No abstract

Background/Objective: Studies show the need for improved communication and social skills of adolescents with autism spectrum disorders (ASDs). Therefore, the present study aimed to analyze the effect of using rational-emotive language education (RELE) to pursue this need for adolescents in Nigeria. Methods: The design of the study was a group randomized trial, with pretest, post-test, and follow-up. Sixty-eight adolescents with ASDs participated in the study. Autism Communication and Social Skills Scale for Adolescent (ACSSSA) was used for data collection. The method of data analysis in the study was repeated measures ANOVA procedure, with Partial eta squared ( ), adjusted R 2 , mean, standard deviation, and upper/lower limit. Results: The RELE program significantly improved communication and social skills of adolescents with ASDs exposed to the treatment intervention when compared with waitlist control group. Conclusion: Exposure to RELE significantly improved communication and social skills of adolescents with ASDs in this study. Therefore, we recommend that language educators, speech pathologists, language therapists, special educators and counsellors, and other professionals involved in the treatment and caring for ASDs patients be trained on the application of the RELE technique so as to enable them to employ the program in their professional practices.

No abstract

Objective:The study objective was to determine the effects of cognitive-behavioural group guidance on entrepreneurial intention among university sandwich education students. Materials and Method:The design of the study was a group randomized trial involving pretest and posttest, while the area of the study was a federal university in South-East Nigeria. Entrepreneurial Intention Questionnaire (EIQ) was used for data collection while the data collected were analysed through analysis of covariance with repeated measures. Results:The results indicated that there was no significant difference between the participants' entrepreneurial intention in the treatment and no-treatment control groups at the initial measure; and that after cognitive-behavioural group guidance intervention, there was a significant increase in entrepreneurial intention among the participants in the treatment group comparing to their counterparts in the no-treatment control group. Conclusion:Cognitive-behavioural group guidance was effective in increasing entrepreneurial intention among university sandwich education students. It was therefore concluded that counsellors should adopt the techniques used in the study to help individuals increase their entrepreneurial intention, and that cognitive-behaviour group guidance should be adopted as counselling approach for helping university students develop intentions to venture into entrepreneurial business.

No abstract