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

Autor/inn/en	Benner, Gregory J.; Ralston, Nicole C.; Feuerborn, Laura
Titel	The Effect of the Language for Thinking Program on the Cognitive Processing and Social Adjustment of Students with Emotional and Behavioral Disorders
Quelle	In: Preventing School Failure, 56 (2012) 1, S.47-54 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2011.555794
Schlagwörter	Check Lists; Intervention; Emotional Disturbances; Behavior Disorders; Child Behavior; Social Adjustment; Cognitive Ability; Academic Achievement; Investigations; Tests; Cognitive Processes; Pretests Posttests; Thinking Skills; Public Schools; Elementary Schools; Special Education; Academic Failure; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Checkliste; Gefühlsstörung; Soziale Anpassung; Denkfähigkeit; Schulleistung; Untersuchung; Examination; Prüfung; Examen; Cognitive process; Kognitiver Prozess; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	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. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10