The Effects of the Strong Teens Program on the Social-Emotional Competencies of High School Students with Intellectual Disabilities in Special Classes

2020 ◽  
Vol 36 (3) ◽  
pp. 135-158
Author(s):  
Hyunjin Kang ◽  
Hayoung Choi
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disabilities ◽  
Social Emotional ◽  
School Students ◽  
Emotional Competencies ◽  
The Social ◽  
Students With Intellectual Disabilities ◽  
Special Classes

Applying High Leverage Practices to Increase Active Engagement and On-task Behavior of Students with Intellectual Disabilities during Literacy Activities

2021 ◽  
pp. 016264342110193
Author(s):  
Channon K. Horn ◽  
Kera B. Ackerman ◽  
Elena J. Hitch
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disabilities ◽  
Skill Acquisition ◽  
Active Engagement ◽  
Response Cards ◽  
School Students ◽  
Task Behavior ◽  
On Task Behavior ◽  
Students With Intellectual Disabilities

The high leverage practices of promoting active student engagement and using assistive and instructional technology can be implemented simultaneously in resource settings. The purpose of the study was to compare two commonly used methods of engagement, hand-raising and digital response cards, to determine their effect on students’ active engagement, on-task behavior, and reading comprehension. An ABAB design was used to evaluate the effects among high school students with intellectual disabilities during reading lessons. The results indicated there was a positive correlation associated with digital response cards on the level of active engagement, on-task behavior and skill acquisition as evidenced by whole group means.

scholarly journals Students Attending School Remotely Suffer Socially, Emotionally, and Academically

2021 ◽  
pp. 0013189X2110315
Author(s):  
Angela L. Duckworth ◽  
Tim Kautz ◽  
Amy Defnet ◽  
Emma Satlof-Bedrick ◽  
Sean Talamas ◽  
...  
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
High School Students ◽  
Race And Ethnicity ◽  
Well Being ◽  
Ninth Graders ◽  
Social Emotional ◽  
School Students ◽  
Academic Impact ◽  
The Social

What is the social, emotional, and academic impact of attending school remotely rather than in person? We address this issue using survey data collected from N = 6,576 high school students in a large, diverse school district that allowed families to choose either format in fall 2020. Controlling for baseline measures of well-being collected 1 month before the onset of the COVID-19 pandemic as well as demographics, high school students who attended school remotely reported lower levels of social, emotional, and academic well-being (effect size [ES] = 0.10, 0.08, and 0.07 standard deviations, respectively) than classmates who attended school in person—differences that were consistent across gender, race and ethnicity, and socioeconomic status subgroups but significantly wider among 10th–12th graders than ninth graders.

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