Relevant bibliographies by topics / Students with significant cognitive disabilities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Students with significant cognitive disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Students with significant cognitive disabilities"

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Cooper-Duffy, Karena, Pamela Szedia, and Glenda Hyer. "Teaching Literacy to Students with Significant Cognitive Disabilities." TEACHING Exceptional Children 42, no. 3 (January 2010): 30–39. http://dx.doi.org/10.1177/004005991004200304.

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Anderson, Lori, and Brooke Nash. "Making Science Accessible to Students with Significant Cognitive Disabilities." Journal of Science Education for Students with Disabilities 19, no. 1 (August 10, 2016): 17–33. http://dx.doi.org/10.14448/jsesd.06.00016.

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Andersen, Lori, and Brooke Nash. "Making Science Accessible to Students with Significant Cognitive Disabilities." Journal of Science Education for Students with Disabilities 19, no. 1 (December 15, 2016): 17–38. http://dx.doi.org/10.14448/jsesd.09.0002.

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Goldstein, Jessica, and Peter Behuniak. "Assessing Students With Significant Cognitive Disabilities on Academic Content." Journal of Special Education 46, no. 2 (August 16, 2010): 117–27. http://dx.doi.org/10.1177/0022466910379156.

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Anderson, Daniel, Dan Farley, and Gerald Tindal. "Test Design Considerations for Students With Significant Cognitive Disabilities." Journal of Special Education 49, no. 1 (June 25, 2013): 3–15. http://dx.doi.org/10.1177/0022466913491834.

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Deardorff, Malarie E., Joshua M. Pulos, Andrea L. Suk, Kendra L. Williams-Diehm, and Amber E. McConnell. "What Do Transition Assessments Look Like for Students With a Significant Cognitive Disability? A Multistate Survey of Educational Stakeholders." Inclusion 8, no. 1 (March 1, 2020): 74–85. http://dx.doi.org/10.1352/2326-6988-8.1.74.

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Abstract Despite challenges educators face when assessing needs of students with significant cognitive disabilities, providing a fair and accurate assessment of skills is crucial to a student's future success. Dismal outcomes for these students indicate the current transition planning process is weak and not appropriate. Research suggests meaningful transition planning is facilitated by appropriate transition assessment to ensure students with significant cognitive disabilities make progress, meet annual transition goals, have individualized supports and services, and receive effective instruction. The purpose of this study was to investigate the nationwide transition assessment process for students with significant cognitive disabilities. Results indicated transition assessments are not fully assessing the needs of this population, thereby denying equal participation and access to inclusive environments.
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Johnson, David R., Martha L. Thurlow, Yi-Chen Wu, John M. LaVelle, and Ernest C. Davenport. "IEP/Transition Planning Participation Among Students With the Most Significant Cognitive Disabilities: Findings From NLTS 2012." Career Development and Transition for Exceptional Individuals 43, no. 4 (August 28, 2020): 226–39. http://dx.doi.org/10.1177/2165143420952050.

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This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive disabilities as those included in three disability categories— autism, intellectual disability, and multiple disabilities—who took an alternate assessment. The study also included an analysis of student’s participation in relation to their functional, communication, and self-advocacy skills, and student–teacher relationships. Although students with the most significant cognitive disabilities experienced greater limitations overall, students with other disabilities were experiencing similar challenges. Implications for practice were discussed from the lens of student engagement, self-determination, and student’s leadership role.
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Kleinert, Harold L., Diane M. Browder, and Elizabeth A. Towles-Reeves. "Models of Cognition for Students With Significant Cognitive Disabilities: Implications for Assessment." Review of Educational Research 79, no. 1 (March 2009): 301–26. http://dx.doi.org/10.3102/0034654308326160.

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Karvonen, Meagan, Shawnee Y. Wakeman, Claudia Flowers, and Diane M. Browder. "Measuring the Enacted Curriculum for Students With Significant Cognitive Disabilities." Assessment for Effective Intervention 33, no. 1 (October 2007): 29–38. http://dx.doi.org/10.1177/15345084070330010401.

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Kleinert, Harold, Elizabeth Towles-Reeves, Rachel Quenemoen, Martha Thurlow, Lauren Fluegge, Laura Weseman, and Allison Kerbel. "Where Students With the Most Significant Cognitive Disabilities Are Taught." Exceptional Children 81, no. 3 (January 12, 2015): 312–28. http://dx.doi.org/10.1177/0014402914563697.

