Analysis of Trends & Qualitative Indicators of Single Subject Study for Communication Improving of Young Children/Elementary School Students with Intellectual Disability

2018 ◽  
Vol 20 (2) ◽  
pp. 91-115 ◽  
Author(s):  
Mi-Jung Song ◽  
Hea-Suk Lee
Keyword(s):  
Elementary School ◽  
Intellectual Disability ◽  
Young Children ◽  
Elementary School Students ◽  
Single Subject ◽  
School Students

scholarly journals Mindfulness-based Intervention in Elementary School Students With Anxiety and Depression: A Series of n-of-1 Trials on Effects and Feasibility

2017 ◽  
Vol 22 (4) ◽  
pp. 856-869 ◽  
Author(s):  
Catherine Malboeuf-Hurtubise ◽  
Eric Lacourse ◽  
Catherine Herba ◽  
Geneviève Taylor ◽  
Leila Ben Amor
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Visual Analysis ◽  
Single Case ◽  
Anxiety And Depression ◽  
Future Research ◽  
Single Subject ◽  
School Students ◽  
Modeling Strategy

Mindfulness-based interventions constitute a promising option to address anxiety and depression in elementary school students. This study evaluated the effect of a mindfulness-based intervention on anxiety and depression in elementary school students with a diagnosis of anxiety or depression disorder. A single-subject experimental A-B-A design was used. Participants were three elementary school students from grades three and four, along with their teacher. Anxiety and depression were measured on 10 occasions at baseline, during the intervention, and at follow-up. Primary hypotheses were tested using a univariate single case multilevel modeling strategy and visual analysis. Following intervention, 2 participants reported improvements on anxiety and depression, while their teachers reported deteriorating scores on these variables. Results from this n-of-1 trial design is consistent with other work suggesting caution with regard to the overall impact and efficacy of mindfulness-based interventions as a universal treatment option for youth. Future research is warranted.

Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability

2015 ◽  
Vol 46 (3) ◽  
pp. 194-206 ◽  
Author(s):  
S. Christy Hicks ◽  
Christopher J. Rivera ◽  
Charles L. Wood
Keyword(s):  
Elementary School ◽  
Intellectual Disability ◽  
Elementary School Students ◽  
Direct Instruction ◽  
Explicit Instruction ◽  
Language Skills ◽  
Multiple Baseline ◽  
Language Delays ◽  
School Students ◽  
Baseline Design

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.

HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH-STAKES TESTING

2013 ◽  
Vol 50 (5) ◽  
pp. 489-499 ◽  
Author(s):  
Natasha K. Segool ◽  
John S. Carlson ◽  
Anisa N. Goforth ◽  
Nathan von der Embse ◽  
Justin A. Barterian
Keyword(s):  
Elementary School ◽  
Young Children ◽  
Test Anxiety ◽  
Elementary School Students ◽  
High Stakes Testing ◽  
School Students ◽  
High Stakes
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