Affective and Career Education for the Learning Disabled Adolescent

1981 ◽  
Vol 4 (1) ◽  
pp. 69-75 ◽  
Author(s):  
William S. Kendall
Keyword(s):  
Vocational Training ◽  
Career Education ◽  
Learning Disabled ◽  
The Other ◽  
Learning Resource ◽  
Career Attitudes ◽  
Social Maturity ◽  
Training Class ◽  
Secondary Classes ◽  
Regular Classes

The purpose of the present study was to investigate the extent to which three groups of learning disabled adolescents differed on social maturity and career attitudes. The subjects included: (a) 20 LD students enrolled in secondary regular classes, (b) 20 LD students in vocational training classes, and (c) 20 LD students integrated into regular secondary classes and receiving additional assistance in learning resource centers. Results indicate that subjects in the vocational training class were superior to the other two groups in social maturity and career attitudes. Additionally, significant differences in social maturity and career attitudes were found among the three learning disabled groups.

EEG and Behavioral Changes following Neurofeedback Treatment in Learning Disabled Children

2003 ◽  
Vol 34 (3) ◽  
pp. 145-152 ◽  
Author(s):  
T. Fernández ◽  
W. Herrera ◽  
T. Harmony ◽  
L Díaz-Comas ◽  
E. Santiago ◽  
...  
Keyword(s):  
Threshold Value ◽  
Learning Disabled ◽  
The Other ◽  
Control Group ◽  
Relative Power ◽  
Normal Children ◽  
Absolute Power ◽  
And Gender ◽  
Socioeconomical Status ◽  
Experimental Group

Neurofeedback (NFB) is an operant conditioning procedure, by which the subject learns to control his/her EEG activity. On one hand, Learning Disabled (LD) children have higher values of theta EEG absolute and relative power than normal children, and on the other hand, it has been shown that minimum alpha absolute power is necessary for adequate performance. Ten LD children were selected with higher than normal ratios of theta to alpha absolute power (theta/alpha). The Test Of Variables of Attention (TOVA) was applied. Children were divided into two groups in order to maintain similar IQ values, TOVA values, socioeconomical status, and gender for each group. In the experimental group, NFB was applied in the region with highest ratio, triggering a sound each time the ratio fell below a threshold value. Noncontingent reinforcement was given to the other group. Twenty half-hour sessions were applied, at a rate of 2 per week. At the end of the 20 sessions, TOVA, WISC and EEG were obtained. There was significant improvement in WISC performance in the experimental group that was not observed in the control group. EEG absolute power decreased in delta, theta, alpha and beta bands in the experimental group. Control children only showed a decrease in relative power in the delta band. All changes observed in the experimental group and not observed in the control group indicate better cognitive performance and the presence of greater EEG maturation in the experimental group, which suggests that changes were due not only to development but also to NFB treatment.

scholarly journals Career Profile, Continuing Professional Training and Motivation in BICICI Employees

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Tombezoogo Sylvestre Innocent ◽  
Loba Saga Bernard ◽  
Yao René Yao ◽  
Kassi Jean –Fréjus
Keyword(s):  
Human Capital ◽  
Vocational Training ◽  
Professional Training ◽  
Work Motivation ◽  
Probabilistic Method ◽  
Statistical Test ◽  
The Other ◽  
Chi Square ◽  
Banking Structure ◽  
Continuing Vocational Training

The purpose of this study is to examine the influence of career and continuing professional training on work motivation among BICICI employees. To achieve this, a sociological survey was carried out among 221 workers in this banking structure. These workers were selected using the probabilistic method. The method of data collection in the field was carried out by means of a questionnaire comprising essentially four axes. The chi-square statistical test was used to process the collected data. This treatment resulted in two levels of outcomes. One reveals that the career profile determines the motivation to work in the study subjects. The other shows that the motivation at work of the respondents depends on continuing vocational training. Herzberg’s bifactorial theory and Becker’s human capital assisted in interpreting these results.

Family as a Factor in Delinquency

1999 ◽  
Vol 85 (1) ◽  
pp. 80-81 ◽  
Author(s):  
Fran T. Fleener
Keyword(s):  
Learning Disabilities ◽  
Criminal Justice ◽  
Learning Disability ◽  
Rural Area ◽  
White Male ◽  
Delinquent Behavior ◽  
Learning Disabled ◽  
The Other ◽  
Self Report ◽  
Dysfunctional Family

50 adjudicated delinquents were given academic and psychological tests and a self-report of delinquency according to the learning disability/delinquency study of the National Criminal Justice Service of 1980. 31 learning disabled delinquents were identified. The test of proportions compared learning disabilities in delinquent ( n = 31) and nondelinquent (ns = 24 and 43) samples. The Mann-Whitney U test compared the reported number of categories of delinquent behavior in the three groups. A typical delinquent of this rural area tends to be a white male with average or above intelligence and a learning disability. His family is large; his parents are divorced. He comes from a poorer economic and cultural background. A dysfunctional family can be a center wherein delinquency grows; on the other hand, a strong family can nurture and protect when peers and school fail.