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Dissertations / Theses on the topic "Students with significant cognitive disabilities"

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Farley, Daniel. "Exploring Reading Growth Profiles for Middle School Students with Significant Cognitive Disabilities." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22787.

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Statewide accountability programs are incorporating academic growth estimates for general assessments. This transition focuses attention on modeling growth for students with significant cognitive disabilities (SWSCD) who take alternate assessments based on alternate achievement standards (AA-AAS), as most states attempt to structure their AA-AAS systems as similarly as possible to their general assessments (GA). Test scaling, group heterogeneity, small sample sizes, missing data, and the use of status-based assessments that were not necessarily designed to measure a developmental continuum complicate modeling growth for SWSCD. This study addressed these challenges by: (a) analyzing test results from a common scale, (b) modeling achievement and growth for students in multiple demographic and exceptionality categories, and (c) using multiple cohorts to increase sample sizes. Latent growth curve modeling (LGCM) was used to define growth estimates based on exceptionality, sex, race, and economic disadvantage. Unconditional latent class growth analysis (LCGA) was used to determine the number of homogeneous subgroups that existed within the heterogeneous population of SWSCD for subsequent growth mixture modeling (GMM). Unconditional GMM was used to define the number of homogeneous subgroups of students with similar intercept and growth patterns within the overall population of SWSCD. Discriminant function analysis (DFA) including student exceptionality, sex, race, and economic disadvantage status was also used to analyze class membership post hoc. SWSCD with different exceptionalities generally had significantly different average initial achievement but growth rates that did not differ significantly from each other. SWSCD classified as economically disadvantaged performed significantly lower than their peers in initial achievement, yet exhibited growth rates that were not statistically different than the reference group. This study also found evidence for two separate latent classes of students with exceptionalities on the Oregon AA-AAS. The first class had lower achievement and larger growth rates, while the second class had higher achievement and slower growth rates. Students identified as SLD and CD were generally higher-performing, while students identified as ID, ASD, and OI were lower performing across all analytic models.
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Castelli, Courtney. "Balanced Literacy Instruction for Students with Significant Cognitive Disabilities| Barriers to Implementation." Thesis, McKendree University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743339.

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Abstract Currently, students with significant cognitive disabilities (SCD) are predominately exposed to a functional curriculum commonly delivered through behaviorists? methods (Keefe & Copeland, 2011). The most recent research has established that students with SCD who are presented with a high-quality comprehensive approach comparable to the best practices associated with general education practices can and do make positive gains in literacy skills (Bock, 2013; Browder, Ahlgrim-Delzell, Courtade, & Flowers, 2008; Erickson, Clendon, Abraham, Roy, & Van de Karr, 2005; Koppenhaver& Erickson, 2003,). The purpose of this phenomenological study was to examine potential barriers to implementing a comprehensive balanced literacy instructional program to students with SCD. The central question in this study was, what are the barriers to implementing a balanced literacy approach for students with significant cognitive disabilities? Three research questions guided the study, 1) What is the current knowledge base and understandings of administrators and teachers as it relates to teaching literacy skills to students with significant cognitive disabilities, how is this knowledge acquired, and how has it changed over time, 2) what are the perceived needs that need to be fulfilled in order for a systemic shift from a functional literacy curriculum to a balanced literacy curriculum approach to occur, and 3) how does the efficacy and beliefs held by teachers and administrators relate to the translation from research to practices as it corresponds to literacy instruction? Data was collected through interviews with administrators, special education teachers, and researchers. The analysis of the data from this study lead to the emergence of five key themes related to potential implementation barriers: acquisition of knowledge, current perspectives and understanding of literacy education, factors influencing curriculum decisions, high quality and relevant resources and supports, and systemic changes.

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Platten, Arlene Hackl. "Meaningful access to the common core for high school students with significant cognitive disabilities." Thesis, University of Southern California, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680871.

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This qualitative dissertation explored how high school students with significant cognitive disabilities in the moderate to severe category may receive an appropriate, standards-based education according to federal and state legislation given that they require fundamental living skills as well. It examined the ways their academic and functional learning requirements may be fulfilled through the development and implementation of a comprehensive curriculum consisting of adapted Common Core State Standards, life skills, and community-based instruction. It discussed the concept that students with cognitive disabilities require learning opportunities across a variety of settings, consistent with ecological development theory.

