Durability of Effects of Instrumental Enrichment in Adults with Intellectual Disabilities

2004 ◽  
Vol 3 (3) ◽  
pp. 297-322 ◽  
Author(s):  
Hefziba Lifshitz ◽  
David Tzuriel
Keyword(s):  
Intellectual Disabilities ◽  
Cognitive Functioning ◽  
Education Program ◽  
Intervention Program ◽  
Age Groups ◽  
Cognitive Intervention ◽  
Control Group ◽  
Instrumental Enrichment ◽  
Cognitive Education ◽  
Adults With Intellectual Disabilities

21 adults with intellectual disabilities were examined three years after participating in a cognitive intervention program in order to assess the durability of their cognitive achievements. The sample consisted of two age groups: 30-49 years (n=12) and 50-59 years (n=9). The primary intervention method was the Instrumental Enrichment Program. The effects of the intervention were examined by three types of thinking instruments: logical thinking (Reversal and Verbal Abstraction Tests), predictive thinking (Maze Tests), and insightful thinking (Postures and Children Tests). These tests were given five times: two times prior to the cognitive education program, spaced two months apart; two times after the cognitive education program, spaced two months apart; three years after the program. This repeated-measurement was used to compensate for the absence of a control group (an absence due to reality-based technical considerations). The original study yielded significant improvement from Time 2 to Time 3, and two months later (Time 4), showing a divergent effect for two types of thinking. The follow-up evaluation (Time 5) showed a drop in the cognitive functioning relative to Time 4, but not to Time 3, a finding that indicates a durability effect. The results support Feuerstein’s structural cognitive modifiability theory, according to which long-term individual changes are possible regardless of the individual’s age and cognitive functioning level.

Reminiscence: A Nonformal Technique for Improving Cognitive Functioning in the Aged

1983 ◽  
Vol 15 (2) ◽  
pp. 139-149 ◽  
Author(s):  
George A. Hughston ◽  
Sharan B. Merriam
Keyword(s):  
Cognitive Functioning ◽  
Intervention Program ◽  
The Elderly ◽  
Control Group ◽  
Personal Lives ◽  
Treatment Groups ◽  
Central Pennsylvania ◽  
New Material ◽  
Improved Performance ◽  
Housing Complex

This study investigated the effect of a structured reminiscent intervention program upon cognitive functioning of the elderly. The sample consisted of 105 volunteers residing in a public housing complex in central Pennsylvania. Using an experimental design, the volunteers were randomly assigned to one of three treatment groups. One group was given learning tasks to be performed using material from their past personal lives. A second group was asked to perform operations on new material and a control group was pre and posttested but given no treatment. It was found that females in the reminiscent group significantly improved scores of cognitive functioning as measured by the Raven Standard Progressive Matrices. Secondly, compared with the control group, both the reminiscent and new material groups improved performance as a result of the planned learning activities. Both findings suggest that attempts to stimulate cognitive functioning in older people are worth undertaking, and that memories can provide the material for such activities.

An Impact Evaluation of a Rural Youth Drug Education Program

1987 ◽  
Vol 17 (3) ◽  
pp. 213-231 ◽  
Author(s):  
Paul D. Sarvela ◽  
E. J. McClendon
Keyword(s):  
Substance Use ◽  
Health Beliefs ◽  
Education Program ◽  
Impact Evaluation ◽  
Age Groups ◽  
Rural Youth ◽  
Control Group ◽  
Drug Education ◽  
Group Evaluation ◽  
Northern Michigan

This impact evaluation examined the effects of a mixed affective-cognitive drug education program on rural northern Michigan and northeastern Wisconsin sixth and seventh grade students' substance use health beliefs and behaviors utilizing a nonequivalent control group evaluation design. The data suggested that alcohol use in this population was about three and a half times greater than national averages for similar age groups. Marihuana, cigarette, and cocaine use were equal to national rates. The treatment group did not have lower substance use rates or more favorable health beliefs than the comparison group at the conclusion of the program. This paper describes the drug use prevalence rates and health beliefs of 265 youth in rural northern Michigan and northeastern Wisconsin, as well as the outcomes of a comprehensive drug education program.

