Adults with Learning Disabilities

Butler, Deborah L.

doi:10.1016/b978-012762533-1/50020-2

Cited by 14 publications

(13 citation statements)

References 69 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, such a promotion proves beneficial for academic performances (Blair & Razza, 2007;Diamond, 2016;Rimm-Kaufman, Gurby, Grimm, Nathason, & Brock, 2009). Moffitt and colleagues (2011) consider that an early improvement in these metacognitive skills and abilities leads to a better development and educational outcomes (see also Butler, 2004;Butler & Schnellert, 2012;Dunn, Rakes, & Rakes, 2014;Hidi & Ainly, 2008;Kitsantas, Steen, & Huie, 2017).…”

Section: Metacognition and Self-regulated Learning In The Early Yearsmentioning

confidence: 99%

Improving Metacognitive Abilities As An Important Prerequisite for Self-Regulated Learning in Preschool Children

Dörr

Perels

2019

iejee

View full text Add to dashboard Cite

Metacognition is a crucial prerequisite for self-regulated learning and refers to the knowledge and the regulation of cognitive processes. Several authors argue that children at preschool age can use initial metacognitive control strategies and monitor their learning activities. This fact will create the conditions for promoting metacognitive activities at an early stage. The development of these activities at this age is influenced by several contextual factors, such as home or school environments. Essential caregivers exert a strong influence in terms of the development of metacognitive abilities. In view of this above 137 children participated in an intervention study aiming to improve metacognitive skills, along with their important caregivers such as parents and kindergarten teachers. Training concepts were designed that combined different kinds of interventions: a direct age-appropriate training of the preschoolers and two indirect interventions catered to parents and kindergarten teachers. The aim of this study was to analyze which training condition is more effective in improving metacognitive skills. We assumed that preschoolers who are consistently supported in their self-regulated learning in kindergarten and at home would benefit the most. Based on our data, we could partly confirm this hypothesis.

show abstract

Section: Metacognition and Self-regulated Learning In The Early Yearsmentioning

confidence: 99%

Improving Metacognitive Abilities As An Important Prerequisite for Self-Regulated Learning in Preschool Children

Dörr

Perels

2019

iejee

View full text Add to dashboard Cite

show abstract

“…The term “metacognitive skills” has been used somewhat interchangeably with “self-regulation skills” or “self-determination skills” (Field, Martin, Miller, Ward, & Wehmeyer, 1998). Skills relying on metacognition include, but are not limited to, planning and performing a task, monitoring and assessing one’s actions, analyzing and solving a problem, and setting goals (Butler, 1998). For the majority of students, these skills come easily and without much conscious effort (Menzies, Lane, & Lee, 2009).…”

mentioning

confidence: 99%

“I Don’t Like Being Good!” Changing Behavior With Technology-Based Self-Monitoring

Bruhn

Vogelgesang

Schabilion

et al. 2015

J Spec Educ Technol

View full text Add to dashboard Cite

Self-monitoring has a well-established literature base for improving the behavior of students with a range of ages and abilities. Whereas self-monitoring often involves technology for prompting self-monitoring procedures, to date, only a few studies have examined the use of technology for recording self-monitored behavior. To extend the literature in this area, the effects of technology-based self-monitoring were examined using an iPad application called SCORE IT in which students and teachers rate students' behavior and view automated graphs of progress toward goals. Using a baseline and intervention (ABAB) design to measure outcomes, improvements in behavior were established for both middle school participants-one with attention deficit hyperactivity disorder and another receiving noncategorical special education services for reading, math, and behavioral deficits. Findings, limitations, and recommendations for future research are discussed.

show abstract

“…D'après certains jeunes, un objectif de carrière et l'insertion professionnelle sont des éléments motivateurs à ne pas négliger. Ce constat n'est pas surprenant en soi, alors que les jeunes ayant eu des difficultés scolaires reconnaissent au travail une façon de réussir leur vie (Rousseau, Samson et Bergeron, 2007), et ce, malgré le manque de maturité professionnelle souvent observé chez eux (Butler, 2004 ;Castellanos et Septeowski, 2004). Dans le même sens, la grande majorité des jeunes rencontrés associent l'obtention du diplôme d'études secondaires à la clé de l'insertion professionnelle, soit pour intégrer le marché du travail ou tout simplement pour accéder à des niveaux supérieurs d'éducation.…”

Section: […] Je Me Demandais Ce Que Je Faisais Avec Ce Monde-là […] unclassified

Analyse rétrospective (1992-2004) du parcours scolaire d’une cohorte d’élèves ayant commencé la maternelle en Mauricie

Rousseau

Tétreault

Vézina

2009

rse

View full text Add to dashboard Cite

Adults with Learning Disabilities

Cited by 14 publications

References 69 publications

Improving Metacognitive Abilities As An Important Prerequisite for Self-Regulated Learning in Preschool Children

Improving Metacognitive Abilities As An Important Prerequisite for Self-Regulated Learning in Preschool Children

“I Don’t Like Being Good!” Changing Behavior With Technology-Based Self-Monitoring

Analyse rétrospective (1992-2004) du parcours scolaire d’une cohorte d’élèves ayant commencé la maternelle en Mauricie

Contact Info

Product

Resources

About