The study posed two key questions: How can high school students with significant cognitive disabilities access the Common Core State Standards in ELA, math, and science through a life-skills oriented, community-based curriculum? How do special education teachers perceive a curriculum emphasizing the integration of life skills and Common Core standards in ELA, math, and science? A research-based thematic curriculum was generated and field-tested on 7 educators of high school and middle school students with moderate to severe disabilities to obtain their perceptions of its feasibility and utility. The educators completed an initial background survey and then examined a voice-over PowerPoint curriculum sample using a curriculum evaluation form to guide their review. Educators were subsequently interviewed to determine their perceptions and check for alignment with previous responses.

Participants generally believed that students with significant cognitive disabilities could meaningfully access adapted versions of the Common Core based on students' level of ability and the provision of necessary supports. Key implications were derived from the findings. Teachers may need to engage in additional training and collaboration to generate customized curricula or modify existing programs to bring about student success. Special education teachers require the support of general education colleagues and local administration to enable the development or implementation of a comprehensively appropriate curriculum for the target population. More research is necessary to determine other ways the Common Core can be adapted for a greater range of ability levels to ensure success for all.

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Marks, Lori J., and M. L. McMurray. "Assistive Technology Tools to Address the Needs of Students with Significant Physical and Cognitive Disabilities." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3536.

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McGrath, Dawn L. "The relationship between grade level and performance of students with the most significant cognitive disabilities as measured with ISTAR (Indiana Standards Tool for Alternate Reporting) : implications for policy decisions." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336623.

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Holman, April M. "ANALYSIS OF STUDENT & TEACHER OUTCOMES FROM PRE-EXISTING DATA OBTAINED THROUGH THE LOW INCIDENCE INITIATIVE: TEACHING ACADEMIC AGE-APPROPRIATE LEARNING VIA COMMUNICATION PROJECT." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/128.

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Students with significant cognitive disabilities frequently exhibit reduced communicative and academic competence. The Low Incidence Initiative (LII) project was a professional development model designed to train school-based teams to facilitate increased communicative and academic competence with such students via distance-technology coaching. This study analyzed pre-existing data from year one of the LII. Data were analyzed to determine effectiveness of the project on communication status of students and on training school personnel to accurately identify student levels of communication, and for overall satisfaction with the project. Results indicated that all student participants demonstrated improvement in expressive communication output. 100% of students who required augmentative and alternative communication (AAC) increased in the complexity of AAC used. Some improvement in school personnel’s identification of student communication levels was demonstrated, however, the continued discrepancy between LII staff and school personnel indicates a need for additional training in this area. Qualitative analysis of survey question responses, and other anecdotal information, revealed an overwhelming satisfaction with the LII model, increased communicative sophistication of students, improvements in collaborative teaming, increased access to general curriculum for students, and improvement in school personnel skill-level. Implications of the results of this study and areas for future research are discussed.
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Lee, Ann, and Pamela J. Mims. "Accessing Academic Content for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/210.

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Mims, Pamela J., Carol Stranger, R. Pennington, W. White, J. Sears, and N. Strickler. "Opinion Paragraph Writing Intervention for Students with Significant Disability." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/309.

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Increasingly, technology has been used to provide access to academic curricula for students with moderate to severe intellectual disability. In the current pilot study, we used a multiple probe across participants design to evaluate the effectiveness of a technology-based instructional package on the opinion writing skills of three middle school students with moderate and severe intellectual disability. Findings suggest that the intervention resulted in improved performance across all three participants and that all participants maintained performance at levels greater than baseline. Limitations and implications for practice and future research are discussed.
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Mims, Pamela J., Bree Jimenez, and Joshua Baker. "Training Teachers to Implement Data Based Decisions for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/198.

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Research shows use of data based decisions for students with severe disabilities is highly beneficial, yet few teachers implement them in the classroom. This session will present the results of a study on the effects of DBD training on teacher/student outcomes. Also, participants will learn about the five most common DBDs. Learner outcomes: Provide participants with procedures and outcomes from a study conducted on training teachers of students with significant disabilities and autism from diverse backgrounds to make informed data-based decisions; and Participants will be provided a handout with a data based decision-making guide as well access to the online modules used in the study.
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Mims, Pamela J. "The Importance of Implementing Systematic Instruction Plans for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/203.

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Books on the topic "Students with significant cognitive disabilities"

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Kleinert, Harold L. Alternate assessment for students with significant cognitive disabilities: An educator's guide. Baltimore: Paul H. Brookes, 2010.

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Farmer, Kearns Jacqui, ed. Alternate assessment: For students with significant cognitive disabilities : an educator's guide. Baltimore: Paul H. Brookes, 2010.

