Personality education activities based on the roots of empathy program were designed and practiced in this study to investigate their effects on young children's empathic ability and emotional intelligence. The subjects of this research were 60 five years old of 2 classes in 'W' kindergarten in 'I' city, Jeonra Buk province. We randomly assigned 30 children of one class to the experimental group and 30 children of the other class to the controlled group. The personality education activities based on the roots of empathy program was by the researcher. The results of this study are summarized as follows. First, the personality education activities based on the roots of empathy program improved children's empathic ability. And that effects are shown in all sub-areas of empathic ability(sorrow/burden/joy/fear). Second, the personality education activities based on the roots of empathy program improved children's emotional intelligence. And that effects are shown in all sub-areas of emotional intelligence(recognition and expression of emotion/promotion of thinking by emotion/application of emotional knowledge/emotional reflective control).
This study was designed to extend the literature on multicomponent interventions for the children of deaf adults (CODA) population. This study used two evidence-based behavior intervention strategies: pre-session pairing (PSP) and independent group contingency (GC). These strategies have been successfully used to decrease off-task behavior in elementary school children with various abilities and diverse backgrounds. However, the research on multicomponent interventions has yet to examine their effects on the CODA population in inclusive classrooms. This study used a concurrent multiple baseline design across participants with an ABC sequence to examine teacher-implemented PSP with independent GC in reducing the off-task behavior of three CODAs in an inclusive classroom at a public elementary school. The results show that the intervention successfully decreased off-task behavior for all participating CODAs. The results suggest that CODAs can adapt to classroom rules and expectations when PSP and independent GC are systematically applied to them in classrooms.
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