Time to Plan : How to support everyday planning in adolescents with intellectual disability

Palmqvist, Lisa

doi:10.3384/diss.diva-164916

Cited by 2 publications

(2 citation statements)

References 153 publications

(342 reference statements)

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“…It could be argued that the effect could be attributed to the test-retest effect. It is however important to acknowledge that this effect is in fact a learning effect which is not always observable for this group of students (Palmqvist, 2020). Additionally, the test-retest effect cannot not explain the improvement of phonological awareness for the combined training.…”

Section: Improvement In All Groupsmentioning

confidence: 80%

Improved phonological awareness in children with intellectual disability: A large-scale controlled intervention study combining phonics-based and comprehension-based digital reading instructions.

Palmqvist,

Holmer,

Samuelsson

et al. 2024

Preprint

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Full social participation requires literacy. However, many individuals with intellectual disability (ID) never learn to read. The purpose of this study was to study literacy skill development in beginning readers with mild, moderate, and severe ID in need of augmentative and alternative communication (AAC). We included three intervention groups; two groups received different reading instruction strategies (phonics-based and comprehension-based), one group received a combination of both strategies, and a comparison group received teaching-as-usual. A total of 123 students were assessed at four time points. Results show that literacy skills developed over time. Furthermore, the combination of a phonics-based and a comprehension-based reading strategy revealed stronger development compared to the other groups on phonological awareness. To conclude, varied and systematic reading instructions support pre-literacy development in beginning readers with mild, moderate, and severe ID in need of AAC. Teacher education programs, educational authorities, and policymakers should encourage and support teachers in providing combined (phonics- and comprehension-based) reading instruction for students with ID and communicative disabilities.

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Section: Improvement In All Groupsmentioning

confidence: 80%

Improved phonological awareness in children with intellectual disability: A large-scale controlled intervention study combining phonics-based and comprehension-based digital reading instructions.

Palmqvist,

Holmer,

Samuelsson

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Scholars stated that all training groups performed significantly better on the transfer task than the controls; however, the training groups did not significantly differ from each other (Palmqvist, 2020). The implications of the findings concerning cognitive interventions and future Working Memory (WM) training studies are discussed.…”

mentioning

confidence: 93%

The Effects of Active Memory Exercises on Intelligence Profile in Students With Specific Learning Disorder

Tahmasbnezhad

Pasha

Firoozjah

et al. 2021

PCP

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Objective: Active memory is the search engine of the mind. Active memory is a cognitive function responsible for preserving instant information, its manipulation, and its use in thinking. This study aimed at investigating the effects of active memory practices on intelligence profiles in students with Specific Learning Disorder (SLD). Methods: This was a quasi-experimental study with a pretest-posttest and a control group design. The population of the study included elementary students of the East Bandpey region in Babol City, Iran, in 2019. The study participants were randomly divided into the experimental (21) and control (20) groups. The experimental group performed sixteen 45-minute active memory program sessions for 8 weeks, twice a week. Multivariate Analysis of Variance (MANOVA) was employed for data analysis. Results: Research findings suggested that educational interventions on the verbal comprehension, perceptual reasoning, active memory, and overall scale have led to a significant difference between the experimental and control groups (P=0.280); however, there was no significant difference concerning the processing speed scale between the study groups (P=0.280). Conclusion: The present study data suggested that educational interventions were the most influential factor on active memory and overall scale. Furthermore, applying active memory exercise, as a non-pharmacological approach, is recommended to improve the intelligence profile in children with SLD.

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Time to Plan : How to support everyday planning in adolescents with intellectual disability

Cited by 2 publications

References 153 publications

Improved phonological awareness in children with intellectual disability: A large-scale controlled intervention study combining phonics-based and comprehension-based digital reading instructions.

Improved phonological awareness in children with intellectual disability: A large-scale controlled intervention study combining phonics-based and comprehension-based digital reading instructions.

The Effects of Active Memory Exercises on Intelligence Profile in Students With Specific Learning Disorder

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