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Raymond, Marilyn. Critical literacy: Empowering students with cognitive disabilities. Victoria, BC: British Columbia, Ministry of Advanced Education, Training and Technology, 1999.

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Ryndak, Diane Lea. Curriculum and instruction for students with significant disabilities in inclusive settings. 2nd ed. Boston: Allyn and Bacon, 2003.

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Flasch, Ziegler Michele, and Barcyzk Lisa, eds. Common-sense classroom management techniques for working with students with significant disabilities. Thousand Oaks, CA: Corwin Press, 2009.

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Katovitch, Diana M. The power to spring up: Postsecondary education opportunities for students with significant disabilities. Bethesda, MD: Woodbine House, 2009.

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The power to spring up: Postsecondary education opportunities for students with significant disabilities. Bethesda, MD: Woodbine House, 2009.

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Katovitch, Diana M. The power to spring up: Postsecondary education opportunities for students with significant disabilities. Bethesda, MD: Woodbine House, 2009.

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J, Hoover John, ed. Cognitive learning strategies for minority handicapped students. Lindale, Tex: Hamilton Publications, 1987.

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McClennen, Sandra E. Cognitive skills for community living: Teaching students with moderate to severe disabilities. Austin, Tex: PRO-ED, 1991.

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Book chapters on the topic "Students with significant cognitive disabilities"

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Spooner, Fred, and Fredda Brown. "Educating Students with Significant Cognitive Disabilities." In Handbook of Special Education, 617–31. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-48.

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Drasgow, Erik, Mark Wolery, Laura C. Chezan, James Halle, and Zahra Hajiaghamohseni. "Systematic Instruction of Students with Significant Cognitive Disabilities." In Handbook of Special Education, 632–48. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-49.

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Dymond, Stacy K. "Functional Curriculum for Students with Significant Cognitive Disabilities." In Handbook of Special Education, 675–86. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-52.

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Wehmeyer, Michael L., and Karrie A. Shogren. "Access to General Education Curriculum for Students with Significant Cognitive Disabilities." In Handbook of Special Education, 662–74. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-51.

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Schwartz, Karen D. "Conceptualizing Students with “Significant Intellectual Disabilities”." In Youth: Responding to Lives, 277–91. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-431-4_18.

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Swanson, H. Lee, and Marilyn Ransby. "The Study of Cognitive Processes in Learning Disabled Students." In Research Issues in Learning Disabilities, 246–75. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4613-8345-1_13.

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Graham, Steve, and Karen B. Harris. "Cognitive Strategy Instruction in Written Language for Learning Disabled Students." In Educational Alternatives for Students with Learning Disabilities, 91–115. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9168-5_4.

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Torrente, Javier, Ángel del Blanco, Pablo Moreno-Ger, and Baltasar Fernández-Manjón. "Designing Serious Games for Adult Students with Cognitive Disabilities." In Neural Information Processing, 603–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34478-7_73.

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Lupart, Judy L. "Unraveling the Mysteries of GLD: Toward the Application of Cognitive Theory to Assessment." In Students with Both Gifts and Learning Disabilities, 49–71. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-9116-4_4.

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Lenz, B. Keith. "In the Spirit of Strategies Instruction: Cognitive and Metacognitive Aspects of the Strategies Intervention Model." In Educational Alternatives for Students with Learning Disabilities, 141–58. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9168-5_6.

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Conference papers on the topic "Students with significant cognitive disabilities"

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Andersen, Aaron, and Cyndi Rowland. "Improving the outcomes of students with cognitive and learning disabilities." In the 9th international ACM SIGACCESS conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1296843.1296882.

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Pogudina, O. N. "Development of cognitive abilities of children with disabilities health through the Numikon benefit." In XXI All-Russian Scientific and Practical Conference young scientists, graduate students and students in Neryungri, with international participation. Tekhnicheskogo instituta (f) SVFU, 2020. http://dx.doi.org/10.18411/tifsvfu-2020-c2-157-70.

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James, Westley, Kamryn Lamons, Jillian Schreffler, Eleazar Vasquez III, and Jacquelyn J. Chini. "Exploring Learner Variability: Experiences of Students with Cognitive Disabilities in Postsecondary STEM." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.043.

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Kashani-Vahid, Leila, Sahar Kazemi Taskooh, and Hadi Moradi. "Effectiveness of “Maghzineh” Cognitive Video Game on Reading Performance of Students with Learning Disabilities in Reading." In 2019 International Serious Games Symposium (ISGS). IEEE, 2019. http://dx.doi.org/10.1109/isgs49501.2019.9047004.