Teaching Geography to High School Students with Academic Deficits: Effects of a Computerized Map Tutorial

1988 ◽  
Vol 11 (4) ◽  
pp. 371-379 ◽  
Author(s):  
Steven V. Horton ◽  
Thomas C. Lovitt ◽  
Tim Slocum
Keyword(s):  
Learning Disabilities ◽  
High School Students ◽  
Learning Disabled ◽  
Ninth Grade ◽  
The Other ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Practical Applications ◽  
Significant Difference ◽  
Academic Deficits

This research investigated the effectiveness of two treatments designed to teach the locations of 28 major cities in Asia to students identified as learning disabled and remedial enrolled in a ninth-grade world geography class. In one treatment, students were presented the locations of 14 cities by completing a computerized map tutorial. In the other intervention, students were asked to learn the locations of 14 different cities by referencing an atlas and transcribing their findings to a work map. Results indicated that the computerized map tutorial produced significantly higher performance than the atlas condition for students with learning disabilities and remedial pupils. Within treatments, no significant difference was noted in the performance of the two groups. Several practical applications of computerized graphics for students with academic deficits are discussed.

Adapting Test Construction for Mainstreamed Mathematics Students

1988 ◽  
Vol 81 (5) ◽  
pp. 388-392
Author(s):  
Jennifer Wingo Miederhoff ◽  
Judy W. Wood
Keyword(s):  
Learning Disabled ◽  
Test Construction ◽  
Mathematics Students ◽  
Handicapped Children ◽  
Emotionally Handicapped ◽  
Mathematics Tests ◽  
Educable Mentally Retarded ◽  
Virginia Commonwealth University ◽  
K 12 ◽  
Regular Classes

Recognizing the need for making adaptations for special students in regular classes, Project Train at Virginia Commonwealth University has developed a model for adapting the curriculum for mildly handicapped children (Wood 1985). The model is generic to all academic subjects and grades K-12. This article focuses on adapting the construction of teacher made mathematics tests for mildly handicapped children, that is, the educable mentally retarded, the emotionally handicapped, and the learning disabled, in the mainstream.

Teaching Mathematics to Learning Disabled Students in the Secondary Classroom

1987 ◽  
Vol 80 (9) ◽  
pp. 702-747
Author(s):  
Grace M. Burton ◽  
Marcee J. Meyers
Keyword(s):  
Learning Disabilities ◽  
Language Arts ◽  
Learning Disabled ◽  
Limited Attention ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Disabled Students ◽  
The Past ◽  
Secondary Classroom ◽  
Regular Classes

Professionals in the field of learning disabilities have made tremendous advances in the past twenty years in research, methodology, diagnosis, and programs. Until very recently (Johnston 1984), much of this progress has focused on the young learning disabled child (Kaliski 1962; Homan 1970) and on the curricular area of language arts. Although learning disabled (LD) students are indeed enrolled in middle school and high school mathematics classes, limited attention has been paid to their difficulties and special needs, and even less information is available addressing the concerns of their mathematics teachers. Because of mainstreaming, most LD students will probably remain in the regular classes for prealgebra, algebra, and geometry.

Function of Color in Learning an Assembly Task by Learning Disabled Adolescents

1979 ◽  
Vol 48 (3_suppl) ◽  
pp. 1195-1198 ◽  
Author(s):  
Robert B. Rutherford ◽  
Gerald S. Hasterok ◽  
Robert J. Casey ◽  
Kenneth Howell
Keyword(s):  
Learning Disabled ◽  
The Other ◽  
Color Analysis ◽  
Disabled Students ◽  
Assembly Task ◽  
Black And White ◽  
White Film

This study examined the effect of color on responses by 20 14- to 17-yr.-oId learning disabled students in a probation facility to a puzzle assembly task. Prior to the task, one of two randomly constituted groups of 10 viewed a black and white film illustrating a puzzle assembly, the other group viewed an identical film of the puzzle being assembled in color. Analysis indicated that color does not enhance performance in some cases and may inhibit performance.

scholarly journals The Relationships of Future Anxiety with some Variables among the Vocational Training Students

2013 ◽  
Vol 7 (2) ◽  
pp. 186
Author(s):  
Zegaoua Ahmed
Keyword(s):  
Vocational Training ◽  
The Other ◽  
Average Level ◽  
Economic Dimension ◽  
Low Level ◽  
Males And Females ◽  
Relationship Of ◽  
The Relationship ◽  
Psychological Dimensions

The Purpose of this study was to investigate the level of future anxiety among students of' vocational training. The relationship of future anxiety gender and vocational specialization was tested. The researcher developed a questionnaire of future anxiety which was distributed to 112 students who were in four vocational specializations. The results revealed that there was an average level of future anxiety among the vocational training students, in the total score as well as in the vocational, academic, social, and psychological dimensions. However, there was low level of future anxiety in the economic dimension. There were also statistically significant differences between males and females on the level of future anxiety, while there were no statistically significant differences on the other dimensions attributed to the vocational specialization. In light of the findings the researcher proposed a number of recommendations. 

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