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Validating GO4KIDDS as a brief measure of adaptive skills in special education settings for children with severe intellectual disability
- Authors:
- PAN Xinyu, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.280-287.
- Publisher:
- Wiley
Background: Adaptive skills measures tend to be lengthy. The GO4KIDDS (Great Outcomes for Kids Impacted by Severe Developmental Disabilities; (Journal of Applied Research in Intellectual Disabilities, 58, 2015 and 594)) Brief Adaptive Behaviour Scale was developed to provide a brief assessment of adaptive skills. Our study aimed to examine the psychometric properties of G04KIDDS Brief Adaptive Scale in a large sample of children in special education. Methods: Teachers reported on 361 students with severe to profound intellectual disability. The scale's factor structure was examined through principal components analysis (PCA), while its convergent validity was examined in relation to the Vineland (VABS‐II; Vineland‐II adaptive behavior scales, Circle Pines, MN, AGS and 2005). Results: The PCA indicated a single component measuring overall adaptive skills, which had excellent internal consistency (alpha = 0.93), and convergent validity (Pearson's r = 0.81). Conclusions: Teacher‐reported scores on GO4KIDDS Brief Behaviour Scale can provide a reliable and valid composite of adaptive skills in children with severe to profound intellectual disability. The scale will be useful to researchers and teachers who need a brief descriptive assessment of adaptive functioning. (Edited publisher abstract)
A preliminary investigation of a school-based musical theater intervention program for children with intellectual disabilities
- Authors:
- ZYGA Olena, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 22(3), 2018, pp.262-278.
- Publisher:
- Sage
- Place of publication:
- London
The presence of an intellectual disability may cause a child to have significant deficits in social skills and emotion regulation abilities across development. A vital next step is to find interventions that can be delivered in the school environment and across disability categories that target socioemotional factors. The current study investigated the feasibility of delivering a school-based musical theatre programme to students with intellectual disability across a range of school settings. A within-group repeated-measures design was used to analyze pre- and post-video recordings of the intervention programme, which were coded for six domains of socioemotional ability across all participants (n = 47). Results showed that significant gains across all domains were observed. However, these gains related to school- and individual-level student factors, such as grade level, severity of disability, and baseline social skill ability. (Edited publisher abstract)
Learning outcomes for students of school leaving age in special schools: a preliminary study of stakeholders' perceptions
- Author:
- DOWRICK Magaret K.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(4), December 2004, pp.293-305.
- Publisher:
- Taylor and Francis
A process was developed for ascertaining and measuring desirable learning outcomes for Australian students of school leaving age attending special schools. This paper reports upon the first part of the process, which involved a wide range of stakeholder representatives (including teachers, teachers' aides, principals, parents, Technical and Further Education (TAFE) teachers, community representatives and the students) being brought to the point of consensus as to what the outcomes should be. The process was applied in three special schools and the overall findings are discussed. While the three stakeholder groups identified over 30 outcomes as desirable for their students, the seven most important learning outcomes were Communication, Community Living, Financial Management, Independent Living, Interpersonal Skills, Literacy and Personal Development. The stakeholder representatives collectively identified 93 representative indicators (or teaching objectives) from these seven outcomes.
A functionally focused curriculum for children with profound multiple disabilities: a goal analysis
- Authors:
- VAN DER PUTTEN Annette, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), June 2004, pp.71-75.
- Publisher:
- Wiley
This study analysed goals formulated in a functionally focused curriculum called Mobility Opportunities Via Education™ (MOVE). The subjects were 49 children with profound multiple disabilities (PMD) who attended a centre for special education where the MOVE curriculum was implemented. Each goal was analysed to see whether or not it was formulated in terms of concrete skills. Furthermore, each goal was analysed for its objective, and it was decided whether or not the goal focused on the child's interests. The three aspects were analysed separately, so the percentages cannot be added up. Ninety-six per cent of the goals were formulated in terms of concrete skills. With regard to the objectives, 53% of the goals dealt with mobility skills and 23% were related to social functioning. Only 14% of the goals dealt with aspects related to care. In 52% of the analysed goals, it was made clear what the interest of the child was. Goals formulated for children with PMD by a curriculum that is based on functionality did not completely satisfy theoretical principles. This can be partially explained because the concept of functionality is a broad and unspecific notion that can be implemented in various ways.
Freedom to learn: basic skills for learners with learning difficulties and/or disabilities: the report of the working group looking into the basic skills needed for adults with learning difficulties and disabilities
- Author:
- GREAT BRITAIN. Department for Education and Employment
- Publisher:
- Great Britain. Department for Education and Employment
- Publication year:
- 2000
- Pagination:
- 48p.
- Place of publication:
- London
Many adults with learning difficulties and/or disabilities told us that the result of underachievement or the need to re-learn was low self-esteem and self-confidence. These are major barriers to learning. Such learners have literacy or numeracy needs at all levels. They range from people who need to acquire the basic skills to enable them to lead more independent lives to those who face specific barriers which currently prevent them from acquiring the basic skills needed for employment or further education.