scholarly journals Rol del tutor en el desarrollo de habilidades cognitivas en alumnos con discapacidad intelectual

2021 ◽  
Vol 2 (3) ◽  
pp. 395-408
Author(s):  
Milagros Murillo Benavides
Keyword(s):  
Cognitive Skills ◽  
Action Plan ◽  
Evaluation Process ◽  
Individual Action ◽  
Validity And Reliability ◽  
Pedagogical Strategies ◽  
Word Sequence ◽  
Degree Of Disability ◽  
The Individual ◽  
Discapacidad Intelectual

La presente investigación tuvo como objetivo diagnosticar las habilidades cognitivas en los alumnos del centro de educación básica especial Unámonos, desde el año 2013 hasta el año 2016. Con tal objetivo se realizó una medición de las habilidades cognitivas de los alumnos del centro el año 2013 (76 estudiantes ) para posteriormente realizar una nueva medición de dichas habilidades el año 2016, luego de la aplicación de 3 años consecutivos del plan de acción individual en cada uno de los alumnos a fin  de evaluar los resultados obtenidos, adicionalmente durante los años 2014,2015  se realizó una evaluación (de 23 estudiantes  ),para evaluar la eficacia de la estrategia plan de acción individual. Cabe resaltar que para la realización de la presente investigación y como parte del proceso de evaluación de las habilidades cognitivas se procedió a la creación de instrumentos especialmente diseñados y acordes a las necesidades de niños con habilidades diferentes, mismos que fueron creados por la autora, dichos instrumentos incluyen  la evaluación del desarrollo integral en alumnos con habilidades diferentes en sus diferentes versiones A, B, C Y D para alumnos cuyas edades oscila entre los 3 y 28 años. La información obtenida en la presente investigación fue recogida a través de evaluaciones individuales con cada uno de los alumnos del centro, tiempo en el cual se tomaron todas las previsiones las cuales incluyen fotografías y videos de los alumnos a fin de alcanzar la mayor validez y confiabilidad del estudio. Cabe resaltar que al finalizar la investigación se observó un incremento significativo en las habilidades cognitivas de cada uno de los alumnos especialmente en áreas tales como: secuencia de palabras, lenguaje comprensivo y  nociones espaciales, áreas donde se observaron mejoras en los estudiantes de hasta un 80 % alcanzándose  los objetivos generales y específicos propuestos para este trabajo. La hipótesis de la investigación, “todos los alumnos, independientemente del grado de discapacidad que presenten, tienen la posibilidad de mejorar y desarrollar sus habilidades a partir de mediciones adecuadas y de estrategias pedagógicas apropiadas”, fue totalmente comprobada.   The objective of this research was to diagnose the cognitive skills of the students of the Unámonos basic special education center, from 2013 to 2016. With such objective, a measurement of the cognitive skills of the students of the center was carried out in 2013 (76 students) to subsequently perform a new measurement of such skills in 2016, after the application of 3 consecutive years of the individual action plan in each of the students in order to evaluate the results obtained, additionally during the years 2014,2015 an evaluation was carried out (of 23 students), to evaluate the effectiveness of the individual action plan strategy. It should be noted that in order to carry out this research and as part of the evaluation process of cognitive skills, we proceeded to the creation of instruments specially designed and according to the needs of children with different abilities, which were created by the author, these instruments include the evaluation of the integral development in students with different abilities in their different versions A, B, C and D for students whose ages range between 3 and 28 years. The information obtained in the present research was collected through individual evaluations with each of the students of the center, during which time all the previsions were taken, including photographs and videos of the students in order to achieve the greatest validity and reliability of the study. It should be noted that at the end of the research a significant increase was observed in the cognitive skills of each of the students, especially in areas such as: word sequence, comprehension language and spatial notions, areas where improvements were observed in the students of up to 80%, reaching the general and specific objectives proposed for this work. The hypothesis of the research, "all students, regardless of the degree of disability they present, have the possibility of improving and developing their skills based on adequate measurements and appropriate pedagogical strategies", was fully proven.  

Leadership and school self-evaluation in Irish-medium immersion: A roadmap for success

2021 ◽  
pp. 174114322110152
Author(s):  
TJ Ó Ceallaigh ◽  
Aoife Ní Shéaghdha
Keyword(s):  
Quality Indicators ◽  
Cognitive Skills ◽  
Best Practice ◽  
Research Question ◽  
Evaluation Process ◽  
Successful Implementation ◽  
Language And Literacy ◽  
Evaluation Tool ◽  
Self Evaluation ◽  
Individual Interviews

