Using Chinese idioms to teach adolescents with intellectual disabilities self-determination skills

2020 ◽  
Vol 48 (5) ◽  
pp. 1-11
Author(s):  
Pen-Chiang Chao
Keyword(s):  
High School Students ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Repeated Measures ◽  
Intervention Group ◽  
The Self ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Chinese Idioms

The purpose of this study was to develop a curriculum that combines Chinese idioms and self-determination components, and evaluate its effectiveness in enhancing the self-determination of students with intellectual disabilities. Participants were 85 students with an intellectual disability in 10th to 12th grade, selected from 2 vocational high schools located in northern Taiwan and randomly assigned to either a control group or an intervention group that received Chinese-Idiom Self-Determination Curriculum (CISDC) instruction. To assess student progress I used Arc's Self-Determination Scale and the Self-Determination Scale for Taiwanese Students, and the participants' teachers and parents completed the Self-Determination Assessment Scale-Teacher/Parent Form. Data were analyzed using descriptive statistics, analysis of covariance, and repeated measures analysis of variance. Results show that the diverse teaching methods and content of the CISDC could help to compensate for the cognitive impairment of high school students with an intellectual disability, enabling them to learn self-determination skills by discussing, exploring, and reflecting in the process of reading Chinese idiom stories.

scholarly journals Promoting Media Literacy Online: An Intervention on Performance and Appearance Enhancement Substances with Sport High School Students

2021 ◽  
Vol 18 (11) ◽  
pp. 5596
Author(s):  
Federica Galli ◽  
Tommaso Palombi ◽  
Luca Mallia ◽  
Andrea Chirico ◽  
Thomas Zandonai ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Media Literacy ◽  
Repeated Measures ◽  
Intervention Group ◽  
Literacy Intervention ◽  
Media Influence ◽  
Control Group ◽  
School Students ◽  
Health Promoting Behaviors

The outbreak of coronavirus required adjustment regarding the delivery of interventions. Media literacy interventions are necessary to help people acquire relevant skills to navigate the complexities of media communications, and to encourage health-promoting behaviors. The present study aimed to promote a media literacy intervention regarding performance and appearance enhancement substances use in sports high school students. The COVID-19 contingency allowed us to evaluate whether online sessions can effectively promote greater awareness of media influence, a stronger sense of confidence in persuading others to deal with media messages, and healthier attitudes about PAES use among high school students. The study relied on an “intervention group” comprising 162 students (31.5% female) and a “control group” comprising 158 students (42% female). Data were analyzed through repeated measures of Group X Time MANOVA and ANOVA, demonstrating some degree of efficacy of the media literacy intervention. The “intervention group” reported higher awareness of potential newspapers’ influence and a significant increase in their sense of confidence in dealing with media influence compared to the “control group”. Findings support the efficacy of online media literacy programs to prevent doping consumption in adolescents.

scholarly journals Controlled Evaluation of a Physical Activity Intervention for Senior School Students: Effects of the Lifetime Activity Program

2006 ◽  
Vol 28 (3) ◽  
pp. 252-268 ◽  
Author(s):  
David Lubans ◽  
Kathy Sylva
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Exercise Program ◽  
Analysis Of Covariance ◽  
Learning Theories ◽  
Control Group ◽  
School Students ◽  
Significant Group

This study describes the development, implementation, and evaluation of a structured physical activity intervention designed for high school students (years 11 and 12). A sample of 78 students was randomly allocated to control or intervention conditions for a period of ten weeks. Students in the control group (n = 40) participated in unstructured physical activity in a health and fitness center. Students in the intervention group (n = 38) participated in a ten-week structured health and exercise program based on Banduraʼs social learning theories. At the initial posttest, a number of statistically significant group differences were found using analysis of covariance. The intervention group reported more physical activity and improved exercise self-efficacy in comparison to the control group. At the 3-month follow-up, no statistically significant differences in physical activity were found. Results from this study suggest that a well-organized exercise-based program can be effective in increasing physical activity behavior of adolescents on a short-term basis.

scholarly journals Improved Knowledge, Attitudes, and Practices of Balanced Nutrition after Educational Intervention Based on the Self-determination Theory: An Intervention Study in Senior School Teachers in Makassar City

