scholarly journals An Exploration of the Nature of Social Interactions Between Preschool Students with Diverse Social-Emotional Skills During Engineering Activities

2021 ◽  
Author(s):  
Gurupriya Ramanathan
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Problem Solving ◽  
Social Interactions ◽  
Peer Interactions ◽  
Future Research ◽  
Social Emotional ◽  
Problem Solving Skills ◽  
Emotional Skills ◽  
Preschool Students

Peer interactions are a significant part of school experiences and influence children’s adjustment to school, however preschool students with and at-risk for disabilities are found to display a unique trajectory of social development, often requiring intentional instruction in social skills. A variety of interventions have been designed to support these students; however, they target foundational skills such as inviting peers to play and taking turns with materials, leaving a gap in the research on more complex social skills such as collaboration and joint problem-solving. The engineering design process (EDP) is a cyclical method that students follow to collectively build a solution to a problem. Engineering encompasses hands-on activity, inquiry, teamwork, and other instructional practices that develop students’ collaboration and problem-solving skills. Given that preschool students with or at-risk for disabilities require further support in social skills such as collaboration and problem-solving, and engineering activities provide naturally embedded opportunities for collaboration, students’ engagement in the EDP working along with peers is a gap in the research that needs to be explored. The purpose of this study was to explore the nature of social interactions that take place between preschool students with diverse social-emotional skills when engaging in engineering activities using a qualitative single case study design. Thirteen preschool students and one preschool teacher participated in this study wherein four engineering activities were implemented in the classroom over a four-week period. Analysis of video clips of student participation in the four activities as well as teacher interviews revealed two distinct patterns of social interactions among students: a) collaboration: wherein students assigned responsibilities to each other and completed the activities in small groups; and b) “baby steps” towards collaboration: wherein students needing teacher support worked intermittently with peers. A third emergent finding concerns the nature of materials provided during these activities and the possibilities those provided for students to work together. The importance of these engineering activities in providing the platform for students with diverse needs to work together and engage in authentic peer interactions is discussed. Implications of these findings and recommendations for future research including how students with disabilities can access and meaningfully participate in similar inquiry-driven activities as well as the teacher’s role in supporting their participation is discussed.

Enhancing social-emotional skills in at-risk preschool students through Theraplay based groups: The Sunshine Circle Model.

2017 ◽  
Vol 26 (4) ◽  
pp. 185-195 ◽  
Author(s):  
Catherine Tucker ◽  
Kay Schieffer ◽  
T. J. Wills ◽  
Courtney Hull ◽  
Quillian Murphy
Keyword(s):  
At Risk ◽  
Social Emotional ◽  
Emotional Skills ◽  
Preschool Students ◽  
Circle Model

scholarly journals The Effect of a Cognitive Behavioral Treatment Program for Male Young Delinquents in Guangzhou: A Pilot Study

2016 ◽  
Vol 8 (3) ◽  
pp. 123 ◽  
Author(s):  
Jinwu Zhang ◽  
Yan Zhang
Keyword(s):  
Social Skills ◽  
Pilot Study ◽  
Problem Solving ◽  
South China ◽  
Behavioral Treatment ◽  
Comparison Group ◽  
Future Research ◽  
Cognitive Behavioral Treatment ◽  
Problem Solving Skills ◽  
Group Problem Solving

Pro-criminal attitudes and inefficiency in social skills or problem-solving skills are associated with criminal conducts. Targeting on these factors, Cognitive-Behavior Treatment (CBT) programs are effective interventions for adult and young offenders. However, the effectiveness of CBT programs in Chinese correctional facilities is unknown. The present study, as a pilot one, evaluates a CBT program consisting of six sessions to treat young delinquents in South China. In Guangzhou, 60 male delinquents were divided into experimental and comparison group. Problem-solving skills, social skills and pro-criminal attitudes were measured and compared before and after the program for both groups. Measured by Social Maladjustment Scale (SOC) and General Self-efficacy Scale (GSES), the experimental group showed significant improvements in social skills and problem solving skills, while those of the comparison group remained constant. The results of the pilot study were encouraging and demonstrating the potential of CBT programs to be effective treatment for young delinquents in South China. Implications for future research and cross-cultural generability of CBT are discussed.

Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability

2016 ◽  
Vol 40 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Jenny Root ◽  
Alicia Saunders ◽  
Fred Spooner ◽  
Chelsi Brosh
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Personal Finance ◽  
Future Research ◽  
School Students ◽  
Problem Solving Skills ◽  
Mathematical Problems ◽  
Based Instruction ◽  
Multiple Probe

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant’s ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.

scholarly journals Introducing Computational Thinking Practices in Learning Science of Elementary Schools [Research-in-Progress]

10.28945/4327 ◽  
2019 ◽  
Keyword(s):  
Science Education ◽  
Problem Solving ◽  
Computational Thinking ◽  
Learning Science ◽  
Future Research ◽  
Full Potential ◽  
Science Program ◽  
Next Generation ◽  
Science Field ◽  
Problem Solving Skills

Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school. Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-progress research assesses the CT skills, along with science concepts, of students participating in a science program in school. The program pertains learning science by modeling and simulating real world phenomenon using an agent-based modeling practice. Methodology: This is an intervention research of a science program. It takes place as part of structured learning activities of 4th and 5th grade classes which are teacher-guided and are conducted in school. Both qualitative and quantitative evaluations are parts of the mixed methods research methodology using a variety of evaluation technique, including pretests and posttests, surveys, artifact-based interviews, in class observations and project evaluations. Contribution: CT is an emerging skill in learning science. It is requiring school systems to give increased attention for promoting students with the opportunity to engage in CT activities alongside with ways to promote a deeper understanding of science. Currently there is a lack of practical ways to do so and lack of methods to assess the results therefore it is an educational challenge. This paper presents a response to this challenge by proposing a practical program for school science courses and an assessment method. Findings: This is a research in progress which finding are based on a pilot study. The researches believe that findings may indicate improved degree of students' science understanding and problem-solving skills. Recommendations for Practitioners: Formulating computer simulations by students can have great potential on learning science with embedded CT skills. This approach could enable learners to see and interact with visualized representations of natural phenomena they create. Although most teachers do not learn about CT in their initial education, it is of paramount importance that such programs, as the one described in this research, will assist teachers with the opportunity to introduce CT into science studies. Recommendation for Researchers: Scientific simulation design in primary school is at its dawn. Future research investment and investigation should focus on assessment of aspects of the full Computational Thinking for Science taxonomy. In addition, to help teachers assess CT skills, new tools and criteria are required. Impact on Society: STEM related professions are lacking the man power required therefore the full potential of the economy of developed countries is not fulfilled. Having students acquire computational thinking skills through formal education may prepare the next generation of world class scientists and attract larger populations to these fields. Future Research: The inclusion of computational thinking as a core scientific practice in the Next Generation Science Standards is an important milestone, but there is still much work to do toward addressing the challenge of CT-Science education to grow a generation of technologically and scientifically savvy individuals. New comprehensive approaches are needed to cope with the complexity of cognitive processes related to CT.

scholarly journals Effective Assessment of Workplace Problem-Solving in Higher Education

10.28945/4496 ◽  
2020 ◽  
Vol 19 ◽  
pp. 001-016
Author(s):  
Maurice M. Danaher ◽  
Kevin Schoepp
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Discussion Board ◽  
Assessment Instrument ◽  
Asynchronous Discussion ◽  
Future Research ◽  
Problem Solving Skills ◽  
Student Groups ◽  
Asynchronous Discussion Board ◽  
Computing Curriculum

Aim/Purpose: Within higher education, graduating students who are able to solve ill-structured, complex, open-ended, and collaborative, workplace problems is recognized as paramount. Because of this, there is a need to assess this skill across the curriculum. Background: This paper addresses this issue by assessing problem-solving across a computing curriculum using an assessment instrument shown to be reliable and valid. Methodology: The method is based upon the implementation of the assessment instrument that uses a scenario-based asynchronous discussion board measuring the ability of student groups to solve workplace problems. The sample are computing students from the 2nd, 3rd, 4th year, and master’s levels at a UAE university. Contribution: This paper shows the problem-solving skills of students over four years of study across a computing curriculum and demonstrates the effectiveness of the instrument. Findings: There was a general increase in student problem-solving performance from the 2nd, 3rd, 4th year, and master’s levels, but students often failed to meet the expected level of performance for their year of study. In addition, the instrument was effective in assessing problem-solving. Recommendations for Practitioners: This assessment instrument, or one similar, that uses a scenario-based asynchronous discussion board can be used to measure the ability of student groups to solve workplace problems. Impact on Society: Students must be prepared to solve workplace problems to meet the needs of 21st century employment. Future Research: Further research should be conducted with this assessment instrument, or one similar, outside of this fairly unique UAE- based context.

Using Classwide Peer Tutoring to Teach Beginning Algebra Problem-Solving Skills in Heterogeneous Classrooms

1997 ◽  
Vol 18 (6) ◽  
pp. 367-379 ◽  
Author(s):  
David H. Allsopp
Keyword(s):  
At Risk ◽  
Problem Solving ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Students At Risk ◽  
Problem Solving Skills ◽  
Higher Order Thinking Skills ◽  
Classwide Peer Tutoring ◽  
Beginning Algebra ◽  
Not At Risk

This study examined the effectiveness of using classwide peer tutoring (CWPT) in heterogeneous middle school math classrooms to teach students in beginning algebra problem-solving skills. The literature on CWPT demonstrates its effectiveness with basic academic skills, but little research addresses whether CWPT can be effective for teaching higher order thinking skills. This study compared the effectiveness of CWPT with traditional independent student practice. Additionally, the performance of students at risk of math failure (students whose grade in math was a D or an F and/or who scored a stanine of 3 or lower in the math section on a standardized assessment) was compared with the performance of students not at risk of math failure. An analysis of the data indicates that both CWPT and independent student practice were effective strategies for helping students to learn beginning algebra problem-solving skills. Neither strategy was significantly more effective than the other. Students at risk of math failure demonstrated slightly greater performance gains than did students not at risk of math failure. Related findings indicate that CWPT was most effective with 14- and 15-year-old students. Implications for using CWPT for increasing students' higher order thinking skills is discussed as well as its use in heterogeneous classrooms and with middle school students.

scholarly journals Can Mother's Depression Affect Infant's Development?

