Identification and Evaluation of Learning Disabilities: The School Team’s Guide to Student Success

Adaptasi Test of Mathematical Ability (TOMA-3)

“…Tujuan penelitian ini adalah untuk melakukan adaptasi soal cerita yang merupakan sub tes dari test of mathematical ability (TOMA-3) melalui penilaian ahli (expert judgement). Soal cerita dalam matematika merepresentasikan pemecahan masalah (Johnson & Clohessy, 2014) yang memerlukan berpikir tingkat tinggi atau higher order thinking skills (HOTS) (Roy & Roth, 2016). Siswa perlu menguasai dua keterampilan sekaligus, yakni berhitung juga kemampuan pemahaman bacaan.…”

Developing a School-Based Multitiered Model for Self-Regulation

“…Self-regulation is facilitated by the executive functions, which are needed (a) internally, to control thoughts and feelings, (b) externally, to meet the demands of the physical environment, and (c) socially, to regulate behavior according to the expectations of others (Johnson & Clohessy, 2014). Executive functions involve a collection of interdependent, yet somewhat independent, processes involved in planning and executing regulated, goal-oriented tasks (Flook et al, 2010).…”

“…Inhibiting: Controlling impulsive and negative behaviors; suppressing thoughts to prevent interrupting or blurting out answers; resisting a wellpracticed response in favor of a new one 6. Flexibility: Thinking about things from various perspectives; being open to new ways of doing things or solving problems; shifting easily from one activity to another; adapting to change (Johnson & Clohessy, 2014) Self-regulation is achieved through the use of these executive functions to control thoughts, feelings, and behavior in response to others, or within the environment (e.g., classroom). Therefore, student needs are understood both through the self-regulation framework (e.g., In what setting and in what ways is the student experiencing difficulty?)…”

“…Exploring ways to promote self-regulation within the school context has the potential for a wide-ranging impact on students’ ongoing socioemotional and academic development (Flook et al, 2010). When students are more self-regulated academically, they are able to work independently, process more efficiently, experience improved and more stable moods and behavior, have a stronger self-concept as a learner, and work in groups more flexibly and productively (Johnson & Clohessy, 2014).…”

“…Flexibility: Thinking about things from various perspectives; being open to new ways of doing things or solving problems; shifting easily from one activity to another; adapting to change (Johnson & Clohessy, 2014)…”