Search

The transition plan for learners with learning disabilities is a critical aspect that involves various key components. This paper focuses on the importance of transition planning in facilitating the successful integration of such learners into a special class, highlighting the benefits of family, school, and community partnerships. The plan establishes clear goals and objectives that align with the learner s aspirations and abilities, encompassing academic achievements, social integration, skill development, and career exploration. Moreover, the plan identifies specific strategies and interventions to address potential barriers and challenges during the transition process. The paper draws on research conducted in a school situated in Johannesburg South and a longitudinal research program conducted at the School of Education, Trinity College Dublin. Utilizing the insights gained from these studies, the paper proposes an informal Transition Support Training model. This model emphasizes the assessment of learner strengths, challenges, and needs, allowing educators and support teams to construct an Individualized Education Transition Plan that optimally supports learners with learning disabilities throughout their transitional journey into a special class. By delivering the transition plan effectively, educators and support staff can facilitate a smooth transition for the learner's well-being and set the stage for their success in the new educational setting. [For the complete Volume 22 proceedings, see ED656158.]

Children learn to regulate themselves independently at preschool age; thus, adjustment is necessary to improve. Several studies have found the relationship between cool executive function and the development of adjustment. However, little is known about the impact of cool executive function intervention to enhance the adjustment of preschool children. This study investigated the efficacy of an online intervention that focuses on cool executive function components (inhibitory control, working memory, and cognitive flexibility) in improving children's adjustment during COVID-19 pandemic. The study included seven sessions consisting of 4 different tasks (self-ordered pointing task, flanker task, stop-signal task, and flexible item selection task), which lasted approximately one month. Sixty-four children (48-72 months) who participated in the study were randomized into an experimental or control group. Pre-and post-assessments conducted using Child Adjustment and Parenting Self-efficacy (CAPES). Changes in children's adjustment were analyzed using the analysis of covariance (ANCOVA). The results indicate that the adjustment among participants has improved significantly only in children aged four years (48-59 months). This finding suggests that the cool executive function intervention can promote early child adjustment by adding another aspect of EF, even in a pandemic condition. [ABSTRACT FROM AUTHOR]

Supporting students in becoming effective problem solvers is a critical component of K-12 mathematics instruction. Unfortunately, little is known about the factors that are related to problem solving proficiency in middle school students. We report the results of a study that employed a hierarchical linear regression analysis to examine the factors that influenced the problem-solving scores in a sample of 213 sixth and seventh grade students. Results support theoretical predictions that metacognition, executive function, student beliefs, and content knowledge all relate to problem solving proficiency. [For the complete proceedings, see ED658295.]

Hot EF is a set of neurocognitive functions that contribute to children's ability to adapt and survive in emotionally challenging situations. Healthy children will be easily adjusted to new challenges to avoid behavioral and emotional problems during the pandemic. Unfortunately, research shows that no intervention can be used to develop early childhood hot EF. Therefore, this study aims to examine the effectiveness of online hot EF-based interventions on increasing hot EF and early childhood adjustment. A Between Subject Pretest-Posttest Control Group Design was applied in this study. This study was followed by 62 children who were randomly assigned into experimental and control groups. The experimental group received five individual online sessions for three weeks. Hot EF during pretest and posttest was measured using the Gift Delay Test, while adjustment was measured using Children Adjustment and Parent Efficacy Scales (CAPES). The result showed that the experimental group significantly increased hot EF and adjustment compared to the control group. It suggests that this online hot EF-based intervention could promote hot EF and adjustment in early childhood children and be utilized by parents or educators. [ABSTRACT FROM AUTHOR]

This study explored the effects of pedagogical approaches on Title I kindergarten students' executive function (EF) and academic achievement to test the hypothesis that children, especially those from low socioeconomic backgrounds, will benefit when purposeful play is incorporated into learning. Students in the play-based group generally had stronger EF health than children in the contemporary group per teacher reports and also had greater reading and math gains overall than students in the contemporary group even after controlling for higher mean scores at pretest. The greater the concern about students' EF skills, the lower a child's academic gains tended to be. The strength of the findings are powerful and support continued exploration of play-based pedagogy to increase children's positive outcomes.

