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1.
This paper attempts to examine 2 areas: a) the effectiveness of a group counselling model by comparing an experimental group (N=100) and a control group (N=89) in terms of success rates and effective measurement units one year after completing the programme, and; b) the differences in social characteristics of success and failure cases between the 2 groups.It is shown that this group counselling model is effective in helping ex-drug addicts to kick their drug-seeking behaviour. ?2 and t tests also show that the experimental success cases were significantly older and more involved in crimes than were the success controls, while the experimental failures were also found to be significantly older and more likely to be married than the control failures.  相似文献   

2.
Abstract

College students (N=51) read a 600-word passage. Advance organizers (Ausubel) were either interspersed in the text contiguous with related paragraphs (part method) or were presented en masse before the entire passage (whole method). Additionally, a reading-only control group was employed. The whole and part method of presenting advance organizers yielded equivalent recall of passage information and neither experimental group exceeded the control group in this regard. However, both advance organizer groups produced significantly (p>.01) more recall than the control group of the organizers themselves. These results are similar to those commonly found with another type of reading aid, adjunct questions.  相似文献   

3.
Abstract

An in-service program of cognitive verbal awareness training focusing on careful development of a rationale for change and an introduction to a verbal analysis tool (ICOI), was used to determine if student teachers of social studies could develop verbal patterns in their classrooms which would encourage the growth of intellectual abilities and skills in students beyond the cognitive-memory level of operation. It was determined that the experimental group’s (N=12) operational gain was significant at the .01 level, while half of the control group (N=12) actually became more concerned with a search for ’Tactual knowledge." In addition, it was noted that student teachers in both groups persisted in the use of a particular performance style even when they succeeded in changing their level of cognitive operation.  相似文献   

4.
BackgroundLittle evidence exists regarding outcomes of therapeutic interventions for maltreated children who are removed from their birth families and then adopted. This study follows on from a previous evaluation of the Neuro-Physiological Psychotherapy (NPP) model, which found significant, positive and sustained post-treatment change.ObjectiveTo compare the outcomes for the NPP intervention group to those of a control group.Participants and settingParticipants were families who received the NPP intervention and families who, following assessment, did not receive the NPP intervention as recommended.MethodsGroups were matched in terms of demographics and presentation at assessment. A comparison of outcomes took place using ANCOVA.ResultsSignificant differences were found between group measures of Behavioral Regulation Index (moderate effect size, Cohen’s d = .435; F(1, 1505) = 14.476, p = .000) and Global Executive Functioning (BRIEF) (small effect size, Cohen’s d = .147; F(1, 3506) = 7.771, p = .008); mental health difficulties common in maltreated children (ACC/ACA) (small effect size, Cohen’s D = .212; F(1, 1100) = 6.197, p = .020) and externalizing behavior (CBCL) (small effect size, Cohen’s D = .025; F(1, 686) = 5.420, p = .025). A comparison of parent responses on quantitative aspects of a structured interview using chi-square analysis revealed significant differences between the groups on relationship quality (x2 (2, N = 53) = 10.453, p = .005 with a medium effect size, Cramer’s V = .444), disruption (x2 (1, N = 54) = 4.998, p = .025. The effect size was medium with Cramer’s V = .304), parental separation rates (x2 (1, N = 45) = 9.474, p = .002. The effect size was moderate with Cramer’s V = .459) and several indicators for longer-term social inclusion. The results are discussed in the light of the model’s neurodevelopmental and sequential approach, which focuses on sensory integration, affect regulation and therapeutic life story work alongside parent and school support.ConclusionsImplications regarding current treatment guidelines for this population are discussed; and a call is made for interventions which actively consider and address the neurodevelopmental impact of maltreatment.  相似文献   

5.
This paper attempts to examine 2 areas: a) the effectiveness of a group counselling model by comparing an experimental group (N=100) and a control group (N=89) in terms of success rates and effective measurement units one year after completing the programme, and; b) the differences in social characteristics of success and failure cases between the 2 groups.It is shown that this group counselling model is effective in helping ex-drug addicts to kick their drug-seeking behaviour. 2 and t tests also show that the experimental success cases were significantly older and more involved in crimes than were the success controls, while the experimental failures were also found to be significantly older and more likely to be married than the control failures.  相似文献   

