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1 – 10 of 83Social skills training (SST) is increasingly used as an adjunct to academic interventions for children and youth with learning disabilities (LD). A brief context and an overview…
Abstract
Social skills training (SST) is increasingly used as an adjunct to academic interventions for children and youth with learning disabilities (LD). A brief context and an overview of SST are provided and the issue related to the establishment of SST efficacy via extant meta-analyses is described. Generally, outcomes for SST efficacy are mixed, at best, with very little evidence of strong efficacy effects across the literature.
Carin Hill, Karina Mostert and Gideon P. De Bruin
The purpose of this paper is too investigate whether race moderates the relationship between job characteristics (job demands and job resources) and negative and positive WHI…
Abstract
Purpose
The purpose of this paper is too investigate whether race moderates the relationship between job characteristics (job demands and job resources) and negative and positive WHI (work‐home interaction) in a sample of white and African South African police members.
Design/methodology/approach
Questionnaires were distributed to African (n=197) and white (n=222) ranked police members in the North West Province of South Africa. Hierarchical multiple regression and moderated multiple regression analyses were used to analyse the data.
Findings
The results showed that race had moderating effects on the relationship between the positive spill‐over of mood and overload, as well as the relationship between the positive spill‐over of skills and overload. No interaction terms were found significant for the relationships between job characteristics and negative time‐based WHI, or for the relationships between job characteristics and negative strain‐based WHI. It is therefore concluded that race does not moderate the relationship between job characteristics and negative WHI.
Practical implications
The paper will raising awareness among police members and police management about the effect of job characteristics on WHI. This can provide a platform from which to start addressing issues that could decrease police stress.
Originality/value
This paper shows that although South Africa is working towards uniting all South Africans as a nation, differences between race groups should still be acknowledged and addressed appropriately.
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Amy E. Ruhaak and Bryan G. Cook
Disruptive student behavior contributes to poor student outcomes, loss of classroom instructional time, and teacher burnout. Physical movement is an intervention that has been…
Abstract
Disruptive student behavior contributes to poor student outcomes, loss of classroom instructional time, and teacher burnout. Physical movement is an intervention that has been used to target and ameliorate disruptive student behavior for students with learning and behavioral disabilities. A review of two movement-based interventions – Brain Gym® and antecedent bouts of exercise – reveals different levels of research support. Brain Gym®, a commercial movement-based curriculum, is not supported by extant empirical research. Alternatively, a growing body of research empirically supports antecedent bouts of exercise as an effective behavioral intervention. This chapter provides a description and review of research for each intervention. Implications for instructional practice and recommendations are provided.
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This chapter addresses emotional and behavioral disorders (EBD) in the larger context of special education. The author suggests that EBD, like special education more generally…
Abstract
This chapter addresses emotional and behavioral disorders (EBD) in the larger context of special education. The author suggests that EBD, like special education more generally, has been distracted by issues such as labeling, disproportionality, and inclusion rather than keeping a clear focus on instruction. Revisionist history has led to misunderstanding of what special education is and does. A more promising future for the field depends on focusing on instruction, embracing scientific research, developing checklists and manuals to guide practice that are based on scientific evidence whenever possible, working for sustained student success, and using language more carefully and precisely.
The aim of this chapter is to investigate the potential of the disruption brought about by the COVID-19 pandemic to break the stagnation in the field of comparative and…
Abstract
The aim of this chapter is to investigate the potential of the disruption brought about by the COVID-19 pandemic to break the stagnation in the field of comparative and international education, detected on many fronts of the field by various scholars in the field. The chapter commences with a survey of the historical evolution of the field of comparative and international education, showing how the field has historically come to be defined by contextually induced discourse. At the same time, the historically trodden furrows have resulted in the field becoming trapped by historical forces, resulting in some stagnation in the field. It is argued that impediments to progress in the field of comparative and international education are the severance from practice, the “black box” syndrome of paying more attention to the societal context than to education, the tenacious attachment to the nation-state as the sole geographic level of analysis, the lack of an autochthonous theory, persistent Northern hegemony, and the regression of space and infrastructure at universities. Thereafter, the outbreak of the COVID-19 pandemic and the impact thereof on education are discussed. In conclusion, the potential of the disruption brought about by the pandemic for the revisitation of comparative and international education is assessed.