Focus and involvement are very much important in Education. In today's world teaching and learning process has drifted to a new level, with the online mode of teaching, hence a student needs to be more responsible and attentive, but students with executive functioning weaknesses struggle to comprehend this new environment, as well as learn and apply new skills, especially attention and focus towards work is hampered. They may not be able to listen or focus on a learning module or video for an extended period of time because they are easily distracted. As a result, the student's ability to understand and cope independently is harmed. In order to draw conclusions about students' actual engagementin learning activities, teachers must be able to monitor students' behavior and identify valid cues. The regular methodology of online courses will not always be supportive to them, hence in this paper, an automated AI-enabled monitoring system is proposed. This system can identify the visible indicators of disengagement in learning and can be used to refocus students' attention back on the learning module/video. The system is integrated with a face detection module that plays or pauses the learning video and an eye frame detection module which when required will activate a Chatbot that interacts and engage the students with an interactive activity and bring them back to the learning temperament. [ABSTRACT FROM AUTHOR]

This research points to testable investigate the influence of corporate governance dimensions (CGD) in forecasting financial mismanagement by emphasizing corporate governance and its capacity to better firm conducting surveillance, i.e., limiting information imbalance and rehabilitation supervision over processes. This has severe consequences for shareholders, executives, and other users. The findings revealed that separating the board of directors and CEO of the company (CEO) had an opposite effect on the risk of financial trouble. Concentrated, possession executive and panel control, organization, regularity of sessions and boards racial diversity had no meaningful influence on forecasting the examined occurrence. Findings of the research recommend that organizations focus on corporate governance dimensions and make greater attempts to enhance the efficacy of their processes, particularly the separation of the chairman of the board positions, with a great understanding of their duties and tasks. [ABSTRACT FROM AUTHOR]

An accurate global assessment of gifted children is essential to provide them with educational and counseling programs tailored to their strengths and vulnerabilities. Without neglecting the fundamental role of social-emotional skills on individual well-being and academic success, it is essential to shedding light on the attentional profile of intellectually gifted children. In this regard, findings from empirical studies are not always consistent. The purpose of this exploratory study was to investigate the relationship between the cognitive profile of fifteen gifted children (mean age 9.6 years; SD 2.3), as described through the main WISC-IV indexes (IVE, IRP, IML, IVE, FSIQ), and their attentional profile assessed through AULA, an innovative VR-based ecological assessment tool that evaluates attention and inhibitory control. These first findings highlighted the correlation between intelligence and attention and provided indications for educational interventions. Therefore it is crucial to use innovative and highly ecological assessment tools to engage the IGen gifted learners. In this regard, researchers have recently developed and tested new tools that employ virtual reality (VR) to assess EFs (Climent et al., 2010; Rizzo et al., 2006). VR-based assessment tools allow children to interact dynamically with realistic scenarios and situations that reproduce aspects of their everyday life. The present study aimed to explore the correlation between the cognitive profile of gifted students, as measured by the WISC-IV paper-and-pencil test, and their attentional profile assessed through AULA, an innovative virtual reality-based attention assessment tool. A previous study by Diaz-Orueta et al. (2014) explored the correlation between WISC-IV indices in a sample of averaged cognitive ability learners diagnosed with ADHD, demonstrating the reliability of the VRbased attention assessment tool in discriminating clinical subjects. To our knowledge, no studies have yet been conducted analysing the attentional profile of gifted children using a VR-based attention assessment tool. Therefore, we expect to provide valuable new information on the peculiar attentional functioning of gifted children. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between executive function (EF) and entrepreneurial opportunity exploitation while considering the role of uncertainty in the entrepreneurial context. EF encompasses cognitive skills like working memory, inhibitory control, attention, and cognitive flexibility. The research explores whether EF dimensions collectively impact entrepreneurial engagement and how varying levels of uncertainty influence this relationship. A vignette experiment with 200 participants was conducted, revealing valuable insights into the complex interplay of cognitive processes in entrepreneurial behavior. The findings support most hypotheses but also raise intriguing questions about the role of attention and the impact of uncertainty, opening avenues for future research in this field. [ABSTRACT FROM AUTHOR]

Recently, poorer executive function and behaviour in childhood is related to prenatal and early-life exposure to paracetamol. There is a paucity of the histologic effect of paracetamol on the cerebral cortex, especially in postnatal periods. The current study aims to identify whether paracetamol induces changes in the cerebral cortex histology when administered postnatally from PND7-PND14. Twenty healthy male albino pups were used in this work. Pups were categorized into 2 groups, Group 1 (control group): includes 10 pups that received distilled water subcutaneously/daily from PND 7-PND14. Group 2 (paracetamol group): Includes pups that received a daily subcutaneous dose of 60mg/kg of paracetamol from PND 7-PND14. At the end of the experiment, euthanization with ether was performed, and the brain was carefully dissected out and left immersed in the fixative, then the samples were submitted to tissue processing and staining with Hematoxylin and Eosin. Light microscopic evaluation of sections of the frontal cortex of rats of paracetamol group exhibited a spectrum of histological changes in comparison with those of controls as the presence of vacuoles, some pyramidal cells were showed an irregularity in shape and possessed deeply stained nuclei with surrounding halos. Deeply stained neuroglial cells were noticed. Few of the granular cells were exhibited shrinkage, with deep staining. The presence of a dilated blood vessel was seen also. In addition, the appearance of double nuclei was noticed. Some pyramidal cells showed karyolysis with increased microglia often seen, vacuolated glial cells with fibrillary materials. Some degenerated granular cells are present. Moreover, features of necrosis often seen with the presence of degenerated glial cells with surrounding dead neurons. In Conclusion, the paracetamol induces moderate changes in the cerebral cortex histology when administered postnatally from PND7-PND14 indicated its adverse effects on the brain. The use of paracetamol should be under control especially for neonates. [ABSTRACT FROM AUTHOR]

