Usefulness of Cognitive Intervention Programmes for Socio-Emotional and Behaviour Problems in Children with Learning Disabilities

Autor/inn/en	Schnitzer, Gila; Andries, Caroline; Lebeer, Jo
Titel	Usefulness of Cognitive Intervention Programmes for Socio-Emotional and Behaviour Problems in Children with Learning Disabilities
Quelle	In: Journal of Research in Special Educational Needs, 7 (2007) 3, S.161-171 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2007.00093.x
Schlagwörter	Learning Problems; Emotional Problems; Inclusion; Intervention; Learning Disabilities; Dropouts; Interviews; Behavior Problems; At Risk Persons; Foreign Countries; Comparative Analysis; Special Schools; Early Adolescents; Cognitive Processes; Thinking Skills; Humor; Perceptual Development; Teacher Attitudes; Cognitive Development; Social Development; Emotional Development; Belgium + Suchen Sie Ihr Suchwort? Lernproblem; Inklusion; Learning handicap; Lernbehinderung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Interviewing; Interviewtechnik; Risikogruppe; Ausland; Special school; Sonderschule; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Humoristische Darstellung; Wahrnehmungsentwicklung; Lehrerverhalten; Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung; Belgien
Abstract	Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of social exclusion and school dropout when they are in mainstream environments. Meta-analyses indicated only a moderate impact of social skills training. To see what kind of intervention programme would be effective in modifying cognitive as well as socio-emotional behaviour and at the same time focusing on contextual interaction and intervention, a pilot study has been carried out in Belgium with 11-13-year-old students with learning disability and behaviour problems in special schools. A total of 24 children in the experimental group were matched against a control group of 24. Children in the experimental group, after having received 14 lessons of FIE (Feuerstein's Instrumental Enrichment Programme), showed a marked increase in some cognitive functions (hypothetical thinking, perception and understanding of humour) but not in others. A significant effect on socio-emotional behaviour could not be shown quantitatively, but was evident from qualitative interviewing. The mediating attitude of the teachers was a key influencing factor in producing lasting changes. Programmes such as FIE, provided they address children as well as teachers in a comprehensive way, focusing on cognitive as well as socio-emotional behavioural changes, may become powerful instruments to help children as well as teachers in a highly differentiated inclusive school environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10