Improving the Reading Skills of Children with Neurodevelopmental Disabilities: Preliminary Study from Botswana

Autor/inn/en	Mensi, Marina; Baiocco, Roberto; Otukile-Mongwaketse, Mpho; Paganotti, Giacomo Maria; Kubina, Richard Michael
Titel	Improving the Reading Skills of Children with Neurodevelopmental Disabilities: Preliminary Study from Botswana
Quelle	In: Journal of Intellectual Disabilities, 26 (2022) 1, S.149-165 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mensi, Marina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629520968968
Schlagwörter	Foreign Countries; Reading Skills; Skill Development; Students with Disabilities; Special Schools; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Speech Impairments; Neurological Impairments; Developmental Disabilities; Teaching Methods; Precision Teaching; Reading Instruction; Botswana + Suchen Sie Ihr Suchwort? Ausland; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special school; Sonderschule; Learning handicap; Lernbehinderung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Neurodegenerative Erkrankung; Entwicklungsstörung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht
Abstract	In Botswana, Special Needs Education has been implemented for 25 years with some success but there is still a need for evidence-based methods like Frequency Building, behavioural fluency, and Precision Teaching to be used to measure and improve school performance and learning. We explored the impact of these behavioural technologies on reading performances of four children with learning disorders (ADHD, speech impairment and acquired brain disorder) in a special school in Gaborone. At the assessment, two children were unable to read letter sounds and two could not read sight words. Reading performances were measured with frequency and displayed on a standard celeration chart. During the intervention, the length of the tasks was reduced and then augmented. Findings revealed that after 3 months of intervention children significantly increased their score stimulating self-confidence and enthusiasm during activities. This work demonstrates that behavioural technologies can be applied in Africa without using expensive or time-consuming resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01