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Lauryn Young, Maura Mulloy, Sloan Huckabee, Ryan Landoll, Elaine Miller, Marissa Miller and Mark D. Weist
Recently, a national priority has been set to improve mental health services for children and families. It has been identified in epidemiological literature that in the United…
Abstract
Recently, a national priority has been set to improve mental health services for children and families. It has been identified in epidemiological literature that in the United States, an approximate 15% of youth meet diagnostic criteria for emotional or behavioral problems. Furthermore, less than one in every five children that present with such needs receive mental health services. Individual, family, and system barriers such as transportation, competing demands, and long waiting lists have negatively impacted access to mental health services. Therefore, the school system has become the “de facto” mental health system for children and adolescents, in part because of the significant time students spend at school. However, meeting the needs of students with behavioral or emotional problems within the school system poses its own challenges. Schools have reported being limited in their ability to deliver basic mental wellness to students due to the lack of available resources. Specifically, there is a shortage of school-employed mental health personnel and the ratio of student to mental health professional is two to three times larger than recommended. Expanded school mental health programs are partnered systems that utilize existing services and collaborate with community mental health (CMH) professionals at each level of the three-tiered system. This partnership enables CMH staff gain access to youth with emotional and behavioral problems, resulting in increased prevention and intervention services for students. Additionally, a coordinated effort such as student-transition services has an integral role of facilitating the process from the school system to postsecondary employment, training, and or additional education.
Bryan G. Cook and Christina Keaulana
Reading fluency, which is critical for developing reading comprehension, is a fundamental skill in both school and life. However, many students with learning and behavioral…
Abstract
Reading fluency, which is critical for developing reading comprehension, is a fundamental skill in both school and life. However, many students with learning and behavioral disabilities are disfluent readers. To improve reading performance for these learners, educators should implement practices shown by reliable research to cause improved reading fluency. In this chapter, following a discussion of reading fluency and its importance, we describe two instructional practices that educators might use to improve students’ reading fluency: colored filters and repeated reading. The research on the colored filters is, at best, inconclusive, whereas the research literature suggests that repeated reading is an effective practice. To bridge the gap between research and practice and improve the reading fluency of students with learning and behavioral disabilities, educators and other stakeholders should prioritize the use of research-based practices (e.g., repeated reading) but avoid practices without clear research support (e.g., colored filters).
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Karina Mostert, Clarisse van Rensburg and Reitumetse Machaba
This study examined the psychometric properties of intention to drop out and study satisfaction measures for first-year South African students. The factorial validity, item bias…
Abstract
Purpose
This study examined the psychometric properties of intention to drop out and study satisfaction measures for first-year South African students. The factorial validity, item bias, measurement invariance and reliability were tested.
Design/methodology/approach
A cross-sectional design was used. For the study on intention to drop out, 1,820 first-year students participated, whilst 780 first-year students participated in the study on satisfaction with studies. Confirmatory factor analysis (CFA), differential item functioning (DIF), measurement invariance and internal consistency were used to test the scales.
Findings
A one-factor structure was confirmed for both scales. For the intention to drop out scale, Items 3 and 4 were identified with statistically significant item bias; however, these differences had no practical impact. Except for scalar invariance for language, sufficient measurement invariance was established. No problematic items were identified for the study satisfaction scale.
Practical implications
In essence, this study provides evidence of two short measures that are culturally sensitive that could be used as short and valid measures across contextual boundaries as practically valuable tools to measure intention to drop out and study satisfaction in diverse and multicultural contexts.
Originality/value
This study contributes to limited research on bias and invariance analyses for scales that can be used in interventions to identify students at risk of leaving the university and utilising psychometric analyses to ensure the applicability of these two scales in diverse and multicultural settings.
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Fabian O. Ugwu, Lawrence E. Ugwu, Fidelis O. Okpata and Ike E. Onyishi
This study investigated whether job resources (i.e. strengths use support, career self-management and person–job [PJ] fit) moderate the relationship between perceived involvement…
Abstract
Purpose
This study investigated whether job resources (i.e. strengths use support, career self-management and person–job [PJ] fit) moderate the relationship between perceived involvement in a career accident (PICA) and work engagement.
Design/methodology/approach
The study adopted a time-lagged design (N = 398; 69% male), and data were collected at two-point of measurements among Nigerian university academics.
Findings
Results of the present study indicated that employees with higher PICA scores reported low work engagement. Strength use support had significant direct positive main effects on employee work engagement and also produced a significant moderation effect between PICA and work engagement. Career self-management (CSM) was positively related to employee work engagement. The moderation effect of CSM on the relationship between PICA and work engagement was also significant. Results of the present study further indicated that P-J fit was related positively to work engagement and also moderated the negative relationship between PICA and work engagement.
Originality/value
Dearth of employment opportunities has led individuals to choose their career by chance, but empirical studies that validate this assertion are lacking. Few available studies on career accident were exclusively conducted in Western European contexts. The current study therefore deepens the understanding of career accident and work engagement in a neglected context such as Nigeria.
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