complex Figure Test and the Thinking Styles Inventory – Revised II. The results showed significant differences in the memory condition between students with Attention Deficit Hyperactivity Disorder and those without learning disabilities. Significant differences in the scores of the Thinking Styles Inventory were also found between the three groups evaluated. Memory was negatively correlated with the conservative style. The difference between the groups and the correlation between these instruments pointed to the need for further research to assess these variables in the groups of students with learning disabilities.

Subtypes of Students with Learning Disabilities Based upon Gross Motor Functions

1994 ◽  
Vol 11 (4) ◽  
pp. 368-382 ◽  
Author(s):  
Motohide Miyahara
Keyword(s):  
Learning Disabilities ◽  
Private School ◽  
Learning Disabled ◽  
Students With Learning Disabilities ◽  
Gross Motor ◽  
Motor Functions ◽  
Internal Validation ◽  
Cluster Membership ◽  
Comparison Groups ◽  
Iterative Partitioning

The purpose of this study was to identify possible subtypes of students with learning disabilities based upon gross motor functions. Subjects in a private school for learning difficulties were divided into a group of students with learning disabilities and a comparison group. Gross motor subtests from the Bruininks-Oseretsky Test of Motor Proficiency (Bruininks, 1978) were administered to both learning-disabled and comparison groups. The four subtypes yielded by the K-means iterative partitioning method demonstrated distinct profiles. Cluster membership was shown to be fairly stable by internal validation techniques. The external validity of the four subtypes was verified by a teacher’s ratings of students’ physical behaviors. It was recommended that the outcome of type-specific remediation and the longitudinal stability of gross motor subtypes be evaluated.

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