CORRELATES OF CONDUCT PROBLEMS AND DEPRESSION COMORBIDITY IN ELEMENTARY SCHOOL BOYS AND GIRLS RECEIVING SPECIAL EDUCATIONAL SERVICES     

Martine Poirier  Michle Dry  Jean Toupin  Pierrette Verlaan  Jean‐Pascal Lemelin  Jadzia Jagiellowicz 《Psychology in the schools》2015,52(4):403-418

There is limited empirical research on the correlates of conduct problems (CP) and depression comorbidity during childhood. This study investigated 479 elementary school children (48.2% girls). It compared children with comorbidity to children with CP only, depression only, and control children on individual, academic, social, and family characteristics. The study also analyzed gender differences in the associations between correlates and comorbidity. Multinomial logistic regression results revealed that children with CP and depression had higher levels of anxiety and more school difficulties than children with CP only, more social difficulties and more severe attention deficit and hyperactivity disorder (ADHD) symptoms than children with depression only, and more difficulties in all domains than control children. Girls with CP and depression presented a particularly negative profile, including lower school abilities than CP and control girls, and lower social skills and more severe ADHD symptoms than control girls.  Implications for evaluation and intervention planning are discussed.  相似文献   

Writing instruction for social justice: an investigation into the components of a teacher preparation course     

Émilie Lavoie  Martine Cavanagh 《Literacy》2023,57(2):132-148

Future teachers must notice, navigate, and address ideologies in order to counter inequities in the literacy classroom. This article presents the findings of two teacher educators who have taken up the call to critically reflect on their own underlying beliefs and discourses regarding writing instruction. Through an education design framework, they analysed important components of the course, arguing for a higher degree of visibility of the ideologies and social forces that impact writing instruction. They found that despite encouraging a fairly complex and all-encompassing view of learning to write to the future teachers in their course, the creativity discourse was present passively and the socio-political was downright absent, despite clear social justice aims in the course. They discuss how well-established discourses can serve as gateways to embed the socio-political into the course and address more granularly the question of exclusion through selected mentor texts.  相似文献   

期待与认同：残疾人奥林匹克运动的心理健康教育价值     

刘洋  陶玉流 《天津体育学院学报》2010,25(5):414-417

残疾人身心的差异和来自社会的歧视对残疾人心理健康有着深刻的消极影响.残疾人常常表现出低自我认知、低自我效能、低自我赋权以及这些心理问题导致的消极情绪.而残疾人奥林匹克运动员在心理健康状态和情绪指数方面比不参加体育运动的残疾人表现的更为积极.残疾人奥林匹克运动员在残疾人奥林匹克教育价值实现过程中,不仅是受教育者,而且通过其自身的竞技和专门的讲演也对其他残疾人和正常人心理健康状态和情绪产生着积极的影响.  相似文献   

Early contribution of phonological awareness and later influence of phonological memory throughout reading acquisition     

Christelle Nithart  Elisabeth Demont  Marie‐Noëlle Metz‐Lutz  Steve Majerus  Martine Poncelet  Jacqueline Leybaert 《Journal of Research in Reading》2011,34(3):346-363

The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1‐year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological discrimination, awareness and various aspects of phonological memory and at assessing their respective contributions to early reading acquisition. Our results show an increase in performance at each phonological processing step, but also suggest a qualitative evolution in their relative importance. Hierarchical regression analyses indicate that reading skills are mainly predicted by phonological awareness measured at the kindergarten stage and, subsequently, by phonological memory abilities measured at the end of first grade. More precisely short‐term memory for serial‐order information seems to contribute to the development of decoding abilities, while phonological knowledge stored in long‐term memory seems to influence word recognition.  相似文献   

Book reviews     

Bousquet Martine Mauriras 《Prospects》1986,16(1):146-151

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Kindergarten risk factors, cognitive factors, and teacher judgments as predictors of early reading in Dutch   总被引：1，自引：0，他引：1  

Gijsel MA  Bosman AM  Verhoeven L 《Journal of learning disabilities》2006,39(6):558-571

