Grade 9 learners’ understanding of fraction concepts: Equality of fractions, numerator and denominator

Our research with Grade 9 learners at a school in Soweto was conducted to explore learners’ understanding of fundamental fraction concepts used in applications required at that level of schooling. The study was based on the theory of constructivism in a bid to understand whether learners’ transition from whole numbers to rational numbers enabled them to deal with the more complex concept of fractions. A qualitative case study approach was followed. A test was administered to 40 learners. Based on their written responses, eight learners were purposefully selected for an interview. The findings revealed that learners’ definitions of fraction were neither complete nor precise. Particularly pertinent were challenges related to the concept of equivalent fractions that include fraction elements, namely the numerator and denominator in the phase of rational number. These gaps in understanding may have originated in the early stages of schooling when learners first conceptualised fractions during the late concrete learning phase. For this reason, we suggest a developmental intervention using physical manipulatives to promote understanding of fractions before inductively guiding learners to construct algorithms and transition to the more abstract applications of fractions required in Grade 9.

EVOLUTION OF NEONATAL THERAPY CERTIFICATION IN INDIA

India is the leading contributor to the number of preterm births per year. Global burden of developmental problems in this population is increasing. For the developmental intervention, a specialist with a developmental perspective and expertise is needed. Neonatal therapy during Neonatal Intensive Care Unit (NICU) treatment is crucial in this situation. The certication process was necessary in order to increase professional standards, ensure the safety and best care for all newborns, and introduce uniformity to neonatal therapy services given to clients. This article provides a summary of the Association of Neonatal Therapists' establishment of Neonatal Therapy Certication in India.

Leading Is Learning

This chapter distills leadership development programs into their critical components in the context of the rapid digital onslaught. Alignment between individual behavior and organizational behavior is necessary in advance of the implementation of any developmental intervention. This alignment is viewed as a necessary but not sufficient condition for change. Development is examined as a by-product of a dialectic that is constructed purposefully with both the organization and the individual in mind. Delivered in many forms, the dialectic serves as the fulcrum that brings transformational power to leadership development programs. Leadership development is recognized as a process incorporating experiences that are crafted to compel behavioral, emotional, and intellectual transformation to drive competitive value.

Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors

Early intensive intervention has been shown to significantly affect the development of children with autism spectrum disorder. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of the Early Start Denver Model into community preschool programs for children with autism spectrum disorder in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented a multidisciplinary developmental intervention which is widely applied in Israeli community autism spectrum disorder preschools. Fifty-one children (aged 33–57 months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention settings. Groups were comparable on age, developmental functioning, and socio-economic status. Compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment made greater gains on blinded measures of overall cognitive development, receptive and expressive language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. In the preschool-based Early Start Denver Model group, children with lower symptom severity, higher adaptive functioning, and receptive language abilities at pre-treatment showed greater improvement. This study documents the successful integration of an Early Start Denver Model intervention into pre-existing community preschools, underlining the importance of disseminating evidence-based early intervention in community settings. Lay Abstract Early intensive intervention has been shown to significantly affect the development of children with Autism. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of a research-supported early intensive intervention model called the Early Start Denver Model into community preschool programs for children with Autism in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented the existing multidisciplinary developmental intervention which is widely applied in Israeli community preschools for children with autism. Fifty-one children (aged 33–57 months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention preschools. Before the intervention began, groups were comparable on children’s age and developmental functioning and on families’ socio-economic status. Results showed that, compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment group made greater gains on measures of overall cognitive development, language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. Children who had lower autism symptom severity, higher adaptive functioning and better language understanding abilities before taking part in the preschool-based Early Start Denver Model program showed greater improvements following it. This study documents the successful implementation of an intensive early intervention program in pre-existing community preschools, underlining the importance of the integration of research-supported intervention programs into community settings.

Efficacy of Supporting Play Exploration and Early Development Intervention in the First Months of Life for Infants Born Very Preterm: 3-Arm Randomized Clinical Trial Protocol

Objective The aim of this project is to study the effect of a physical therapist intervention provided in the first months of life on developmental outcomes of infants born very preterm. Secondary aims are to investigate the impact of intervention timing on the efficacy and impact of the intervention on infants with and without cerebral palsy. Methods This study is a multisite longitudinal controlled trial comparing developmental outcomes from infants in the Supporting Play, Exploration, and Early Development Intervention (SPEEDI)_Late or SPEEDI_Early group to a usual care group. Settings are urban Urban and rural areas surrounding 2 academic medical centers. There will be 90 preterm infants enrolled in this study born at <29 weeks of gestation. SPEEDI is a developmental intervention provided by collaboration between a physical therapist and parent to support a child’s motor and cognitive development. The primary outcome measure is the Bayley Scale of Infant and Toddler Development Cognitive and Gross Motor Scaled Scores. Secondary measures include behavioral coding of early problem solving skills, the Gross Motor Function Measure, and Test of Infant Motor Performance. Impact More than 270,000 infants are born very preterm in the United States each year, 50% of whom will have neurological dysfunction that limits their ability to keep pace with peers who are typically developing. This study is a step toward understanding the impact that intensive developmental intervention could have in this population in the first months of life.

DEVELOPING FUTURE LEADERSHIP – AN L&D MODEL FOR FRESH MILLENNIAL

The future of long sustainable organisations depends upon the development that is paving the way for fresh millennial. The succession planning by MNCs to keep the pace with high dynamic environment is addressed by the talent management of the organisation with the implementation of various developmental intervention. The influence of top management plays a crucial role in cascading the experiential legacy to the fresh new entrants which are highly aggressive and demanding.A balance is ensured between the baby boomers & millennial for taking ahead the learning in a concrete and innovative.The paper will reflect the implementation of the model of legacy transfer in a structured manner enabling the raw millennial to come out as the future drivers of the organization. The objective or the purpose is to see how learning and development (L&D) model will be contributing in the development of the new entrants, the contribution made by the organization in shaping the future with the help of the model. This paper initially reviews key literatures around succession planning and developing leadership and subsequently draws key features and improvement opportunities. The work details the actual implementation undertaken in one of the manufacturing company which aimed at developing future leadership more constructively and turns out to be a reference for others. Key findings speaks about the smooth and hassle free continuity of the model within the organization with the efforts made by the fresh entrants and the sustenance extended by the leaders more cordially.

Hasil Skrining Perkembangan Anak Usia Toddler antara DDST dengan SDIDTK

The purpose of this study was to analyze the effectiveness of screening results for early detection of toddler age development between denver developmental screening test (DDST) interventions with stimulation, detection and early developmental intervention (SDIDTK). The research design used in this study is to use an experimental Quasy design, pre-post test equivalent without control group design. The results of univariate analysis before DDST intervention were 3 (30%) of the children whose stages of development were abnormal and doubtful and only 4 (40%) of the children were normal developmental stages, after the intervention, which were mostly 7 (70%) children whose stages of development are normal. While the results before SDIDTK intervention were 2 (20%) children whose developmental stages were abnormal and 4 (40%) of those children whose stages of development were normal and doubtful, after the intervention the majority were 7 (70%) children normal developmental stage. The results of bivariate analysis showed that there was an increase in the score of developmental stages in the DDST group and in the SDIDTK group with each (t value = -3.096, p value = 0.013) and (t value = -2.703, p value = 0.024). Conclusions of the results of the study there was a significant influence between the scores of the developmental stages in the DDST group and in the SDIDTKI group before and with after the intervention. Keywords: DDST II, ​​Development, SDIDTK, Screening, Toodler