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Gruzd, M. S., O. V. Kijko, E. A. Darbekova, and O. G. Masalova. "The development of cognitive abilities of children with disabilities in the conditions of the creative park "From games to success"." In XXI All-Russian Scientific and Practical Conference young scientists, graduate students and students in Neryungri, with international participation. Tekhnicheskogo instituta (f) SVFU, 2020. http://dx.doi.org/10.18411/tifsvfu-2020-c2-157-59.

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Fadhul, Shereen Radhi. "The Perceptions of the Special Education Teacher and Families of Children with Disabilities about Cooperative Partnership." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0271.

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This study aimed to identify the perceptions of the special education teacher and families of children with disabilities about cooperative partnership in the primary stage, specifically in the age group from 6 to 11 years, in order to contribute to providing a vision that can be relied upon in facing the challenges and obstacles that prevent cooperative partnership between families of children, people with disabilities and a special education teacher. The study followed the quantitative and qualitative approach to its relevance to the nature of the study. The study sample consisted of a teacher specializing in the field of special education and eight families from the families of students with disabilities in one of the integration elementary schools for girls affiliated to the Ministry of Education and Higher Education in Qatar. In collecting the data, the researcher used the cooperation and interview scale prepared by Batoul Khalifa 2017. The results of the study found that there are statistically significant differences between the order of the principles of cooperative partnership of the special education teacher and the families of students with disabilities in relation to the principle of family rights and social media. As the overall principles of cooperative partnership of the special education teacher achieved the final percentages, while the results of the principle of family rights and social media among the families of students with disabilities ranged between 33% and 36%. The study also found the relationship of the perceptions of families of students with disabilities about communicating with the educational level of the family, as university and secondary education occupied 44%, compared to only 12% for the average educational level, and the principle of communication among the families of students with disabilities reached 80%.
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David, Alicia. "Distance Education Accessibility and Quality Assurance." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3320.

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This presentation will discuss some of the current statistics regarding distance education in the United States. It will also address how student disabilities (and their associated accommodations) are and should be impacting these online course offerings. According to a recent government study, 66% of US colleges currently offer some form of for-credit distance education (National Center for Education Statistics [NCES], 2008). In 2007 more than 20% of higher education students were enrolled in at least one online course, and the 2007 online enrollments were 245% that of the online enrollment seen in 2002 (Allen & Seaman, 2008). These educational studies have revealed what most educators already knew: online education is becoming increasingly important to colleges nationwide. The number of online courses continues to increase, and larger numbers of students are taking significant portions of their coursework online. Students reporting disabilities (and requesting accommodation) have also been increasing. Eleven percent of undergraduates have reported or registered as having a disability (NCES, 2006). The 11% statistic suggests that at least 2.2% of the online student population are also students with disabilities, and that 2.2% is likely to be too low because the flexibly offered by online courses is likely to appeal to students with disabilities. Ensuring accessibility in online courses, therefore, is clearly a practical consideration. Education studies have also revealed that some schools aren’t doing all that they can or should to ensure accessibility. Schools were asked how commonly they received requests for academic accommodation. Nearly a quarter of the schools responding didn’t know whether or not requests of this type were ever received (NCES, 2008). Another study tracked how closely accessibility guidelines for online course web sites were followed. Nearly half of the schools reported only moderate to minor application of the guidelines while over one-third of the schools either didn’t follow any of the guidelines or were unaware if guidelines were being followed (NCES, 2003).
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Simpson, Z., N. Janse van Rensburg, and M. van Ryneveld. "Developing Students as Higher-Order Thinkers: Analyzing Student Performance Against Levels of Cognitive Demand in a Material Science Course." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37652.

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Today’s increasingly complex engineering workplace demands skill in evaluation, reasoning and critical thinking; however, engineering curricula often test lower-order learning at the expense of higher-order reasoning. This paper analyzes the level of cognitive demand in a course on Material Science in the Department of Mechanical Engineering Science at the University of Johannesburg, South Africa. This is done by applying Biggs’ SOLO taxonomy to classify test and exam questions in the course and then analyzing student performance against this taxonomy of higher- and lower-order learning. The results demonstrate that many students battle with questions that require extended abstract reasoning (argument, evaluation, hypothesizing and generalization). Similarly, relational thinking (through comparison, contrast, application and so on) proves to be a significant problem for weaker students. The paper recommends that engineering lecturers build higher-order thinking into course outcomes, teaching and assessment and that engineering qualifications work systematically towards developing students as higher-order thinkers.
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Kumstát, Michal, Martin Sebera, and Michal Vičar. "The Effects Of Commercially Available Energy Drink On Cognitive Performance." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-7.