6.
ABSTRACT

Children (N = 3) with attention‐deficit hyperactivity disorders were trained by using a multimodal programme, which comprised three types of intervention: children's individual and group‐based cognitive training, parent training and classroom intervention. The study was done using the experimental single‐case design. Baseline and progress were evaluated by classroom observations, questionnaires and rating scales. Results concerning the two children who were able to finish the programme were promising. Progress was seen in both classroom observations and parent and teacher ratings. Results are discussed and considered from the transactional point of view and some ideas about developing this kind of multimodal programme are given.  相似文献   

7.
Abstract

The current study examined the effects of a silent rapid reading skills training intervention on the reading rate and reading achievement of primary school students in China in order to determine the efficacy of the intervention and explore potential gender differences. A total of 108 Chinese primary school students were randomly assigned by the classroom to either an experimental (n = 54) or control (n = 54) condition. Students in the experimental group completed 12 sessions of rapid reading skills training designed to increase their ability to rapidly read Chinese text in silence. Students in the control group engaged in regular Chinese language curriculum for the same time period. After the three-week intervention period, students in the experimental group displayed significantly greater silent reading speed of Chinese characters (M?=?1331.26 characters per minute) compared to students in the control group (M?=?617.48 characters per minute; p?<?.001). Children in the intervention group also displayed a significantly greater effective reading rate (F = 87.11, p?<?.001, partial η2?=?0.46) at post-test compared to the control. Male students displayed greater increases in reading speed than female students. Neither intervention effect nor gender difference was evident for reading comprehension. Implications for educational interventions designed to increase silent reading speed among Chinese students are discussed.  相似文献   

8.
Abstract

This study assessed the effectiveness, in terms of attrition/persistence, of an experimental program for disadvantaged freshmen (A’ = 104) as contrasted with a control program (N = 104). Multifactor analyses of variance considered the effects of programs, special instruction, financial aid, ACT, sex, race, and GPA. In terms of freshman attrition/persistence, there were no viable significant differences between the experimental and control programs; between special and regular instruction; between financial aid and no financial aid; between special instruction with financial aid and regular instruction with no financial aid; between lower and higher ACT scores; between males and females; or between blacks and whites. Grades (as significant main effects and in significant interactions) differentiated freshman attrition/ persistence consistently.  相似文献   

9.
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10.
The study investigated the effects of participation in the activities of Science-A Process Approach (SAPA) on the oral communication skills of disadvantaged kindergarten children. Experimental-control group, pretest-posttest research design was employed. The investigator designed the Test of Oral Communication Skills (TOCS) to measure students' oral communication skills. Two experimental groups (one morning and one afternoon, N = 52) and two control groups (one morning and one afternoon, N = 48) were randomly assigned from two kindergarten classrooms (morning and afternoon classes in each) in an inner-city school in Columbus, Ohio. The investigator provided the science instruction to all students. Experimental subjects received 22 half-hour lessons from exercises a through k of Part A, SAPA. Control subjects received 22 lessons from Springboards to Science, a teacher demonstration, class discussion type of kindergarten curricuoum used in the school system. The treatment period spanned 12 academic weeks. Analysis of variance of TOCS pretest scores showed no significant differences among any of the means of the four groups. Analysis of covariance of TOCS posttest scores revealed differences significant at .05 or beyond in the mean scores of the experimental groups and control groups for total oral and total receiving skills and for six of the eight subskills measured by TOCS. Application of the Tukey (b) test revealed that experimental group mean scores exceeded control group mean scores in every TOCS skill and subskill area and that in total oral transmitting subskills both experimental group mean scores were significantly greater at .05 level or beyond than corresponding mean scores for both control groups. Within the parameters of this study, it may be concluded that when the activities and teaching strategies of SAPA curriculum are presented to disadvantaged kindergarten children, their oral communication skills, especially the transmitting (speaking) skills, are clearly enhanced.  相似文献   

11.
ABSTRACT

Objective: Memory loss affects a large proportion of older adults. Research indicates a positive association between memory training and better memory performance as people age. However, studies on specific memory training using an experimental design are limited. This study explored whether memory training has improved memory performance in a group of older adults.

