We can conclude that inhibitory control represents a significant developmental factor of different adaptive behaviour domains in children with mild intellectual disability.
Anti-stigma programmes are important especially bearing in mind that participants who self-evaluated as having the least knowledge about ASD demonstrated the highest tendency towards stigmatizing the parents of a person suffering from ASD, and those of lower education demonstrated the highest tendency towards stigmatizing the family members.
We can conclude that there is a significant progress of conceptual abilities between the age of 13 years to 13 years 11 months, compared to other assessed age groups. The results of our research suggests that the development of mental set flexibility is the basis of progress in conceptual abilities, thus intervention programs should offer specially designed activities that vary in their attentional demands, content, conceptual patterns, and actions required.
The research study was conducted for the purpose of examining the influence of mild bilateral sensorineural hearing loss (MBSNHL) on developmental abilities of younger school-age children. The sample encompassed 144 children with MBSNHL, aged 7.5-11 (M = 8.85). MBSNHL (20-40 dB HL) was identified by pure tone audiometry. The control group encompassed 160 children with normal hearing. The Acadia test of developmental abilities was used for assessment of developmental abilities. Although statistically significant differences between participants with MBSNHL and those with normal hearing were established in the majority of estimated developmental abilities domains, those differences do not indicate any significant delay in development of assessed abilities, except in the domain of auditory discrimination. The obtained results call for a systematic approach to children with MBSNHL in elementary schools.
As WM had a greater influence on social skills, incorporating WM training into programmes for improving social skills in persons with MID should be considered.
This research aims to determine the enhancement of students ' achievement and motivation after action, to know the difference in achievement and motivation to learn in the subjects of the youth through the cooperative learning model of the jigsaw type, describing the constraints of teachers in using the kind of unified learning model in Class 3 A Madrasah mu'allimin Muhammadiyah Yogyakarta. This research is a collaborative class of action research. The subject of the study was a Grade 3 student of A Madrasah Tsanawiyah mu'allimin Muhammadiyah Yogyakarta 2021/2022, with as many as 31 students. This research focuses on the achievement and motivation to learn the Kemuhammadiyahan after implementing a cooperative learning model. Data collection techniques using observation, documentation, and tests. The data analysis techniques in this study used quantitative and qualitative descriptive. Based on the research achievements and motivation in learning, Kemuhammadiyahan, through the application of a jigsaw type cooperative learning model, experienced a significant increase. Thus the jigsaw type cooperative learning model can be applied to Kemuhammadiyahan subjects.
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