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Energy drinks are frequently purported as a non-alcoholic beverage food commodity to im-prove cognitive function and concentration and as such is marketed especially on vulnerable populations such as professional drivers, students, managers. We aimed to explore the acute dose-effect of commercially available multi-ingredient beverage on cognitive performance. Twenty adult university students, caffeine-deprived received two 500 ml non-alcoholic, glucose-free, multi-herbal extract drinks differing in ingredients dose: DRINK100, threefold higher concentration dosage (DRINK300) and ingredients-free, flavored-matched placebo (PLA) in a double-blind, three-way cross over, randomized order, separated by a 7-day wash-out period. Cognitive functions, autonomous nervous system activity, and specific mental performance were assessed. Drinks were consumed in the late evening (20 p.m.). Standardized psychomotor vigilance task (PVT) to detect reaction time, lapses and the total score and spectral analysis of heart rate variability (software-driven, standing/lying down with ~300 beats recorded in each position, relative change in total power score be-tween consecutive measurements was used) took place immediately prior and 60, 120 and 180 min post-drink consumption (post-drink). Thirty minutes of the cognitively demanding task (continuous manual text transcription) was commenced immediately and in 90, and 150 min post-drink. Total word counts were used in assessing mental performance chang-es. The ecologically valid methodology was used to mimic typical students time of drink consumption. During the 60min post-drink, the level of alertness decreased independently of the drink category, however, DRINK300 increased correct: lapsus ratio in 120 min and this remained elevated until the end of testing. No significant effect of DRINK100 over PLA on vigilance was present. DRINK300 led to an increase in autonomic nervous system activity after drink admin-istration in 60–90 minutes post-drink with a clear decline observed in PLA. This corresponds with a significant increase in the number of words transcripted in the corresponding time in DRINK300, however, not sustained in 180 min post-drink. We demonstrate an acute and transitional dose-effect of multi-herbal caffeine-containing non-energetic beverage on cognitive and autonomous nervous system performance. The effect appears to be evident immediately ( < 30 min) post-drink. A beverage containing guar-ana equivalent to 120 mg of caffeine reduce cognitive performance impairment and this is sustained over ~180 min.
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10

Bubnovskaya, Olesya, and Vitalina Leonidova. "Cognitive factor of psychological safety: gender aspect." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-08.

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The relevance of the problem posed in the article is determined by the role of psychological safety in the development of the individual against the background of the growth of securitization in modern society, the need to detect factors affecting it. The purpose of the study is to establish the nature of the relationship between cognitive variables and psychological safety of the individual, considering the gender. According to the hypothesis of the study, gender characteristics of the individual, determining the cognitive component of the individual's attitude to himself and to the world, affect psychological safety. The sample of the study included university students of Vladivostok (n=300, 60 – men, 240 – women, the average age is 19 years). Used methods: “Psychological safety of educational environment” (PSEE)” (Baeva I.A.), “Kiselev’s thermometer” (“gradusnik sostoi͡aniĭ”), (Kiselev Yu.Ya.), “Bem Sex-Role Inventory (BSRI)” (Bem S.), “World assumptions scale” (Yanov-Bulman R.) in the adaptation by Padun M. A., Kotelnikova A.V. with comparative, correlation, regression and factor analysis in the Python. The results show significant correlations between gender and basic beliefs of the individual (p≤0,001), safety of the educational environment, components of psychological safety (p≤0,001); stable influence of masculinity and femininity on the attitude of the individual to the world and to himself, on the components and characteristics of safety (determination coefficients – 0,5-0,6). Based on the study of data on psychological safety and basic beliefs of students, considering their gender traits, conclusions are made about the influence of gender on the cognitive component of safety. In general, gender characteristics and beliefs of an individual are important for psychological safety, although a strict determination was not identified in the study and requires further study. The influence of gender on beliefs about peace and safety is more pronounced in the feminine type than in the masculine type. The sense of safety of a person with feminine traits is largely due to her trust in others, faith in a good and fair world, and with masculine traits – the belief in her ability to control events.
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Reports on the topic "Students with significant cognitive disabilities"

1

Moreno, Regina. Paraprofessionals Who Work with Elementary Grade Students with Significant Disabilities in Inclusive Settings. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7274.

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2

McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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3

Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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4

Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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