Method: A convenience sample of 48 participants was recruited from two communities. Disregarding dropouts, this left 23 experimental (mean age = 65.4 ± 6.0, range = 56–80) and 19 control participants (mean age = 64.5 ± 4.9, range: 57–72). The intervention consisted of 60-min classes held on a weekly basis continuing for 8 weeks. The class session was held after a 1-h exercise class and before a 1-h session of cognitive games. The pre–post objective memory performances, including associative, list, text, place, grocery learning, and transfer-effect of daily event memory (ecology validity), were examined to determine whether the intervention was effective.

Results: Intragroup: With Wilcoxon test, the findings showed that the intervention of both the list and place learning had significant differences for the experimental group, but not for the control group. Intergroup: The main effects were found for the associative and text learning. The mixed design ANOVA indicated that there is an interaction (time x group) on the dependent variable of the place learning test. Daily events memory: We found within group that the pre–post differences were significant for the experimental group but not for the control group.

Conclusion: The study showed that memory training can help older adults to ameliorate memory loss problems and these findings deserve more attention.  相似文献   

12.
Abstract

A sample of applicants to the 1979 Youth Conservation Corps (YCC) program were surveyed twenty-six months after camp to assess possible long-term perceived benefits to program participants. Successful applicants (enrollees) served as the experimental group, unsuccessful applicants as the control group. Mean score differences on ten scales used for testing showed a consistent pattern of small benefits for the experimental group. When the treatment and control groups were categorized into increasingly definitive subgroups based on socioeconomic and demographic background variables, the magnitude of mean score differences increased greatly for certain subgroups of enrollees. Particular subgroups of enrollees showed sizable benefits not realized by other subgroups, especially when two classifying variables were used to define subgroups.  相似文献   

13.
Abstract

The relative effectiveness of a problem-solving-based computer-assisted instruction (PSCAI) and a lecture-Internet-discussion instruction (LIDI) were compared for Taiwan senior high school students' science achievement and attitudes toward science. A pretest-posttest control group experimental design involving 8 classes was used. Experimental-group students (n = 156) received the PSCAI; comparison-group students (n = 138) received the LIDI. Instruments included the Earth Science Achievement Test (C. Y. Chang, 2000) and the Attitudes Toward Earth Science Inventory (C. Y. Chang & S. L. Mao, 1999). A multivariate analysis of covariance suggested that (a) students taught using the PSCAI scored higher but not significantly higher than did students in the LIDI group and (b) there were statistically significant differences in favor of the PSCAI on student attitudes toward the subject matter.  相似文献   

14.
Development of new methods for anatomy teaching is increasingly important as we look to modernize and supplement traditional teaching methods. In this study, a life-sized equine model, “Geoff,” was painted with surface and deep anatomical structures with the aim of improving students’ ability to convert theoretical knowledge into improved topographical anatomy knowledge on the live horse. Third and fourth year veterinary medicine students (n = 45) were randomly allocated into experimental (used “Geoff”) and control (used textbook) groups. The efficacy of the model was evaluated through a structured oral exam using a live horse. Questionnaires gathered information on student confidence and enjoyment of the task. There was no significant difference in the performance of experimental and control groups either immediately (44±20% vs. 40±21%; P = 0.504) or 9 weeks after the learning intervention (55±17% vs. 55±20%; P = 0.980). There were however specific questions on which the experimental group performed better than controls, and for which gender effects were apparent. The students using “Geoff” showed a transient gain in confidence following the session (Likert scale 2.7 to 3.6) however the initial increase was no longer present at the second test. There was a significant influence of gender on confidence with greater confidence gains in females in the Experimental group. The students found the model to be extremely useful and both groups found the sessions enjoyable. The model will be of benefit as a complementary learning tool for students.  相似文献   