Individuals with Intellectual and Developmental Disabilities and/or Autism (IwD) are among the smallest group of individuals with disabilities attending college. However, as these individuals exit our school systems, they are increasingly seeking both postsecondary education opportunities and competitively paid employment in STEM fields. Unfortunately, while options are improving, access to STEM related post-secondary education and employment remain limited. IwD often experience learning and communication challenges that manifest as difficulties related to executive function and social relationships. Thus, individuals are likely to experience unique challenges that make adjusting to postsecondary and employment settings difficult. Investigating creative education solutions for IwD that support both the development of STEM skills necessary for employment and also promote critical thinking and problem-solving skills is one possible way to address the unique challenges presented by an untapped talent pool and the low employment rates of the group. One approach that may prove promising for increasing STEM education and employment opportunities for IwD is spatial visualization skills instruction, and some research suggests such an approach may also be beneficial for IwD. This research team implemented two pilot studies to explore: 1) how a curriculum designed for improving the spatial skills of first-year engineering students contributes to the development of spatial skills for IwD; 2) what modifications are needed to make the curriculum more accessible for IwD; 3) what are the limitations or benefits of virtual versus in-person teaching for this particular population; and 4) what are the perceptions of IwD regarding the curriculum and their capacity for success in STEM. Results from this pilot work, although limited, indicate IwD can improve spatial visualization skills through exposure to the curriculum. This paper includes results from two pilot studies and discusses plans for expanding the scope of this work in the future, including expanding the intervention to include CAD instruction, in partnership with Siemens, to develop a STEM career pathway for IwD. [ABSTRACT FROM AUTHOR]

Supporting students in becoming effective problem solvers is a critical component of K-12 mathematics instruction. Unfortunately, little is known about the factors that are related to problem solving proficiency in middle school students. We report the results of a study that employed a hierarchical linear regression analysis to examine the factors that influenced the problem-solving scores in a sample of 213 sixth and seventh grade students. Results support theoretical predictions that metacognition, executive function, student beliefs, and content knowledge all relate to problem solving proficiency. [ABSTRACT FROM AUTHOR]

When the child has entered school age, working memory components can help children keep information or instructions in mind during classroom activities and then use them to solve problems. Therefore, stimulation of working memory development is something that needs to be given to children to be able to support the improvement of academic abilities at school more smoothly. This study aims to determine the effectiveness of using smart memory cards to improve working memory abilities in children aged 5-12 years. This research uses pre-experimental designs. The results showed that there was an increase in the score obtained by the subject after being given treatment using SMC media, and that the average posttest score for both visual spatial WM and verbal WM was higher than the average pretest score. [ABSTRACT FROM AUTHOR]

Social competence is a crucial developmental task for preschool children that involves higher neurocognitive processes. Research has revealed the significance of parenting stress and parenting behavior influencing the development of social competence during the preschool period. Nonetheless, the mechanism of relationship between parenting stress, parenting behavior, and child's social competence development has not been well explored. Furthermore, limited studies have investigated the mediating role of parenting practice in the relationship between parenting stress and child's social competence. This research aims to explore the role of parental autonomy support as one of parenting behavior as a mediator in the relationship of parenting stress and 4-6 years old child's social competence during COVID-19. Children aged 4-6 years old (N=56) and their parents participated in the current study. Children's social competence and parents' level of parenting stress were measured through two different parent-report questionnaires, and parental autonomy support was observed during the dyadic interaction. Data collection and observations are conducted online. Results indicate that parent autonomy support fully mediates the relationship of parenting stress and preschool children's social competence. This research extends previous studies about the indirect effect of parenting stress on preschool children's social competence mediated by parenting behavior in a pandemic condition. [ABSTRACT FROM AUTHOR]