Anti-Social Behaviour and Police Contact among 13- to 15-Year-old English Adolescents with and Without Mild/Moderate Intellectual Disability

2013 ◽  
Vol 26 (5) ◽  
pp. 362-369 ◽  
Author(s):  
Eric Emerson ◽  
Sarah Halpin
Keyword(s):  
Intellectual Disability ◽  
Old English ◽  
Social Behaviour ◽  
Moderate Intellectual Disability ◽  
Police Contact

The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability

2016 ◽  
Vol 33 (3) ◽  
pp. 142-149 ◽  
Author(s):  
Robert Pennington ◽  
Allison Flick ◽  
Kendra Smith-Wehr
Keyword(s):  
Intellectual Disability ◽  
Time Delay ◽  
Delay System ◽  
Constant Time Delay ◽  
Intervention Package ◽  
Time Delay System ◽  
Moderate Intellectual Disability ◽  
System Of Least Prompts ◽  
Response Prompting ◽  
Multiple Probe

In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants.

scholarly journals Diagnoza postępów w zakresie opanowania podstawowych umiejętności szkolnych uczennicy z umiarkowanym stopniem niepełnosprawności intelektualnej

2018 ◽  
pp. 323-338
Author(s):  
JACEK SIKORSKI
Keyword(s):  
Intellectual Disability ◽  
Point Of View ◽  
Intellectually Disabled ◽  
Disabled Students ◽  
Moderate Intellectual Disability ◽  
Basic School ◽  
Adam Mickiewicz

Jacek Sikorski, Diagnoza postępów w zakresie opanowania podstawowych umiejętności szkolnych uczennicy z umiarkowanym stopniem niepełnosprawności intelektualnej [The assessment of progress in acquiring the basic school skills by the studentwith a moderate intellectual disability]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 323-338. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.18 The following article takes up the issue of assessing intellectual disability from the interdisciplinary, especially psycho-pedagogical, point of view. It pays special attention to the moderate intellectually disabled students and the difficulties which they have in acquiring such basic school skills as reading, writing and counting. However, the main aim of the research was to show all the changes (progress) in the above-mentioned basic school skills in reference to the observed student with a moderate intellectual disability, which have occurred during the 10 months’ time as a result of applying both educational and therapeutic actions and an attempt to indicate the school’s education opportunities based on the results of the researchand teacher’s opinions.

scholarly journals Two de novo novel mutations in one SHANK3 allele in a patient with autism and moderate intellectual disability

2018 ◽  
Vol 176 (4) ◽  
pp. 973-979 ◽  
Author(s):  
Wenmiao Zhu ◽  
Jianli Li ◽  
Stella Chen ◽  
Jinglan Zhang ◽  
Francesco Vetrini ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
De Novo ◽  
Novel Mutations ◽  
Moderate Intellectual Disability

Evaluating an E-Learning Application to Protect Vulnerable Users From Cyberbullying

2019 ◽  
pp. 385-404
Author(s):  
Marian McDonnell ◽  
Hannah O'Sheehan ◽  
Irene Connolly
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Focus Group ◽  
Emotional Response ◽  
Usability Evaluation ◽  
User Group ◽  
Mixed Methods Design ◽  
Moderate Intellectual Disability ◽  
Significant Relationships ◽  
E Learning

This research project evaluates Let's Be Safe, an e-learning application. This application aims to educate young adults with intellectual disability about cyberbullying—an issue prevalent among this population—and cybersafety. Twenty-two individuals with mild to moderate intellectual disability took part in the research. The study employed a mixed-methods design including observational and inquiry methods of usability evaluation as well as focus groups. The evaluation investigated the relationships between perceived aesthetics, emotional response, and usability for the application. The focus group gathered information from the participants regarding their knowledge and experience of cyberbullying and cybersafety. The analyses found no significant relationships between aesthetics, emotional response, and usability for this user group. However, the research gathered data, which will contribute to the development of Let's Be Safe. The findings of the focus group revealed that cyberbullying is an issue among this population.

Evaluating an E-Learning Application to Protect Vulnerable Users From Cyberbullying

2022 ◽  
pp. 286-305
Author(s):  
Marian McDonnell ◽  
Hannah O'Sheehan ◽  
Irene Connolly
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Focus Group ◽  
Emotional Response ◽  
Usability Evaluation ◽  
User Group ◽  
Mixed Methods Design ◽  
Moderate Intellectual Disability ◽  
Significant Relationships ◽  
E Learning

This research project evaluates Let's Be Safe, an e-learning application. This application aims to educate young adults with intellectual disability about cyberbullying—an issue prevalent among this population—and cybersafety. Twenty-two individuals with mild to moderate intellectual disability took part in the research. The study employed a mixed-methods design including observational and inquiry methods of usability evaluation as well as focus groups. The evaluation investigated the relationships between perceived aesthetics, emotional response, and usability for the application. The focus group gathered information from the participants regarding their knowledge and experience of cyberbullying and cybersafety. The analyses found no significant relationships between aesthetics, emotional response, and usability for this user group. However, the research gathered data, which will contribute to the development of Let's Be Safe. The findings of the focus group revealed that cyberbullying is an issue among this population.

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