15.
ABSTRACT

The authors compared the performance of students who received integration of number sense activities in instruction with students who received instruction using regular mathematics textbooks. Two classes of third-grade students (N = 60) were randomly assigned to experimental and control groups. Students in each group were given a pretest, post I test, and post II test, and were interviewed individually across 20 class periods of intervention. Results showed that the performance of the students in the experimental group was significantly higher than those in the control group. The interview data also showed that the students in the experimental group performed better than students in the control group in flexible and effective ways to use number sense.  相似文献   

16.
Abstract

This article aims to present preliminary data to validate and show the effectiveness of the educational programme Thinking emotions with a sample of children aged two years. To test its effectiveness, a sample of 57 children was selected. The sample was divided into experimental group (N = 38) and control group (N = 19). Participants were evaluated for overall development (Brunet-Lezine) and emotional understanding through two tests (AKT and TEC) before and after the implementation of the programme in the classroom. The tutors implemented the programme during school hours in weekly 45-minute sessions over six months. The results show significant advances in emotion understanding of children in the experimental group versus the control group. Results are discussed considering the implications of early education on emotions and the consequences on psychological wellbeing.  相似文献   

17.
Abstract

The student teaching experience was investigated for changes in attitudes as determined by pre- and post-responses to the MTAI. Further, inventory statements were categorized and placed in five dimensions. The total results were treated by the t test and no significant changes resulted. The analysis of variance was applied to the dimensional MTAI responses. A significant difference between dimensions (P = 3.80 < .05) resulted. No significant treatment or Interaction differences occurred. When the simple effects were evaluated by the 8ign Test, only one of the five dimensions revealed a significant shift In attitude. The results suggest that attitude changes resulting from experimental condition may be more appropriately evaluated by Inspecting the dimensions of the change.  相似文献   

18.
Abstract

Elementary school teachers (N= 260)employed by a suburban St. Louis school district responded to the Pupil Control Ideology Form (PCI). Twenty teachers were selected to comprise two experimental groups. Groups were determined by high and low scores on the PCI. The investigation was undertaken to determine if the pupil control ideology of teachers differentially affects their operational behavior in the classroom. There was no significant difference among the proportions of indirect verbal behavior, direct verbal behavior, or student verbal behavior. However, the humanistic and custodial Ss differed in the frequency of use of verbal behaviors categorized as (1) accepting and developing student ideas (3-3 cell); (2) lecturing, giving facts or opinions (5-5 cell); and (3) student initiated verbal behaviors (9-9 cell). In each case, the humanistic group utilized significantly more verbal behaviors classified as indirect than did the custodial group.  相似文献   

19.
Abstract

This study examined the effect of computer simulation training on elementary teacher trainees’ ability to administer an Informal Reading Inventory (IRI) to a child and interpret it. After initial in-class instruction for all trainees, the experimental group participated in the simulation and then gave an IRI to a child. The order of these steps was reversed for the control group. Analysis of results showed no significant differences between groups in ability to administer the IRI accurately, but the experimental group scored significantly higher (p > .02) in their ability to diagnose reading skill weaknesses correctly. The experimental group also had a more favorable attitude (p > .03) toward developing lesson plans based on skills weaknesses identified by the IRI.  相似文献   

20.
Abstract

This research investigated the immediate and long-term effects of a Tier 2 intervention for beginning readers identified as having a high probability of reading failure using a randomized control trial. First-grade participants (n = 123) were randomly assigned either to a 25-session intervention targeting key reading components, including decoding, spelling, word recognition, fluency, and comprehension, or to a no-treatment control condition. Analyses of immediate posttests (end of first grade) indicated significant differences in measures of Decodable Word Fluency (effect size = .40) favoring the intervention group. Within the intervention group, tutor ratings of attention were significantly related to growth in Passage Reading Fluency and Spelling Fluency. Longitudinal assessments (end of second grade) indicated no significant differences by group. Analysis of responder status indicated that students defined as responders maintained gains to the end of second grade.  相似文献   

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