Assessing a Remedial Intervention Programme in Developing the Planning Skills of Grade 4 and 5 Learners

Amod, Zaytoon; Heafield, Deidré; Seabi, Joseph

doi:10.1080/1034912x.2017.1406067

Cited by 4 publications

(3 citation statements)

References 28 publications

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“…Feuerstein et al (2006) proposes 11 categories for the mediation described in Table 1. Interaction and mediation are key issues in improving cognitive and motivational processes, in that they can generate learning (Amod, Heafield, & Seabi, 2018;Chan et al, 2017). In mediated learning, internalization and self-regulation are of crucial importance because students must be active, conscious, independent, and creative.…”

Section: Mediation As a Facilitator Of Learningmentioning

confidence: 99%

“…In a systematic review, Powell et al (2017) showed how serious games may also improve social skills and educational outcomes in ADHD children. If mediation criteria are taken into account in the design of these games, they could play an important role as a complement to learning and in the development of cognitive abilities (Amod et al, 2018;Girard et al, 2013).…”

Section: Learning Processmentioning

confidence: 99%

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Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

Coma

Blasco-Serrano

Laparte

et al. 2020

RPTEL

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The PASS intelligence theory (Planning, Attention-Arousal, Simultaneous and Successive) was used together with Feuerstein’s mediation model to develop a system of categories for mediation in educational games. This system was used to analyze and improve the design of interactive games that can enhance mediation in learning, particularly in children with attention deficit hyperactivity disorder (ADHD). To this end, interactive games designed for a tabletop device were evaluated within an educational context. 27 children (3–14 years old), who had been diagnosed with ADHD, took part. The tabletop has an intuitive system that allows children to interact directly with objects with which they are familiar, providing opportunities for play and communication. These games were evaluated by the participant observation of individual and group playing experiences, interviews, and two focus groups. The results show that mediation recommendations can be useful in the design of the games. They also confirm the need to improve the adaptability of the games to enable children with ADHD to mediate, plan, and focus their attention. With the aid of a facilitator, the mediating function of learning-games can therefore be applied in the development of the executive functions that are key to learning.

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Section: Mediation As a Facilitator Of Learningmentioning

confidence: 99%

Section: Learning Processmentioning

confidence: 99%

Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

Coma

Blasco-Serrano

Laparte

et al. 2020

RPTEL

View full text Add to dashboard Cite

show abstract

“…Three studies reported implementing DA solely (17,18,19). In Amod et al (2017), DA was used as a pre and post-test of the Planning, Attention, Simultaneous and Successive Processing (PASS) model of cognitive processing to develop an intervention program by employing the Cognitive Assessment System (CAS; Naglieri & Das, 1997), a test instrument guided by PASS theory.…”

Section: Different Ways Of Integrating Da and Other Methodsmentioning

confidence: 99%

Dynamic Assessment in Inclusive Elementary Education: A Systematic Literature Review of the Usability, Methods, and Challenges in the Past Decade

Le,

Ferreira,

Kuusisto

2023

EJSE

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Dynamic Assessment (DA) provides alternative strategies for assessing children in inclusive education but hasn’t been widely incorporated in teacher education as a tool for mediating learning in special education. This systematic literature review investigates empirical studies reported in the last decade to provide a comprehensive overview of the applications DA in inclusive elementary education, reviewing common methodologies and tools, challenges, and recommended solutions to develop DA. In the final analysis, 24 articles published between 2010- 2021 met the study’s inclusion criteria. Results indicate that DA is mainly used to identify students’ educational needs, predict students’ future performance and responsiveness to intervention, and assess academic development, but rarely to guide intervention, inform instruction, or develop individual educational planning. DA is mainly used by trained researchers and their assistants, instead of teachers, despite its relevance to educational processes. Challenges employing DA and recommendations for developing its practice are critically discussed. Article visualizations:<img src="/-counters-/soc/0046/a.php" alt="Hit counter" />

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Working Attention, Planning and Social Skills Through Pervasive Games in Interactive Spaces

Cerezo

Aguelo

Coma

et al. 2022

IEEE Trans. Learning Technol.

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Assessing a Remedial Intervention Programme in Developing the Planning Skills of Grade 4 and 5 Learners

Cited by 4 publications

References 28 publications

Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

Dynamic Assessment in Inclusive Elementary Education: A Systematic Literature Review of the Usability, Methods, and Challenges in the Past Decade

Working Attention, Planning and Social Skills Through Pervasive Games in Interactive Spaces

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