2020 ◽  
Vol 8 (E) ◽  
pp. 228-235
Author(s):  
Nurhaedar Jafar ◽  
Nurzakiah Hasan ◽  
Veni Hadju ◽  
Ridwan M. Thaha ◽  
Andi I. Arundhana
Keyword(s):  
Nutrition Education ◽  
Intervention Study ◽  
Intervention Group ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Control Group ◽  
Attitudes And Practices ◽  
Senior Secondary ◽  
Knowledge Attitudes And Practices

BACKGROUND: Studies linking the association of nutrition knowledge, attitudes, and practices (KAP) with healthy behavior have been well established. However, the method to effectively deliver nutrition education to a particular population, especially middle-income population, was less studied. AIM: This study aimed to examine the effects of school-based nutrition using the self-determination theory (SDT) on nutrition KAP of the senior secondary schoolteacher with metabolic syndrome risk. METHODS: This study was a non-randomized pre-post intervention study conducted in eight senior secondary schools in Makassar City. The intervention group received a balanced nutrition package either delivered through modules, balance sheet (calendar), or physical activity poster for 4 months. The control group received a pamphlet that has been developed by the Ministry of Health of the Republic of Indonesia. RESULTS: A total of 123 respondents (63 respondents) intervention and (60 respondent) control group completed post-test and were included in the analysis. There were increase knowledge, attitude, and practice in both groups, but increasing in the intervention group was a significant relationship compared to the control group (knowledge p < 0.001 and practice = 0.007).s CONCLUSIONS: Delivering nutrition education using SDT concept can potentially improve the knowledge and practices of the teachers about balanced nutrition. The government may adopt the SDT approach when designing the nutrition education program with specific targets.

scholarly journals Effects of Mindfulness-based Self-compassion and Attachment-based Therapy on Self-criticism and Mental Fatigue of Male Adolescents With Addiction Potential

2020 ◽  
Vol 6 (2) ◽  
pp. 97-108
Author(s):  
Jamshid Shahbazi ◽  
◽  
Anahita Khodabakhshi-Koolaee ◽  
Hossein Davodi ◽  
Hassan Heidari ◽  
...  
Keyword(s):  
High School Students ◽  
Mental Health Professionals ◽  
Mental Fatigue ◽  
The Self ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Male Adolescents ◽  
Self Compassion ◽  
Significant Difference

Background: The main cause of the tendency to drug abuse among adolescents and young people is the inability to control their emotions. Previous studies have revealed that as the two models of mindfulness-based self-compassion and attachment-based therapy increase self-acceptance and forgiveness in people, they can be useful for reducing the negative emotions. The aim of the present study was to compare the effectiveness of the two models of mindfulness-based self-compassion and attachment-based therapy on the self-criticism and mental fatigue of male adolescents with addiction potential. Methods: It was a quasi-experimental study. The research population included all high school students in Azna County in the academic year 2018-2019. The participants were selected through cluster sampling. Those with a score above 60 on the Addiction Preparation Scale were randomly assigned to two experimental groups and one control group, each with 15 participants. The instruments used to collect the data were the Addiction Preparation Scale (Wade & Butcher, 1992), the Self-Criticism Questionnaire (Lewis, 1997), and the Psychological Fatigue Questionnaire (Crepe, 1989). The participants in the experimental groups underwent mindful self-compassion and attachment-oriented therapy for 8 and 6 sessions, respectively. The data were analyzed using Multivariate Analysis Of Covariance (MANCOVA) and one-way Analysis Of Variance (ANOVA) by SPSS software V. 21. Results: The findings showed a significant difference between the experimental and control groups in terms of self-criticism (P=0.001, F=10.21) and mental fatigue (P=0.001, F=5.74) in the post-test phase. The results showed that there was no significant difference between mindful self-compassion treatment and attachment-based therapy in terms of their effects on self-criticism (-0.92±0.71, P=0.20) and mental fatigue (-0.57±0.45, P=0.19) of the male adolescents vulnerable to addiction.  Conclusion: According to the findings of the study, it can be concluded that mindfulness-based self-compassion and attachment-based therapy are effective in reducing self-criticism and mental fatigue of male adolescents with the addiction potential. Accordingly, the models are suggested to be used by mental health professionals to help adolescents who are potential to addiction.

