scholarly journals Determination of the Effectiveness of Neurofeedback on Reducing the Symptoms of Hyperactivity and Increasing the Accuracy and Caution in ADHD Children

2016 ◽  
Vol 12 (10) ◽  
pp. 222
Author(s):  
Masoomeh Mohtashemi ◽  
Zahra Eftekharsaadi
Keyword(s):  
Performance Test ◽  
Continuous Performance Test ◽  
Average Score ◽  
Cluster Sampling ◽  
Significant Difference ◽  
Adhd Children ◽  
Post Test ◽  
Experimental Type ◽  
Computer Based

<p>This study is done to determine the effectiveness of Neurofeedback on reducing the symptoms of Hyperactivity and increasing the accuracy and caution in ADHD children. Subjects were 30 ADHD children who were selected by cluster sampling method. Research layout is pre-test, post-test experimental type. Conners parent measure questionnaire and a computer based continuous performance test are the research materials. The results of investigation on post-test average score of Hyperactivity symptoms and accuracy and caution of ADHD children in experimental and witness groups, with controlling of pre-test, has shown a significant difference.</p>

The Challenging Role of Theory of Mind in the Mothers of Children with Attention Deficit - Hyperactivity Disorder

2021 ◽  
Author(s):  
Azar Mohammadzadeh ◽  
Anahita Khorrami Banadaki ◽  
Atefeh Nezamolslami
Keyword(s):  
Theory Of Mind ◽  
Performance Test ◽  
Poor Performance ◽  
Continuous Performance Test ◽  
Typically Developing ◽  
Neurocognitive Performance ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Adhd Children

Background: While theory of mind (ToM) deficit is frequently reported in children and adult with ADHD, there is no study investigating characteristics of ToM in their parents. This study aimed to investigate understanding intentionality as an important component of ToM ability in ADHD mothers and typically developing children’s mothers.   Methods: Through available sampling, (50 mothers), 23 ADHD’s mothers were compared to 27 age and IQ matched typically developing children’s mothers. All participants were assessed using the Animated Triangle Task for ToM performance and the Conners’ Continuous Performance Test (CPT) to evaluate neurocognitive performance. The Mann–Whitney and t-test were used as data analysis methods to examine differences between two groups. Results: poor performance of ADHD mothers was at ToM task. (p < 0.001) However, no significant difference was found between the two groups of mothers in CPT-II performance (p > 0.001). Performance of ToM was not significantly associated with CPT-II. Conclusions: ADHD mothers may have deficits in understanding intentionality. The findings suggest that researchers pay more attention to recognizing social cognition and social communication characteristics of the parents of ADHD children. It seems that using specific training programs for the parents of ADHD children to achieve ToM capacities can contribute to the pro motion of their children’s social development.

Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction

1996 ◽  
Vol 25 (1) ◽  
pp. 25-35 ◽  
Author(s):  
Yong-Chil Yang ◽  
Wee-Kyo Chin
Keyword(s):  
Control Strategies ◽  
Motivational Factors ◽  
Instructional Materials ◽  
Program Control ◽  
Computer Based Instruction ◽  
Instructional Control ◽  
Significant Difference ◽  
Post Test ◽  
Computer Based ◽  
Based Instruction

The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.

scholarly journals THE EFFECT OF HERRINGBONE TECHNIQUE ON THE STUDENTS’ ABILITY IN READING COMPREHENSION ON RECOUNT TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 91-100
Author(s):  
Sam Roberto Andre Hasian Lumbantobing ◽  
Hilman Pardede ◽  
Herman Herman
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Test Score ◽  
Alternative Hypothesis ◽  
Average Score ◽  
Control Group ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Experimental Group

