school setting
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2022 ◽  
Vol 91 ◽  
pp. 101912
Acadia W. Buro ◽  
Heewon L. Gray ◽  
Russell S. Kirby ◽  
Jennifer Marshall ◽  
Whitney Van Arsdale

2022 ◽  
Vol 96 ◽  
pp. 104388
Christine Kawa ◽  
Wim H. Gijselaers ◽  
Jan F.H. Nijhuis ◽  
Patrizia M. Ianiro-Dahm

Francisco M. Kovacs ◽  
Natalia Burgos-Alonso ◽  
Ana María Martín-Nogueras ◽  
Jesús Seco-Calvo

A systematic review was conducted to assess the efficacy and effectiveness of education programs to prevent and treat low back pain (LBP) in the Hispanic cultural setting. Electronic and manual searches identified 1148 unique references. Nine randomized clinical trials (RCTs) were included in this review. Methodological quality assessment and data extraction followed the recommendations from the Cochrane Back Pain Review Group. Education programs which were assessed focused on active management (3 studies), postural hygiene (7), exercise (4) and pain neurophysiology (1). Comparators were no intervention, usual care, exercise, other types of education, and different combinations of these procedures. Five RCTs had a low risk of bias. Results show that: (a) education programs in the school setting can transmit potentially useful knowledge for LBP prevention and (b) education programs for patients with LBP improve the outcomes of usual care, especially in terms of disability. Education on pain neurophysiology improves the results of education on exercise, and education on active management is more effective than “sham” education and education on postural hygiene. Future studies should assess the comparative or summatory effects of education on exercise, education on pain neurophysiology and education on active management, as well as explore their efficiency.

2022 ◽  
Vol 3 (2) ◽  
pp. 150-160
Maman Surahman ◽  
Siska Mega Diana ◽  
Dayu Rika Perdana

Distance Learning (Pembelajaran Jarak Jauh/PJJ) is a transition to face-to-face teaching and learning activities in a school setting, in which due to the COVID-19 pandemic education is experiencing challenges, especially in formal education and school activities must be conducted offline and online. Currently, distance learning is determining key to continuing education. Regardless of the circumstance and condition of each student, they must be provided with an optimal education. Hence, nowadays, it is important to instill and maintain character in students that in any circumstances, education is an absolute term. The purpose of this study was to investigate the implementation of character education in distance learning amid the COVID-19 pandemic in elementary school. This research used a qualitative descriptive. The results of character education research can develop life skills or student skills in the learning process, in this case how students can be responsible for each assignment, as well as discipline in participating in distance learning.

Autism ◽  
2022 ◽  
pp. 136236132110666
Karen Bearss ◽  
Daina Tagavi ◽  
Aaron R Lyon ◽  
Jill Locke

Teachers endorse disruptive behavior as a considerable concern for autistic students, which is compounded by the lack of adequate resources for behavioral intervention planning in the classroom. The RUBI program is an evidence-based, low-intensity manualized intervention, initially developed for parents of autistic children ages 3–14 and co-occurring disruptive behavior. Utilizing the Discover, Design/Build, Test (DDBT) framework, which combines user-centered design and implementation science, RUBI intervention content was collaboratively and iteratively redesigned with elementary school stakeholders (40 school staff from 28 schools) to ensure the feasibility, acceptability, and appropriateness of the redesigned intervention, RUBI in Educational Settings (RUBIES). Iterative quantitative and qualitative methods were conducted with stakeholders to identify targets for RUBI redesign. Conventional content analysis was used to code qualitative data and identify usability issues. Recommendations were provided for modifications to RUBI sessions to address the needs of the school context and end-users to develop RUBIES. Feasibility scores improved following the redesign. The use of the DDBT framework to redesign the RUBI intervention may promote greater usefulness and usability in school contexts. Lay abstract Teachers often report concerns about behavior challenges in their students with autism spectrum disorder (ASD) in the school setting. Furthermore, teachers often report that they do not have adequate training in how to manage these challenging behaviors effectively. The RUBI program is an intervention initially developed for parents of children with ASD and co-occurring challenging behavior in clinic settings. The present project used school staff input to systematically redesign RUBI to be used with educators in schools. School staff gave input at multiple stages of development to ensure the adapted intervention was appropriate to use in a school setting. Responses were coded and analyzed to identify strengths and weaknesses of the RUBI manual in schools and adaptations were made accordingly. Scores of how appropriate, possible, likable, and usable RUBI would be in schools rose after the intervention was redesigned. The redesigned RUBIES manual may give school staff the tools they need to manage disruptive behaviors. In addition, collaborating with providers over multiple stages to redesign established interventions for new contexts may be a promising way to help bring research tools to practice in the future.

Ulfiani Mabruroh

<p><em>An aging society has caused several health and social problems in Japan. Therefore, in order to overcome the current problems and to prevent future problems, Japan has embarked on a human-centered transformation, namely Society 5.0 which is experienced not only domestically but also worldwide. This change requires everyone, especially the younger generation to prepare themselves to survive and even lead it. There is a set of skills that must be mastered by students to achieve these goals, namely communication, leadership, reading comprehension, and curiosity. This paper aims to describe methods for developing these skills in elementary school students. The conclusion states that some of the methods actually complement each other, meaning that they can be applied interchangeably in a school setting.</em></p>

2022 ◽  
pp. 1125-1141
Casey Holmes ◽  
Meghan McGlinn Manfra

The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.

2022 ◽  
pp. 541-555
Karly Cordova

There is a lack of training for parents, school staff, and residential staff aimed at helping persons with intellectual disabilities acquire menstrual self-care skills. This may be due in part to the sensitive nature of this topic, the aversion to performing menstrual care for individuals with a disability, and the lack of empirically supported training protocols. This chapter critically reviews behavior analytic research on menstrual care that has been published in peer reviewed journals. This is followed by a case illustration using behavior analytic methods to teach menstrual self-care skills for a student with autism spectrum disorder in a public school setting. Evaluated using a multiple baseline across behaviors design, it was shown that the student increased her independent performance of selected menstrual self-case skills.

2022 ◽  
pp. 97-114
Helle Pia Laursen ◽  
Line Møller Daugaard ◽  
Uffe Ladegaard ◽  
Winnie Østergaard ◽  
Birgit Orluf ◽  

In this article, the authors build on empirical data from the ongoing longitudinal research project Signs of language (2008 – 2018) to examine how multilingual children in a primary school setting use metalinguistic resources linked to several written languages. Grounded in social semiotics and drawing on newer social perspectives on metalanguage, the authors focus on a researcher-generated activity designed to invite the children to reflect on language and literacy. In two particular interactions, they explore how the children “engage with the meta” by navigating between different languages and sign systems, and how their use of metalinguistic resources in a referential sense is inextricably linked to a dialogically formed and performative negotiation of social identity and social relations. Thus, adopting a metalanguaging perspective, this article demonstrates how metalinguistic statements about language are closely interwoven with an ongoing production and negotiation of the communicative situation.

2022 ◽  
pp. 295-305
Bjarne Bruun Jensen ◽  
Wolfgang Dür ◽  
Goof Buijs

AbstractThe chapter addresses the health of children and young people in the school setting with a special focus on experiences from Health Promoting Schools (HPS) and selected health promotion projects in schools. On the basis of brief definitions of the salutogenic orientation and the health promoting school model, comparisons will be conducted with regard to key concepts and principles of the two approaches to children’s health. A brief literature overview on the use of salutogenic concepts in relation to schools and health-promoting schools also is presented and discussed.

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