Effects Of 10,000 Steps Walking Program In Cardiorespiratory Endurance Of Obese Adolescent

2017 ◽  
Vol 6 (02) ◽  
pp. 35
Author(s):  
William Jakatama ◽  
Sri Wahyudati
Keyword(s):  
High School ◽  
High School Students ◽  
Human Life ◽  
Intervention Group ◽  
Control Group ◽  
Obese Adolescent ◽  
Walking Test ◽  
Walking Program ◽  
Walking Activity ◽  
Cardiorespiratory Endurance

Background: Sedentary life style lead to obesity which related into deterioration of cardiac function, anddeconditioning on musculoskeletal system, particularly on walking function. Walking is an important activityin human life, that automatically repeated in daily activity. Doing exercise by walking activity is a simple andsafe exercise. However, in walking exercise prescription, we need to establish what is the objective to achieve.The ten thousand steps of Walking Program (10,000 SWP) is pedometer-based walking program begin in Japanfor adult and elderly, thus the effects in obesity adolescent remains unclear. The aimed of this study was to findthe effect of 10,000 SWP in Cardiorespiratory Endurance (CE) on obese adolescent.Methods:This study was pre and post randomly experimental design with control, in 24 high school obeseadolescent. Subjects divided into two groups, the intervention group that received 10,000 steps walking program5 days in a week for 6 weeks, and the control group that number of step walking recorded by a pedometerwithout daily target. The cardiorespiratory endurance (VO2 max) was evaluated by the six minute walking test(6MWT), that measured before and after intervention.Results: The Intervention and control groups each contain 12 obese high school students, that equal in age,body mass index, and the mean number of walking steps per day. There was no differences between VO2max1 (12.45 ml/Kg ) and VO2max 2 (12.38 ml/Kg ) (p=0.852) in control group, while there was the differencesbetween VO2max 1 (12.44 ml/kg) and VO2max 2 (17.06 ml/kg) (p=0.002) in treatment group.Conclusion: The 10,000 SWP has proven increasing the Cardiorespiratory Endurance of Obese Adolescent.Keywords: 10,000 Steps Walking Program, 6 Minute Walking Test, Cardiorespiratory Endurance, Obese Adolescent.

scholarly journals Physical Computing Strategy to Support Students’ Coding Literacy: An Educational Experiment with Arduino Boards

2021 ◽  
Vol 11 (4) ◽  
pp. 1830
Author(s):  
Chih-Chao Chung ◽  
Shi-Jer Lou
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Analysis ◽  
Program Design ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Physical Computing ◽  
Technical High School ◽  
Experimental Group

The purpose of this study is to explore the influence of introduction of the physical computing strategy of Arduino Boards in a program design course on coding literacy and the effectiveness of the application in technical high school students. This study selected two classes of twelfth-grade students enrolled in a program design course at a technical high school in Southern Taiwan as the samples. One class was the control group (43 students), and the other was the experimental group (42 students). During the 18-week course, the control group carried out a DBL (design-based learning) programming project, and the experimental group carried out the DBL programming project using the physical computing strategy of Arduino boards. Pre- and posttests and a questionnaire survey were carried out, while ANCOVA (analysis of covariance) was used for evaluation purposes. In the course, students in the experimental group were randomly selected for semi-structured interviews to understand their learning status and to perform qualitative analysis and summarization. This study proposed the physical computing strategy of Arduino boards, featuring staged teaching content, practical teaching activities, and real themes and problem-solving tasks. The results show that the coding literacy of students in the different teaching strategy groups was significantly improved. However, in the Arduino course on DBL programming, the students in the experimental group had a significantly higher learning efficiency in coding literacy than those in the control group. Moreover, according to the qualitative analysis using student interviews, Arduino boards were found to improve students’ motivation to learn coding and to aid in systematically guiding students toward improving their coding literacy by combining their learning with DBL theory. Thus, Arduino technology can be effectively used to improve students’ programming abilities and their operational thinking in practically applying programming theories.

scholarly journals Impact of Peer-Led Cancer Education Program on Knowledge, Health Beliefs, Practice, and Self-Esteem among Pairs of Nepalese High-School Students and Their Knowledge-Sharing Partners

Healthcare ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 64
Author(s):  
Kritika Poudel ◽  
Naomi Sumi ◽  
Rika Yano
Keyword(s):  
High School Students ◽  
Knowledge Sharing ◽  
Education Program ◽  
Repeated Measures ◽  
Health Workers ◽  
Cancer Education ◽  
Peer Group ◽  
Self Esteem ◽  
Control Group ◽  
Cancer Symptoms

