The Effect of the Language for Thinking Program on the Cognitive Processing and Social Adjustment of Students With Emotional and Behavioral Disorders

被引：4
作者：
Benner, Gregory J. [1 ]
Ralston, Nicole C. [1 ]
Feuerborn, Laura [1 ]
机构：
[1] Univ Washington, 1900 Commerce St,BOX 358435, Tacoma, WA 98402 USA
来源：
PREVENTING SCHOOL FAILURE | 2012年 / 56卷 / 01期
关键词：
cognitive processing; emotional and behavioral disorders; language for thinking; language intervention; processing speed;
D O I：
10.1080/1045988X.2011.555794
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Processing speed plays an important role in numerous facets of life functioning. Language, academic achievement, and behavior are all associated with processing speed; however, researchers have yet to investigate the effect of interventions, particularly language-based interventions, on the processing speed and the behavioral functioning of students with emotional and behavioral disorders. This study examined the effects of a language-based intervention program, Language for Thinking, on the processing speed and emotional and behavioral functioning of students with emotional and behavioral disorders served in self-contained settings. At posttest, the authors found significant reductions on the Child Behavior Checklist: Teacher's Report Form, along with statistically significant gains on the Woodcock-Johnson III NU Tests of Cognitive Abilities Processing Speed Cluster. The authors discuss the limitations and present the implications for future research.
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收藏
页码：47 / 54
页数：8
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