scholarly journals A Multiple Perspective Case Study of a Young Adult with Intellectual Disabilities Participating in a Pre-service Teacher Education Class

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
James Wintle
Keyword(s):  
Teacher Education ◽  
Intellectual Disabilities ◽  
Postsecondary Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Lack Of Information ◽  
Adults With Intellectual Disabilities ◽  
The Right ◽  
Pre Service Teacher

For adults with intellectual disabilities, the opportunity to attend a postsecondary institution is increasingly becoming reality. Although there is a growing body of literature documenting examples of inclusive postsecondary education, there is a lack of information detailing the experiences of pre-service teacher candidates (TCs) who are enrolled in inclusive courses. The purpose of this interview study using case-study methods was to describe the challenges and benefits of an inclu-sive class in a 1-year, after-degree professional teacher education program from the perspectives of 5 TCs enrolled in a course audited by a young woman with an ID, as well as from the perspective of the course instructor. The classmates and course instructor provided positive responses regarding their experiences in the inclusive class, such as seeing inclusion in practice. Negative responses con-cerned whether or not a curriculum class in the teacher education program was the right fit for the student with ID.

scholarly journals The Effect of Sex Education Program on the Attitudes of the Families of Adults with Intellectual Disabilities

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Kadriye Uçar ◽  
◽  
Havva A. Karabulut ◽  
Yunus Yılmaz ◽  
Ahmet S. Uçar
Keyword(s):  
Intellectual Disabilities ◽  
Sex Education ◽  
Education Program ◽  
Attitude Scale ◽  
T Test ◽  
Rank Test ◽  
Test Model ◽  
Single Group ◽  
Adults With Intellectual Disabilities ◽  
Dependent Samples

It is extremely important to provide sex education to individuals with intellectual disabilities because they do not know where, when, and in which situations their sexual behavior is appropriate or not, and because they cannot control their sexuality. This study aimed to examine the effect of the Sex Education Program for Families of Adults with Intellectual Disabilities (ZACEP) on the knowledge level of families of adults with intellectual disabilities and their attitudes towards their children’s sexual development and sex education. The research adopted a single group pre-test and post-test model, one of the experimental research models. The sample consisted of nine mothers. The effectiveness data of the study were collected through the Parental Sex Education Attitude Scale. SPSS packet program was used for data analysis. The pretest and posttest items were first analyzed with descriptive statistics, then frequency, percentage, and maximum-minimum values were calculated. The t-test analysis for dependent samples is required to compare the pretest and posttest scores of a single group. However, due to the number of participants (N=9), the Wilcoxon Signed Rank Test, which is the nonparametric equivalent of t-test, was used. Research findings showed that the ZACEP did not affect the mothers' attitudes towards the sexuality of adults with intellectual disabilities. Besides, the ZACEP did not affect parents' attitudes towards sexuality at item level.

Efficacy of a cognitive intervention program in patients with mild cognitive impairment

2013 ◽  
Vol 25 (5) ◽  
pp. 825-831 ◽  
Author(s):  
Galeno J. Rojas ◽  
Veronica Villar ◽  
Monica Iturry ◽  
Paula Harris ◽  
Cecilia M. Serrano ◽  
...  
Keyword(s):  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Cognitive Training ◽  
Intervention Program ◽  
Cognitive Strategies ◽  
Cognitive Intervention ◽  
Control Group ◽  
Functional Measures ◽  
One Year