This research is a study of improving students’ ability in reading comprehension. The aim was to find out whether the use of Herringbone technique would bring a significant difference in teaching reading comprehension through Recount text, compared with the result before the students being treated. The study was conducted in the tenth grade students of SMA N 4 Pematangsiantar. The research method used was the experimental design, where the Experimental group was the PMIA 3 class, and the PMIA 2 class as the control class. Both of the classes had 34 students in each of it. The data were obtained through pre-test, treatment and post test. The pre-test was held to know the students’ basic ability or score before treatment was given. Meanwhile, the post test was held to know the students’ achievement and significant effect after the students were taught using Herringbone technique. Finding of the research showed that both groups had a significant improvement in their reading ability after being treated and passed the KKM. The Control group, which the pre-test score was 60, made an improvement shown in their post-test score in amount of 70,44. The experimental group, the group which the researcher treated the Herringbone technique to them, had a higher improvement than the control group. The average score of pre-test in this group was about 54,41 where then being improved up to 78,97. The score of t-test (3,981) was higher than t-table (1,668) at the level of significance 5% for two tailed test, so Null Hypothesis is rejected and Alternative Hypothesis is accepted.

scholarly journals Effectiveness of Picture Story Books Reading to Increase Kindness in Children Aged 5-6 Years

2018 ◽  
Vol 12 (1) ◽  
pp. 89 ◽  
Author(s):  
Giyati Retnowati ◽  
Rose Mini Agoes Salim ◽  
Airin Y Saleh
Keyword(s):  
Test Score ◽  
Measurement Instrument ◽  
Rank Test ◽  
Average Score ◽  
Storybook Reading ◽  
Signed Rank ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Signed Rank Test

This research aimed to determine the effectiveness of picture in storybook reading to increase kindness in children. This research involved 31 children aged 5-6 years; they were taken from the kindergarten in Bandung as the participants. The intervention was done by reading eight picture books in eight days. The kindness was measured using a measurement instrument created by the researcher, in the form of nine coloured cards that described the behaviour of kindness. The measurement was also done by seeing through the kindness tree and observation sheets that filled out by the teacher. The data analysis using the Wilcoxon Signed-rank test shows a significant difference in the average score of kindness (p<0,05) before and after picture storybook reading. Two weeks after the intervention, the improvement on all kindness behaviours with the post-test score is greater than pre-test score that still can be found. Observation through kindness tree and observational sheets shows the same result.

scholarly journals Using Google Docs in Omani EFL College Classes: Students’ Writing Performance and Perceptions towards Use

2019 ◽  
Vol 8 (1) ◽  
pp. 53
Author(s):  
Noura Al Burtamani ◽  
Fawzia Al Seyabi ◽  
Abdo Al Mekhlafi
Keyword(s):  
Performance Test ◽  
Control Group ◽  
Writing Performance ◽  
Google Docs ◽  
Significant Difference ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
College Classes ◽  
Experimental Group

This quasi experimental study aimed at investigating the effect of using Google Docs on EFL Omani college students’ writing performance and students’ perceptions of its use. The sample of the study included 81 Level 3 Foundation Program students in Nizwa College of Technology, Oman. The experimental group consisted of 39 students while the control group consisted of 42 students. The research instruments included a writing performance test that was administered as pre and post- test and a students’ perceptions questionnaire. Data analysis revealed that there was a statistically significant difference between the writing performance of the experimental and control groups in favour of the experimental group. The experimental group outperformed the control group in task achievement, task organization, grammar and vocabulary. Also, the students perceived using Google Docs in EFL writing as a very beneficial tool in improving their writing and collaboration skills. In light of these findings, a number of recommendations for practice are presented.

scholarly journals Attention Deficits After Aneurysmal Subarachnoid Hemorrhage Measured Using the Test of Variables of Attention

Stroke ◽  
2015 ◽  
Vol 46 (5) ◽  
pp. 1374-1376 ◽  
Author(s):  
Svante Wallmark ◽  
Erik Lundström ◽  
Johan Wikström ◽  
Elisabeth Ronne-Engström
Keyword(s):  
Subarachnoid Hemorrhage ◽  
Cognitive Assessment ◽  
Performance Test ◽  
Rating Scale ◽  
Aneurysmal Subarachnoid Hemorrhage ◽  
Continuous Performance Test ◽  
Attention Deficits ◽  
Montreal Cognitive Assessment ◽  
Routine Magnetic Resonance Imaging ◽  
Computer Based