While research on Irish-medium immersion education (IME) has heralded benefits such as cognitive skills, academic achievement and language and literacy development, many studies have also identified challenges to its successful implementation. Immersion-specific research-validated tools can help school leaders navigate the school self-evaluation journey, critically review and evaluate the quality of aspects of their school’s provision and plan for improvement. This paper reports on one theme, leadership, from a larger study, Quality indicators of best practice in Irish-medium immersion (Ó Ceallaigh and Ní Shéaghdha, 2017). Qualitative in nature, the study was guided by the following research question: What are IME educators’ perceptions of best practices in IME?. The study explored 120 IME educators’ perceptions of best practice in IME to inform the development of IME quality indicators. Individual interviews and focus group interviews were utilised to collect data. Data analysis revealed particular themes related to best IME leadership practices. Findings in turn informed the design of an evidence-informed school self-evaluation tool for IME settings. The various functions of the tool will be explored with a particular emphasis on building teaching and leadership capacity in IME through the school self-evaluation process.

scholarly journals Implementation and Evaluation of a Serious Game for Working Memory Enhancement

2020 ◽  
Vol 10 (24) ◽  
pp. 9128
Author(s):  
Agisilaos Chaldogeridis ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Working Memory ◽  
Video Game ◽  
Cognitive Skills ◽  
Intervention Program ◽  
Evaluation Process ◽  
Serious Game ◽  
Memory Enhancement ◽  
Targeted Interventions ◽  
Mental Abilities ◽  
Key Aspects

The amount of information which can be stored in the human brain is limited and dependent on memory capacity. Over the last few years there has been a trend in training cognitive skills, not only to prevent cognitive decline, which is inevitable as a person grows older, but also to increase or at least preserve mental abilities that will allow a person to function at a higher cognitive level. Memory is one of those key aspects among cognitive skills that has a significant role in a person’s mental performance. Specifically, focus is given to Working Memory (WM), as evidence has shown that it can be increased by applying targeted interventions. An intervention program like this is the main object of this current paper. Using a Serious Game (SG), we designed and created a video game which targets WM training. Its effectiveness was tested and evaluated through an evaluation process where forty people participated in a seven-week training program. Post-results showed that participants had an increase in their WM performance, especially those who had lower scores at the pre-test, while those with high pre-test scores just preserved their initial status. Additionally, all participants agreed that the game is fun and enjoyable to play and that it helps them to increase WM performance.

scholarly journals The Individual Recovery Outcomes Counter: preliminary validation of a personal recovery measure

2013 ◽  
Vol 37 (7) ◽  
pp. 221-227 ◽  
Author(s):  
Bridey Monger ◽  
Scott M. Hardie ◽  
Robin Ion ◽  
Jane Cumming ◽  
Nigel Henderson
Keyword(s):  
Internal Consistency ◽  
Recovery Factor ◽  
Clinical Settings ◽  
Service Users ◽  
Validity And Reliability ◽  
Personal Recovery ◽  
Preliminary Validation ◽  
Service Outcomes ◽  
High Internal Consistency ◽  
The Individual

Aims and methodThe Individual Recovery Outcomes Counter (I.ROC) is to date the only recovery outcomes instrument developed in Scotland. This paper describes the steps taken to initially assess its validity and reliability, including factorial analysis, internal consistency and a correlation benchmarking analysis.ResultsThe I.ROC tool showed high internal consistency. Exploratory factor analysis indicated a two-factor structure comprising intrapersonal recovery (factor 1) and interpersonal recovery (factor 2), explaining between them over 50% of the variance in I.ROC scores. There were no redundant items and all loaded on at least one of the factors. The I.ROC significantly correlated with widely used existing instruments assessing both personal recovery and clinical outcomes.Clinical implicationsI.ROC is a valid and reliable measure of recovery in mental health, preferred by service users when compared with well-established instruments. It could be used in clinical settings to map individual recovery, providing feedback for service users and helping to assess service outcomes.

scholarly journals The Influence of Belief, Utility of Information, and Group Support on Selective Exposure to Pornography Among Teenagers in Jakarta, Indonesia

2018 ◽  
Vol 7 (2.29) ◽  
pp. 557
Author(s):  
Inge Hutagalung
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Selective Exposure ◽  
Scale Model ◽  
Equation Modeling ◽  
Social Aspect ◽  
Group Support ◽  
Validity And Reliability ◽  
Utility Of Information ◽  
The Individual

Festinger’s (1) hypothesis cites belief as a variable that influences selective exposure. However, a review of other experts’ research proves that selective exposure is not only affected by the psychological aspect but by the message and the social aspect as well. In contrast to previous scholars who focused only on one variable, the researcher examines belief, utility of information, and group support simultaneously and integrates them into a model. The research design is a case study involving the use of pornographic information. This study’s subjects comprise 400 senior high school students in Jakarta, Indonesia. The relationships among the variables were tested by using structural equation modeling. The validity and reliability analyses utilized the LISREL 8.80 application. A questionnaire with a Likert-scale model was used as the data collection method. The structural test results show that the theoretical models for the three variables have a significant effect on selective exposure (t value ≥ 1.96). On the other hand, the findings also prove that communication in the context of selective information on pornography is divided into three levels. First, at the intrapersonal level, the individual holds on to his or her belief in selecting the information. Second, at the interpersonal or group level, the individual adjusts his or her belief to the existing reality (environment or social group). Third, at the mass communication level, the individual selects the information according to its utility, that is, to fulfill the need for information.  

