The Effects of Tablet PC-based SDLMI Intervention on Academic Engagement and Problem Behaviors of Elementary School Students with Severe Intellectual Disability

Purpose Students with intellectual disability often struggle with significant language delays or impairments and can require explicit instruction in language skills. The purpose of this study was to investigate the effects of direct instruction on the use of and response to prepositions by 3 elementary school students with intellectual disability. Method A multiple-baseline design across prepositions was used in this study with replication across students. Results Results of this study found that students were able to use and respond to prepositions consistently after receiving direct instruction on each of the 3 target prepositions. Furthermore, all 3 students demonstrated maintenance and generalization of the prepositions. Conclusion These results have implications for practice that could influence preposition acquisition for students with intellectual disability, providing educators with a simple, efficient instructional approach.

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A Mindfulness-Based Intervention Pilot Feasibility Study for Elementary School Students With Severe Learning Difficulties: Effects on Internalized and Externalized Symptoms From an Emotional Regulation Perspective

Journal of Evidence-Based Complementary & Alternative Medicine ◽

10.1177/2156587216683886 ◽

2016 ◽

Vol 22 (3) ◽

pp. 473-481 ◽

Cited By ~ 9

Author(s):

Catherine Malboeuf-Hurtubise ◽

Eric Lacourse ◽

Geneviève Taylor ◽

Mireille Joussemet ◽

Leila Ben Amor

Keyword(s):

Learning Disabilities ◽

Elementary School ◽

Problem Behaviors ◽

Conduct Problems ◽

Elementary School Students ◽

Assessment System ◽

School Students ◽

And Behaviors ◽

Anxiety Depression ◽

The Impact

Objective. Students with severe learning disabilities often show signs of anxiety, depression, and problem behaviors such as inattention and conduct problems. Mindfulness-based interventions (MBIs) in school settings constitute a promising option to alleviate these co-occurring symptoms. This pilot study aimed to evaluate the impact of an MBI on symptoms and behaviors of elementary school students with severe learning disabilities. Method. A one-group pretest-posttest design was used. The sample comprised 14 students aged 9 to 12 years with special education needs. Both student-report and teacher-report of the Behavior Assessment System for Children, Second Edition were used. Results. Repeated-measures analyses of variance revealed a significant impact of the MBI on symptoms and behaviors such as anxiety, depression, inattention, aggression, and conduct problems. Effect sizes for all variables were considered large (partial η2 = .31-.61). Conclusion. These preliminary results indicate that MBIs can reduce the frequency of symptoms and problem behaviors often found in children with learning disabilities in elementary schools. Further multiple baseline experimental trials with a long-term follow-up are warranted to establish more robustly the effect of MBIs for children with learning disabilities.

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