The purpose of this study was to investigate the effects of a computer program for students with emotional behavioral disorder (EBD) on behavior and academics. This concurrent, multiple baseline study investigated the use of Brainology with three upper elementary students diagnosed with EBD. Evaluations across behavior, academics, and behavioral academic indicators resulted in indications of possible effectiveness with one fourth grade student and limited to no effects with the other two students. There was a lack of multiple demonstration of intervention effect in this study across the baseline for behavior. Overall, student effort appeared to increase using this intervention, which is an important finding given the problems with disengagement that students with EBD experience (Wagner et al., 2004. Despite the limited results of this study, Brainology appears to hold some promise for students with EBD and it is hoped that further research will explore this possibility further. The teachers and students indicated that the treatment had strong to moderate validity on validity measures. Implications for Brainology and students with EBD are presented. Study limitations and directions for future research and practice are discussed. / text

In the globalized world, the English language has an important role. It expands and finds its way into curriculums as far away as in Asia. However, in Sweden English has been a part of the curriculum for over a half-century and most Swedes are able to understand and make themselves understood in English to a certain extent. Nevertheless, in the wake of globalization its importance has grown, and as a core subject in school and as a spread commercial language, mastering the English language has become a significant skill. Learning a foreign language is a delicate task that requires volition and a great deal of patience. In order to succeed, the learner must be motivated. Motivation is a powerful phenomenon, relevant within all learning, but not least when it concerns areas as demanding and challenging as language learning. This smallscale study investigates views in recent research of the role of pupils’ selves in relation to their motivation and what factors are considered to stimulate pupils’ selves. Asian studies dominate the reviewed material but also Swedish studies are represented. The findings of this study indicate that pupils’ selves are related to motivation. What stimulates pupils’ selves seems to match all activities and methods that strengthen autonomy, competence and relatedness. These findings support a motivational conscious teaching, where motivation is acknowledged as a vital element in learning in general and specifically in language learning.