This study focused on the predictive value of risk factors, cognitive factors, and teachers' judgments in a sample of 462 kindergartners for their early reading skills and reading failure at the beginning of Grade 1. With respect to risk factors, enrollment in speech-language therapy, history of dyslexia or speech-language problems in the family, and the role of gender were considered. None of these risk factors were significantly related to reading performance. Cognitive factors in this study included letter knowledge, rapid naming ability, and nonword repetition skills. Of these skills, letter knowledge seemed to have the highest correlation with reading. Kindergarten teachers' judgments, including a task assignment scale and teachers' predictions, demonstrated a significant relationship with reading. Finally, to judge whether these predictors could identify reading disabilities, the discriminatory power of all predictors was assessed and appeared to be insufficient. Implications for screening purposes are discussed.  相似文献   

Coming to Content Management: Inventing Infrastructure for Organizational Knowledge Work     

William Hart-Davidson  Grace Bernhardt  Michael McLeod  Martine Rife  Jeffrey T. Grabill 《Technical Communication Quarterly》2013,22(1):10-34

Two project profiles depict content management as inquiry-driven practice. The first profile reflects on a project for a national professional organization that began with a deceptively simple request to improve the organization's website, but ended with recommendations that ran to the very core mission of the organization. The second profile focuses on an organization's current authoring practices and tools in order to prepare for a significant change: allowing users to develop and organize content.  相似文献   

Exploratory analyses to improve model fit: Errors due to misspecification and a strategy to reduce their occurrence     

Samuel B. Green  Marilyn S. Thompson  Jennifer Poirier 《Structural equation modeling》2013,20(1):113-126

Two Lagrange multiplier (LM) methods may be used in specification searches for adding parameters to models: one based on univariate LM tests and respecification of the model (LM‐respecified method) and the other based on a partitioning of multivariate LM tests (LM‐incremental method). These methods may result in extraneous parameters being included in models due to either sampling error or the model being misspecified. A 2‐stage specification search may be used to reduce errors due to misspecification. In the 1st stage, parameters are added to models based on LM tests to maximize fit. Second, parameters added in the 1st stage are deleted if they are no longer necessary to maintain model fit. Illustrations are presented to demonstrate that errors due to misspecification occur with the LM‐respecified method and are even more likely with the LM‐incremental approach. These illustrations also show how the deletion stage can help eliminate some of these errors.  相似文献   

Sexual abuse perpetrated by adult and juvenile females: an ultimate attempt to resolve a conflict associated with maternal identity     

Tardif M  Auclair N  Jacob M  Carpentier J 《Child abuse & neglect》2005,29(2):153-167

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A combined approach to strengthen children’s scientific thinking: direct instruction on scientific reasoning and training of teacher’s verbal support     

Joep van der Graaf  Eva van de Sande  Martine Gijsel  Eliane Segers 《International Journal of Science Education》2019,41(9):1119-1138

Inquiry-based lessons have been demonstrated to improve children’s scientific thinking (i.e. reasoning abilities and domain-specific knowledge). Although empirical evidence shows that inquiry-based learning requires instruction, research comes from two approaches that have not been bridged yet: direct instruction of scientific reasoning and teacher training of verbal support. We investigated how these two types of instruction separately or combined strengthened children’s scientific thinking by comparing four conditions: baseline, direct instruction, verbal support, and a combined approach. Effectiveness of an inquiry-based lesson series on scientific reasoning abilities, vocabulary, and domain-specific knowledge (near and far transfer) were studied among 301 fourth graders. Results showed that both approaches strengthened different components of scientific reasoning abilities, and that a combination of instructions was most effective for scientific reasoning abilities, vocabulary, and domain-specific knowledge. Domain-specific knowledge acquisition was strengthened only when both instructions were provided. It can thus be concluded that each type of instruction has unique contributions to children’s science learning and that these instructions complement each other. Our study thus showed that inquiry-based lesson series when preceded by direct instruction of scientific reasoning and scaffolded with verbal support are most effective.  相似文献