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Narges Mohamadi Parsa ◽  
Abbas Mohamadi ◽  
Fatemeh Einabadi
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Developmental Disorders ◽  
P Value ◽  
Socioeconomic Level ◽  
Gross Motor ◽  
Problem Solving Skills ◽  
Mother’S Age ◽  
Developmental Domains ◽  
One Year

Background: The mental state of the mother is one of the factors influencing the development of infants. Besides, the quality of the child's relationship with her/his parent is very important in childhood development. Objectives: This study aimed at investigating the relationship between the mother's depression and developmental disorders in infants. Methods: This cross-sectional study utilized a sample size of 311 subjects. The study population included all infants and their mothers who were referred to health centers of the city of Hamadan, Iran, to receive the usual one-year care. Mothers’ depression was assessed with the second edition of the Beck Depression Inventory, and children’s developmental disabilities were assessed with one-year Ages and Stages Questionnaire. Results: The mean age of mothers in this study was 29.7 ± 5.6. The prevalence of developmental disorders in infants was 3.5%. This study showed that mothers' depression had no significant relationship with any of the developmental domains in infants. None of the developmental domains in infants were related to the mother's occupation and education. However, the gross motor skills (P-value: 0.007) and problem-solving skills (P-value: 0.031) were significantly related to the socioeconomic level, and communication (P-value: 0.034), and personal-social skills (P-value: 0.026) of the infant were directly related to the mother's age. Conclusions: Mother's depression is not related to the infant's developmental disorders. There is a relationship between the socioeconomic level of the family and gross motor and problem-solving skills of the infant. The mother’s age is directly related to communication and personal-social skills of the infant.

scholarly journals The Relationship between Cognitive-Behavioral Skills and Mother-Child Interaction with Symptoms of Conduct Disorder and Oppositional Defiant Disorder in Children with ADHD

2019 ◽  
Author(s):  
Abbas Motavalli Pour ◽  
Ahmad Beh-Pajooh ◽  
Mohsen Shokoohi-Yekta ◽  
Mohammad Hossein Sorbi ◽  
Mohammad Hadi Farahzadi
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Conduct Disorder ◽  
Self Control ◽  
Cognitive Behavioral ◽  
Problem Solving Skills ◽  
Children With Adhd ◽  
Oppositional Defiant ◽  
Child Interaction ◽  
Mother Child Interaction

Introduction: Nowadays, the main focus of modern researches in the field of ADHD has been on the area of comorbid disorders and reducing their symptoms. In this regard, cognitive-behavioral therapies have tried to reduce the symptoms by using methods such as self-control, problem-solving, and social skills. Given the important role of the family, the present study investigated the pre-assumptions of the treatment by addressing the structural relationships between the social skills, problem-solving skills, and self-control with the symptoms of conduct disorder and oppositional defiant disorders in the children with ADHD and the mediating role of the mother-child interaction. Methods: This study was performed on 104 male students, fourth to sixth grade students of the elementary schools in Yazd City, Iran. In this study, the Child Symptom Inventory (CSI), Child-Parent Relationship Scale (CPRS), Problem-Solving Inventory (PSI), Self-Control Rating Scale (SCRS), and Matson Evaluation of Social Skills with Youngsters (MESSY) were used. The results were analyzed with path analysis by SPSS software version 23. Results: Findings showed that problem-solving skills, self-control skills, social skills, and mother-child interaction can explain 75% of the variance of CD and 71% of the variance of ODD in the model. In another section of the analysis, the findings showed that the effect of problem-solving and self-control skills on the mother-child interaction was significant, but the social skills had no significant effect on the mother-child interaction. Also, the problem-solving variable can affect the CD through the mediating variable in the mother-child interaction, and also has a direct relationship with the current disorder but does not have a significant effect on ODD. The self-control variable in addition to its direct relationship to disorder can affect CD and ODD through the mother-child interaction. Conclusion: Self-control, problem-solving, and social skills are associated with the symptoms of behavioral disorders in the children with ADHD, and can be used in designing cognitive-behavioral therapy packages, and also the way the mother and child interact, is effective in this type of treatments. Keywords: Attention Deficit and Hyperactivity Disorder, Conduct Disorder, Oppositional Defiant Disorder, Cognitive Behavioral Therapy, Mother-Child Interaction

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