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This study examined parent reports of behavioral and family functioning for 59 boys with learning disabilities (LD) and 65 nondisabled boys (NLD) of ages 6 to 12 years. Parents completed the Child Behavior Checklist (CBCL) and the Family Adaptability and Cohesion Evaluation Scale (FACES III). Boys with LD were reported as having significantly more behavior problems of both the Internalizing and Externalizing types than NLD boys. Individual scales yielded group differences indicating higher scores (more problems) for the group with LD on the Hyperactive, Schizoid or Anxious, Depressed, and Obsessive Compulsive scales, but no differences on the Aggressive or Social Withdrawal scales. Furthermore, families of boys with LD tended to score more frequently in the extreme (disturbed) range of family functioning. However, boys of families in the extreme range did not have more behavior problems than the boys of other families. The findings suggest that a greater than average proportion of boys with LD are at risk for developing psychological adjustment problems. 相似文献
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More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted by recent research. We argue that an uncritical acceptance of the concept of concomitant giftedness and LD has led to unsound identification procedures and to interventions that are not targeted properly. Specific recommendations for future research and implications for current clinical practice are discussed. 相似文献
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Maurice L Phipps Aya Hayashi April Lewandowski Allison H Padgett 《Journal of Adventure Education & Outdoor Learning》2013,13(1):51-65
Abstract This article describes the use of two linked instruments, the Instructor Effectiveness Check Sheet (IEC) and Instructor Effectiveness Questionnaire (IEQ). The use of an evaluation instrument during a course can enable improvements to be made — even with experienced instructors. Detail can be taken from the IEC and IEQ to find obvious and not so obvious needed changes and attention to individuals in the group. The article gives an example where the instruments were used to teach instructors about different pedagogical constructs, describes further research using the instruments at the Nantahala Outdoor Center, USA, and describes a case study on a wilderness education group that illustrated improvement in effective teaching. 相似文献
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李武明 《通化师范学院学报》2003,24(4):5-7
以Clifford代数为工具，讨论Minkowski平面的几何性质，指明应用Clifford代数在计算机上实现Minkowski几何研究的可行性。 相似文献
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Kyle Potter Lawrence Lewandowski Laura Spenceley 《Assessment & Evaluation in Higher Education》2016,41(7):996-1007
Standardised and other multiple-choice examinations often require the use of an answer sheet with fill-in bubbles (i.e. ‘bubble’ or Scantron sheet). Students with disabilities causing impairments in attention, learning and/or visual-motor skill may have difficulties with multiple-choice examinations that employ such a response style. Such students may request and receive testing accommodations that intend to mitigate these impairments, such as circling responses in a test booklet, which contains both the questions and corresponding multiple-choice answers. The current study evaluated this test accommodation as compared to using a bubble sheet or Scantron on a multiple-choice vocabulary test. College students with (n = 25) and without (n = 76) disabilities completed a vocabulary test under both booklet (accommodated) and bubble sheet (standard) conditions. Results demonstrated that answering in a test booklet, a much preferred response mode, allowed students to attempt significantly more items than using a bubble sheet, improving their overall test scores. Booklet responding tends to improve overall performance, even for students without disabilities, calling into question the specificity and validity of this accommodation. 相似文献
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ROGER SÄLJÖ 《教育心理学家》2013,48(3):202-208
Over the past decades research on learning has become more diverse and complex. The concern expressed by Alexander, Schallert, and Reynolds (2009/this issue) is that this diversity of theoretical perspectives has resulted in a fragmentation that is destructive to the field. Although it is important to engage in explicit discussions of how learning is construed in different traditions, Alexander et al. do not give sufficient recognition to the significant epistemological and theoretical differences between traditions; differences that make them incompatible in important respects, for instance, with respect to their units of analysis. An acceptance of incompatibilities in perspectives is not necessarily a problem. In fact, such a situation may, if the debates are grounded in a mutual acceptance of the diverse manners in which knowing and learning may be theorized, give us a richer frame of reference from which to analyze learning in its various manifestations in complex societies. 相似文献
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The goal of this article is to understand the reasons why known-item search queries entered in a discovery system return zero hits. We analyze a sample of 708 known-item queries and classify them into four categories of zero hits with regard to whether the item is held by the library and whether the query is formulated correctly: (1) item in stock, but query incorrect, (2) item not in stock, (3) item in stock, but incomplete or erroneous metadata, (4) query is ambiguous or not understandable. The main reasons for zero hits are caused by acquisition and erroneous search queries. We discuss possible solutions for known-item queries resulting in zero hits from the side of the system and show that 30% of zero hits could easily be avoided by applying automatic spelling correction. We argue that libraries can improve their discovery systems or online catalogs by applying strategies to avoid or cope with zero hits inspired by web search engines and commercial search web sites. 相似文献
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The expansion of the number of students requesting accommodations in postsecondary settings compels clinicians to become knowledgeable about the legal definitions and documentation requirements of the Americans with Disabilities Act (ADA). Because the law is relatively new, courts and regulatory agencies have only recently begun to clarify what constitutes a disability. In this study, 147 clinicians completed a questionnaire developed to assess their understanding of the law and the diagnostic approaches they used to justify claims of learning disability (LD), attention-deficit/hyperactivity disorder (ADHD), and psychiatric disability. Whereas the clinicians agreed on certain points (e.g., the right of institutions to formulate specific policies regarding documentation), they substantially disagreed on several fundamental issues. Clinician consensus was lowest on items that asked about the basic intent of the law, the metrics for assessing impairment, and the criteria for assessing ADHD in adulthood. Judged against the legislative history of the ADA and the body of regulatory rulings and legal decisions, many clinicians' responses showed a need for clarification regarding the distinction between special education law and the antidiscrimination intent of the ADA. The respondents also expressed a nearly uniform wish for more training in this fast-growing area of clinical practice. 相似文献
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李端 《邯郸职业技术学院学报》2005,18(1):33-34
在香港经济经历数次冲击之后，中央政府为促进内地和香港特别行政区经济的共同繁荣与发展，加强双方与其他国家和地区的经贸联系，达成了《内地与香港关于建立更紧密经贸关系的安排》(简称CEPA)。CEPA的实施使香港和内地的房地产业取长补短，优势互补，尤其令内地的房地产业加快了由相对“封闭”走向开放、走向国际化的步伐。 相似文献