scholarly journals Assessing and Documenting the Cognitive Performance of Family Medicine Residents Practicing Outpatient Medicine

2014 ◽  
Vol 6 (3) ◽  
pp. 526-531 ◽  
Author(s):  
Allen F. Shaughnessy ◽  
Katherine T. Chang ◽  
Jennifer Sparks ◽  
Molly Cohen-Osher ◽  
Joseph Gravel
Keyword(s):  
Family Medicine ◽  
Cognitive Performance ◽  
Cognitive Skills ◽  
Medical Knowledge ◽  
Time Consistency ◽  
Faculty Members ◽  
Knowledge Domain ◽  
Ambulatory Medicine ◽  
The Individual ◽  
Over Time

Abstract Background Development of cognitive skills for competent medical practice is a goal of residency education. Cognitive skills must be developed for many different clinical situations. Innovation We developed the Resident Cognitive Skills Documentation (CogDoc) as a method for capturing faculty members' real-time assessment of residents' cognitive performance while they precepted them in a family medicine office. The tool captures 3 dimensions of cognitive skills: medical knowledge, understanding, and its application. This article describes CogDoc development, our experience with its use, and its reliability and feasibility. Methods After development and pilot-testing, we introduced the CogDoc at a single training site, collecting all completed forms for 14 months to determine completion rate, competence development over time, consistency among preceptors, and resident use of the data. Results Thirty-eight faculty members completed 5021 CogDoc forms, documenting 29% of all patient visits by 33 residents. Competency was documented in all entrustable professional activities. Competence was statistically different among residents of different years of training for all 3 dimensions and progressively increased within all residency classes over time. Reliability scores were high: 0.9204 for the medical knowledge domain, 0.9405 for understanding, and 0.9414 for application. Almost every resident reported accessing the individual forms or summaries documenting their performance. Conclusions The CogDoc approach allows for ongoing assessment and documentation of resident competence, and, when compiled over time, depicts a comprehensive assessment of residents' cognitive development and ability to make decisions in ambulatory medicine. This approach meets criteria for an acceptable tool for assessing cognitive skills.

scholarly journals The Effects of the Working Environment of Firefighters on the Quality of Life

2020 ◽  
Vol 34 (5) ◽  
pp. 72-77
Author(s):  
Hee-Chul Choi
Keyword(s):  
Quality Of Life ◽  
Significant Influence ◽  
Action Plan ◽  
Fire Fighting ◽  
Working Environment ◽  
Individual Level ◽  
Monetary Rewards ◽  
Survey Results ◽  
The Individual

This study aimed to contribute to the preparation of an action plan for the improvement of the quality of life of firefighters at the individual level by examining how the working environment as perceived by firefighters affects their quality of life. To this end, this study conducted a survey that used purposive sampling targeting 201 fire-fighting officers in Incheon. The survey results showed that of the sub-variables of the working environment of firefighters, monetary rewards, challenges, and promotion had a significant influence on the quality of life. Based on the results, this study suggested various action plans that can support the working environment and improve the quality of life of firefighters.

scholarly journals HIGHER AND LOWER-ORDER THINKING SKILLS: THE CASE OF CHEMISTRY REVISITED

2020 ◽  
Vol 19 (3) ◽  
pp. 467-483 ◽  
Author(s):  
Georgios Tsaparlis
Keyword(s):  
Student Performance ◽  
Lower Order ◽  
Cognitive Skills ◽  
Student Assessment ◽  
Thinking Skills ◽  
Higher Order ◽  
Two Samples ◽  
Twelfth Grade ◽  
Low Performance ◽  
The Individual

This work analyses students’ failure in the 2019 Nationwide Chemistry Examination in Greece, which concerns secondary education graduates, competing for admission to higher education Greek institutions. The distinction of thinking skills into higher and lower order (HOTS and LOTS) is used as a theoretical tool for this analysis. The examination included several questions that contained HOTS elements that had been unusual in previous examinations. This led to a decrease in overall student performance but better discrimination between outstanding and good students. Based on two samples of examination papers, corresponding to very similar subsets of the student population, the 2018 and 2019 examinations are compared, and the individual 2019 questions are evaluated. It was found that section B of the 2019 examination paper (which included contexts unfamiliar to the students, and for which, a large effect size between 2018 and 2019 was calculated) may have caused the large drop. An important link is established between the 2019 low performance and the HOTS and LOTS features of the questions, and the role or non-role of algorithmic calculations is examined. In addition, the critical opinions of chemistry teachers are provided, with a consensus emerging in favour of connecting chemistry with everyday life. Keywords: chemistry examinations, higher-order cognitive skills, higher-order thinking skills, student assessment, twelfth-grade chemistry.

