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Linear equation solving by high school students with mild disabilitesJones, Jeanette L. January 2000 (has links)
This study compared the effects of two methods of instruction on the mathematical algorithms for solving linear equations employing as participants high school students identified as having mild-mental handicap. The students received instruction on the mathematical algorithms for solving linear equations. Implementing a multielement design, the participants were taught with different methods on a random schedule, alternating between using manipulative materials and not using them. Correct response data from daily criterion-referenced tests were tabulated and graphed to allow visual inspection of both treatment effects. Comparisons were made to determine solve linear equations seen by the increase in test scores from the baseline data on each student's graph. The method using manipulative materials was shown to have a greater effect on the female participant. / Department of Special Education
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Evaluation of the effectiveness of using an interactive video system to supplement classroom instructionSmith, Curtis John. January 1988 (has links)
Thesis (M.S.)--Kutztown University, 1988. / Source: Masters Abstracts International, Volume: 45-06, page: 2811. Abstract precedes title page. Includes bibliographical references (leaves 71-78).
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Effective strategies for teaching students with learning disabilitiesBowen, Bridget Ainsworth. January 2007 (has links)
Master's thesis - - State University of New York College at Cortland, 2007 - - Department of Mathematics. / Includes bibliographical references (p.40).
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The prevalence of learning disability among deaf youth a descriptive and comparative study /Henderson, Murdock M. January 2003 (has links) (PDF)
Thesis (Psy.D.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 40-49).
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An investigation of the effects of using handhelds to increase computational speed by enhancing working memory for secondary students with learning disabilitiesKinney, Marcey A. January 2008 (has links)
Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Rebecca A. Hines. Includes bibliographical references (p. 94-109).
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The prevalence of learning disability among deaf youth a descriptive and comparative study /Henderson, Murdock M. January 2003 (has links)
Thesis (Psy.D.)--Wheaton College Graduate School, 2003. / Abstract. Includes bibliographical references (leaves 40-49).
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The prevalence of learning disability among deaf youth a descriptive and comparative study /Henderson, Murdock M. January 2003 (has links)
Thesis (Psy.D.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 40-49).
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'n Maatskaplikewerkintervensieprogram vir die adolessente leerder met spesifieke leerhindernisseGalloway, Helena Johanna. January 2006 (has links)
Thesis (Ph.D.(Social Work))-University of Pretoria, 2006. / Abstract in English and Afrikaans. Includes bibliographical references. Available on the Internet via the World Wide Web.
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Using the Wechsler Adult Intelligence Scale-Revised to predict vocational aptitudes of adolescents with learning disabilitiesBrown, William Howard 19 June 2006 (has links)
Recent national longitudinal studies of special education students indicate that schools should concentrate on developing students' skills matched to the requirements of their potential occupations. Evidence suggests that the experience of career development among adolescents with learning disabilities is especially frustrating without early exploration and planning. This study investigates the value of using available psychometric data in assisting the school psychologist and other professionals to make initial exploratory estimates of vocational aptitude without referring the student for specialized vocational assessment.
General Aptitude Test Battery (GATB) and Wechsler Adult Intelligence Scale-Revised (WAIS-R) scores were used in multiple regression analyses to examine the predictive relationships existing between the two instruments. The population studied included 172 adolescents wi th learning disabilities enrolled in a public school division. The analyses in this study reveal a high degree of validity between the GATB and WAIS-R. However, the prediction equation appears unsuitable for using the WAIS-R subtests for predicting GATB aptitudes. Aptitude F explains the highest degree of variance. Other squared multiple regressions range as low as .13 for Aptitude Q to as high as .52 for Aptitude S. Results suggest that even though the GATB and WAIS-R share common variance, there is enough independent information provided by each test to warrant employing both in order to insure that the students' vocational aptitudes are fully diagnosed. Implications for school psychologists and other professionals doing exploratory assessments of vocational aptitude from available WAIS-R subtests are discussed, as are assessment issues regarding adolescents with learning disabilities. / Ph. D.
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Correlates of learning disabled students' social acceptance in mainstream classroomsKeppel-Benson, Jane M. 12 March 2013 (has links)
The present study investigated the social status of learning disabled (LD) students among their non-LD peers and explored how their social acceptance related to personal attributes, behavioral characteristics, and social information processing. Subjects were 22 white, third through fifth grade LD students and 347 of their non-LD classmates. Results showed that on a play rating scale, but not on a peer nomination measure, the LD group was rated lower than non-LD students. In addition, more LD than non-LD students were found to be rejected; however, LD students were equally represented in the popular, neglected, and controversial sociometric status categories. LD students were also found to be less well known than controls. Acquaintance ratings correlated highly with friendship ratings and moderately with peer nominations, suggesting that being less well known was significantly related to being rated as an undesirable playmate.
Although LD students were perceived by peers as less physically attractive, less academically skilled, and less socially skilled, as a group, these findings appear to be clouded by the effects attributable to the low status LD children. Within the LD group, high social status children did not differ significantly from controls on dependent variables.
Multiple regression analyses showed that peer ratings of physical attractiveness were most predictive of peer nominations (multiple R square=.50), whereas athletic ability was found to predict 85% of the variance in friendship ratings. Social information processing deficits were not predictive of social acceptance. Results suggest that special skills or attributes appear to provide a boost needed for general social acceptance of LD students. / Master of Science
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