ABSTRACTBackground: Mild cognitive impairment (MCI) is a transitional state between normal aging and dementia. Identifying this condition would allow early interventions that may reduce the rate of progression to Alzheimer's disease (AD). We examined the efficacy of a six-month cognitive intervention program (CIP) in patients with MCI and to assess patients’ condition at one-year follow-up.Methods: Forty-six MCI participants assessed with neuropsychological, neurological, neuropsychiatry, and functional procedures were included in this study and followed up during a year. The sample was randomized into two subgroups: 24 participants (the “trained group”) underwent the CIP during six months while 22 (control group) received no treatment. Sixteen participants dropped out of the study. The intervention focused on teaching cognitive strategies, cognitive training, and use of external aids, in sessions of two hours, twice per week for six months. Cognitive and functional measures were used as primary outcome and all were followed up at one year.Results: The intervention effect (mean change from baseline) was significant (p < 0.05) on the Mini-Mental State Examination (1.74), the Clinical Dementia Rating Scale (0.14), the Boston Naming Test (2.92), block design (−13.66), matrix reasoning (−3.07), and semantic fluency (−3.071) tasks. Four patients (one trained and three controls) progressed to dementia after one year of follow-up.Conclusions: These results suggest that persons with MCI can improve their performance on cognitive and functional measures when provided with early cognitive training and it could persist in a long-term follow-up.

scholarly journals Cognitive stimulation in children at social risk: its transference to school performance

2017 ◽  
Vol 10 (2) ◽  
pp. 34-45 ◽  
Author(s):  
Celina Graciela Korzeniowski ◽  
Mirta Susana Ison ◽  
Hilda Difabio
Keyword(s):  
Executive Functions ◽  
School Performance ◽  
Intervention Program ◽  
Word Identification ◽  
Cognitive Intervention ◽  
Control Word ◽  
Cognitive Stimulation ◽  
Control Group ◽  
Social Risk ◽  
Quasi Experimental

The present study set out to evaluate the effectiveness of a group cognitive intervention aimed at promoting executive functions in children at social risk, and its resulting effect on school performance. The quasi-experimental, pretest-posttest design included a control group. The sample was made up of 178 children (52% boys), aged 6-10. The children were evaluated by means of a battery of neuropsychological EF tests, learning achievement tests, and a teacher-rated behavioral EF scale. The intervention program included 30 group cognitive stimulation sessions that increased in difficulty and was embedded into school curricula. Trained children performed better in terms of cognitive flexibility, planning, metacognition, inhibitory control, word identification and dictation, as compared to their baseline values and children in the control group. This study provides new evidence of the effectiveness of cognitive interventions in children and its possibility to transfer cognitive gains to school performance contexts.Key words: cognitive intervention, executive functions, school performance, children, poverty.

Application of IE-Basic Program to Promote Cognitive and Affective Development in Preschoolers: A Chilean Study

2010 ◽  
Vol 9 (3) ◽  
pp. 285-297 ◽  
Author(s):  
Natalia Salas ◽  
Cecilia Assael ◽  
David Huepe ◽  
Teresa Pérez ◽  
Fernando González ◽  
...  
Keyword(s):  
Intervention Program ◽  
Learning Experience ◽  
Cognitive Change ◽  
Cognitive Intervention ◽  
Basic Program ◽  
Control Group ◽  
Mediated Learning ◽  
Affective Development ◽  
Before And After ◽  
Experimental Group

This study explores the effectiveness of the Instrumental Enrichment Basic program (IE-B) in enhancing cognitive and affective functions of young children. The IE-B is a cognitive intervention program based on Feuerstein’s theories of structural cognitive modifiability (SCM) and mediated learning experience (MLE). Thirty 3- to 4-year-old children were assigned to experimental and control groups. The experimental group received the IE-B program for seven months (for a total of 48 hours) and was compared to the control group before and after intervention on tests of knowledge acquisition and vocabulary. Cognitive change was evaluated using a Chilean assessment battery that measured children’s language, cognition, and knowledge. The findings indicate that children in the experimental group improved their performance more than children in the control group. Results indicate that IE-B can be used with socially disadvantaged children as young as 3–4 and that it leads to improvement in their performance.

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