scholarly journals Examination of Cognitive Flexibility Levels of Young Individual and Team Sport Athletes

2018 ◽  
Vol 6 (8) ◽  
pp. 149 ◽  
Author(s):  
Şehmus Aslan
Keyword(s):  
High School Students ◽  
Cognitive Flexibility ◽  
Female Athletes ◽  
Team Sports ◽  
Team Sport ◽  
Study Data ◽  
Validity And Reliability ◽  
School Students ◽  
The Individual ◽  
Individual Sports

The purpose of this study was to compare the level of cognitive flexibility of individual and team athletes who are students. The study included a total of 237 volunteer athletes, comprising 140 males (59.1%) and 97 females (40.9%) with a mean age of 18.98 ± 2.18 years (range, 16-26 years) who were licensed to participate in individual and team sports. Study data were collected using the Cognitive Flexibility Scale developed by Martin and Rubin (1995), which consists of 12 items in total. International validity and reliability studies were conducted by Martin and Rubin, and Turkish validity and reliability studies were conducted by Çelikkaleli on high school students (Çelikkaleli, 2014). The scores of the Cognitive Flexibility Scale were found to be higher in the team sports athletes compared with the individual sports athletes (p<0.05). No difference was determined between the levels of cognitive flexibility in male and female athletes. The results indicated that the cognitive flexibility levels of team athletes are higher than those of individual athletes.

Vocational Evaluation in a Forensic Psychiatric Setting

1986 ◽  
Vol 53 (1) ◽  
pp. 31-35 ◽  
Author(s):  
Chris Lloyd
Keyword(s):  
Evaluation Process ◽  
Occupational Therapists ◽  
Work History ◽  
Evaluation Systems ◽  
Psychiatric Setting ◽  
Vocational Evaluation ◽  
Individual Client ◽  
Commercial Work ◽  
Forensic Psychiatric ◽  
The Individual

The Forensic Unit of the Alberta Hospital Edmonton has moved from evaluating the performance of a client in a work setting by observation to providing a comprehensive data base on the client through the use of a work history, interest screening and commercial work evaluation systems. A standardized approach, to evaluation has enabled the Occupational Therapists to develop a unique treatment programme for the individual client as a result of the evaluation process and provided reliable data in returning the client to competitive employment.

scholarly journals Validation of an Online Assessment of Orthopedic Surgery Residents' Cognitive Skills and Preparedness for Carpal Tunnel Release Surgery

2010 ◽  
Vol 2 (3) ◽  
pp. 435-441 ◽  
Author(s):  
Janet Shanedling ◽  
Ann Van Heest ◽  
Michael Rodriguez ◽  
Matthew Putnam ◽  
Julie Agel
Keyword(s):  
Construct Validity ◽  
Carpal Tunnel ◽  
Cognitive Skills ◽  
Carpal Tunnel Release ◽  
Technical Skills ◽  
Skills Assessment ◽  
Validity And Reliability ◽  
School Students ◽  
Internal Reliability ◽  
Carpal Tunnel Release Surgery

Abstract Background Surgical competence requires both cognitive and technical skills. Relatively little is found in the literature regarding the value of Web-based assessments to measure surgery residents' mastery of the competencies. Objective To determine the validity and reliability of 2 online instruments for predicting the cognitive preparedness of residents for performing carpal tunnel release surgery. Method Twenty-eight orthopedic residents and 2 medical school students responded to an online measure of their perception of preparedness and to an online cognitive skills assessment prior to an objective structured assessment of technical skills, in which they performed carpal tunnel release surgery on cadaveric specimens and received a pass/fail assessment. The 2 online assessments were analyzed for their internal reliability, external correlation with the pass/fail decision, and construct validity. Results The internal consistency of the perception of preparedness measure was high (α  =  .92) while the cognitive assessment was less strong (α  =  .65). Both instruments demonstrated moderately strong correlations with the pass/fail decision, with Spearman correlation of .606 (P  =  .000) and .617 (P  =  .000), respectively. Using logistic regression to analyze the predictive strength of each instrument, the perception of preparedness measure demonstrated a 76% probability (η2  =  .354) and the cognitive skills assessment a 73% probability (η2  =  .381) of correctly predicting the pass/fail decision. Analysis of variance modeling resulted in significant differences between levels at P &lt; .005, supporting good construct validity. Conclusions The online perception of preparedness measure and the cognitive skills assessment both are valid and reliable predictors of readiness to successfully pass a cadaveric motor skills test of carpal tunnel release surgery.

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