Background and Purpose— The aim of this pilot study was to assess attention deficits in patients with aneurysmal subarachnoid hemorrhage using the test of variables of attention (TOVA). This is a computer-based continuous performance test providing objective measures of attention. We also compared the TOVA results with the attention and concentration domains of Montgomery Åsberg Depression Rating Scale and Montreal cognitive assessment, 2 examiner-administrated neuropsychological instruments. Methods— Nineteen patients with moderate to good recovery (Glasgow outcome scale, 4–5) were assessed using the TOVA, Montgomery Åsberg Depression Rating Scale, and Montreal cognitive assessment. The measurements were done when the patients visited the hospital for a routine magnetic resonance imaging control of the aneurysm. Results— TOVA performance was pathological in 58%. The dominating pattern was a worsening of performance in the second half of the test, commonly a failing to react to correct stimuli. We found no correlation between TOVA and the performance in concentration and attention domains of Montgomery Åsberg Depression Rating Scale and Montreal cognitive assessment. Conclusions— Attention deficits, measured by the TOVA, were common after subarachnoid hemorrhage. This should be further studied to improve outcome.

scholarly journals IbM PENYUSUNAN PENILAIAN AUTENTIK BAGI GURU SEKOLAH DI PONPES DARUL FIKRI BAWEN

2015 ◽  
Vol 6 (2) ◽  
pp. 72
Author(s):  
Joko Siswanto ◽  
Ernawati Saptaningrum ◽  
Joko Saefan ◽  
Siti Patonah ◽  
Duwi Nuvitalia
Keyword(s):  
School Teacher ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Average Score ◽  
Assessment Tests ◽  
Post Test ◽  
Long Time ◽  
Computer Based ◽  
Assessment Performance ◽  
Product Assessment

Abstract Low motivation of teachers in implementing authentic assessment becomes the basis for IbM team to carry out extension activities. Authentic assessment has actually been around a long time, but this issue arose when the curriculum was launched in 2013. During this time, most of the teachers at school in the field only make an assessment test course, not many people touched assessment tests that are written. Through activities of IbM Authentic Assessment Preparation Training for Teachers of Pesantren Darul Fikri Bawen, participants are expected to conduct a written assessment, performance assessment, product assessment projects, portfolio assessment, and manage the mark using computer-based process. Prior to socialization, teachers must first take pretest and post test. Pre test shows an average score of 89.65 while the average of post-test scores shows 97.6. During the activities, the participants felt helped and gave a positive response to organized similar activities. Keywords: Preparation, Assessment Authentic, Darul Fikri Boarding School Teacher

scholarly journals Effects of Interventional Training Program on Interpersonal Skills in Female Teenagers: A Case Control Study

2020 ◽  
Vol 11 (4) ◽  
Author(s):  
Parasto Karimi ◽  
Fathola Mohamadian ◽  
Yousef Veisani ◽  
Sehat Aibod
Keyword(s):  
Training Program ◽  
Interpersonal Skills ◽  
Skills Training ◽  
Cluster Sampling ◽  
Control Groups ◽  
Test Stage ◽  
Significant Difference ◽  
Post Test ◽  
Female Teenagers ◽  
And Control

Background: Interpersonal skills enable people to develop positive and effective relationships with each other. Objectives: This study aimed to investigate the effectiveness of training on interpersonal skills in female teenagers. Methods: By an interventional study with pretest-posttest design, subjects were randomly divided into case and control groups. The target population consisted of all female teenagers in Ilam in 2016 - 2017. The 60 participants, included by multi-stage cluster sampling, were randomly assigned into two experimental (n = 30) and control groups (n = 30). The short 32-item version of inventory of interpersonal problems (IIP) was used to collection of data, which was completed by all subjects at the pre-test stage. The interventional group received eight sessions of the life skills training program, and two experimental and control groups received the post-test. Data were analyzed by two-variable variance of analysis via SPSS software version 20. Results: The results showed a significant difference between the interpersonal skills scores of both interventional and control groups in the post-test stage at the significance level (P < 0.01). This means that training enhances the interpersonal skills of female teenagers. Conclusions: The training program can be effective for interpersonal skills.

scholarly journals Pengembangan Suplemen Bahan Ajar Kontekstual Membaca Pemahaman Bermuatan Nilai-Nilai Karakter Mata Pelajaran Bahasa Inggris Kelas IX Semester 1 Tahun Pelajaran 2016/2017 SMPN 2 Kubu