Raising cancer awareness among adolescents can increase their confidence in identifying cancer symptoms and develop healthy habits. This study tested the effectiveness of cancer education based on a new model among high schoolers. A non-randomized control group pre-post-test design study was conducted among 313 pairs of adolescent students and their knowledge-sharing partners in Lalitpur, Nepal. A baseline test was conducted before the education program, and it was followed up at two weeks and three months. Results were measured using a chi-square test, binary logistic regression, and a two-way repeated-measures ANOVA. There was a significant interaction effect of intervention and time on students’ knowledge, beliefs, self-esteem, and practice, along with a change in some scores of knowledge-sharing partners. Joint assignment supported the idea of diffusion of information within the family and in the neighborhood. The peer group discussion could encourage active learning and help students to participate visibly in problem-solving and reflecting more sustainably. Time constraints, lack of human resources, and support groups, might limit this program’s usage; however, preparing guidelines, and connecting communities, organizations, hospitals, volunteer health workers, and survivors can help make it more sustainable and approachable.

Music Therapy in Enhancing Learning Attention of Children with Intellectual Disability

2021 ◽  
Vol 9 (4) ◽  
pp. 363-367
Author(s):  
Akintunde Oluseyi Dada ◽  
Owoade Philip Adeleke ◽  
Samson Akinwumi Aderibigbe ◽  
Michael Adeife Adefemi ◽  
Martina Ayibeya Apie ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Music Therapy ◽  
Intellectual Disabilities ◽  
Rating Scale ◽  
Home School ◽  
Analysis Of Covariance ◽  
Moderator Variables ◽  
Treatment Package ◽  
Therapy Treatment ◽  
Children With Intellectual Disability

Inattention is one of the significant problems that inhibit learning among children with intellectual disabilities. However, several strategies and therapies have been developed to solve the problem. This study, therefore, investigates the effectiveness of music therapy in enhancing attention among children with intellectual disability. A pretest-posttest control experimental research design was adopted. The experiment was carried out for six weeks using Music Therapy Treatment Package on 24 children with intellectual disability that were randomly selected Modupe Cole Momerial Childcare and Treatment Home/School, Akoka, Yaba, Lagos. A validated Attention Observation Rating Scale (AORS) with a reliability coefficient of 0.88 was used for this study. Three hypotheses were tested in the study, and Analysis of Covariance (ANCOVA) was used for data analysis. This study revealed that music therapy is effective in enhancing attention among children with intellectual disabilities. Sex and level of severity of the disability were also tested as moderator variables, but they have no significant main or interaction effect with music therapy in enhancing attention for children with intellectual disability. The finding is that music therapy is significantly effective in enhancing attention for children with intellectual disability regardless of their sex or level of severity. It was concluded that attention deficit could be improved for children with intellectual disability. Therefore, Music therapy was recommended for use in the school with adequate teacher training.

A Resistance Training Intervention for Adults With Intellectual Disability in the Community: A Pilot Randomized Clinical Trial

2021 ◽  
pp. 1-23
Author(s):  
Iva Obrusnikova ◽  
Albert R. Cavalier ◽  
Richard R. Suminski ◽  
Ashleigh E. Blair ◽  
Cora J. Firkin ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Resistance Training ◽  
Muscular Strength ◽  
Functional Performance ◽  
Analysis Of Covariance ◽  
Training Intervention ◽  
Control Group ◽  
Community Based ◽  
Resistance Training Exercise ◽  
Experimental Group

Adults with an intellectual disability have significantly lower levels of fitness compared with the general population. This study examined the effects of a 13-week theoretically guided, community-based, multicomponent resistance training intervention, resistance training for empowerment, on muscular strength and independent functional performance in 24 adults with an intellectual disability, aged 18–44 years. Twelve participants were randomly allocated to an experimental group and 12 to an active control group. An analysis of covariance revealed that the experimental group had significantly greater increases (p < .05) on the chest press and leg press one-repetition maximum tests and the 6-min walk test from the baseline to postintervention compared with the control group. The experimental group correctly and independently performed a significantly greater number of steps of resistance training exercise tasks than the control group. Marginal significance and large effect sizes were found for the prone plank test and the stair climb test. The resistance training for empowerment was effective in promoting muscular strength and independent functional performance among adults with an intellectual disability.

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