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
NI KETUT UTAMI HANDAYANI . ◽  
PROF.DR. NASWAN SUHARSONO, M.Pd. . ◽  
DR. I MADE TEGEH, S.Pd.,M.Pd .
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Ninth Graders ◽  
Average Score ◽  
Learning Material ◽  
English Reading ◽  
Significant Difference ◽  
Post Test ◽  
Test Result

Penelitian ini bertujuan mengembangkan suplemen bahan ajar Bahasa Inggris membaca pemahaman yang kontekstual dan berkarakter sesuai model pembelajaran REACT yang memenuhi kelayakan bagi siswa kelas IX SMP. Metode penelitian menggunakan model pengembangan Borg and Gall (1989). Uji validasi dilaksanakan melalui uji ahli, uji perorangan, uji teman sejawat, dan uji kelompok kecil sedangkan uji efektifitas produk melalui pre-tes dan post-test. Data uji oleh ahli isi/desain dan media, perorangan, teman sejawat, dan tanggapan kelompok kecil dikumpulkan melalui angket, sedangkan hasil uji efektivitas penerapan dikumpulkan melalui test. Hasil-hasil uji dianalisis melalui statistik deskriptif kualitatif dan kuantitatif. Data hasil uji yang dikumpulkan melalui angket dianalisis menggunakan persentase dan hasilnya dikonversikan dengan tabel kualifikasi. Sedangkan hasil uji efektivitas penerapan, pretest dan post-test dianalisis menggunakan uji-t dan hasilnya dibandingkan dengan hipotesis. Hasil penelitian terhadap pengembangan produk menunjukkan bahwa hasil uji validasi ahli pembelajaran terhadap isi sebesar 92,00% dengan kualifikasi hampir sempurna dengan perbaikan sangat ringan, hasil validasi ahli desain sebesar 92,00% dan hasil validasi ahli media sebesar 88,00% dengan kualifikasi sangat baik perlu revisi ringan, hasil validasi perorangan terhadap produk sebesar 92,22%, hasil validasi/uji teman sejawat sebesar 93,33%, hasil validasi kelompok kecil sebesar 92,20%, dan dari hasil pre-test dan post-test diperoleh nilai rata-rata kelas sebesar 66,75 dan 80,87. Uji efektivitas penerapan dilakukan melalui uji-t terhadap hasil pretest dan post-test. Hasil uji efektivitas menunjukkan bahwa hipotesis alternatif diterima, yaitu terdapat perbedaan signifikan antara hasil test sebelum dan sesudah penerapan bahan ajar yang dikembangkan. Dapat disimpulkan bahwa suplemen bahan ajar membaca pemahaman Bahasa Inggris kontekstual berkarakter untuk kelas IX semester 1 layak untuk dipergunakan. Kata Kunci : bahan ajar, pembelajaran kontekstual, membaca pemahaman, pendidikan berbasis karakter This research was aimed at developing contextual English reading (comprehension) supplement for the ninth graders of SMP semester 1 by the implementation of REACT model of learning in the academic year 2016/2017. Product validation included experts validation, individual validation from the students, teachers validation, and classical validation, while the effectiveness of the product was done through the analysis of the pre-test and post-test. Data of evaluation were collected through questionaires distribution, and tests. The result of evaluation was analyzed through descriptive qualitative and quantitative technique. The data from questioners were analyzed in percentage, meanwhile, the data of the pre-test and post-test was analyzed using t-test. The t-test result was compared to the hypothesis. The result of validation form showed that the supplement was in a proper quality. The expert validation about the content and instructional design reached to 92% and media validation reached to 88%. They are categorized into nearly perfect and very good. In a line with this, the result of the t-test showed that there were a significant difference between pre-test and post-test result. The average score for the pre-test was 66,75 while the average score for the post-test was 80,87. It means the alternative hypothesis was accepted. Overall, the supplement product met the proper qualification to be used in the real practical classroom activity. keyword : learning material, contextual learning, reading comprehension, character-based education

Sign in / Sign up

Export Citation Format

Share Document