Derek H. Berg

Working Memory and Arithmetic Calculation in Children: The Contributory Roles of Processing Speed, Short-Term Memory, and Reading.

The cognitive underpinnings of arithmetic calculation in children are noted to involve working memory; however, cognitive processes related to arithmetic calculation and working memory suggest that this relationship is more complex than stated previously. The purpose of this investigation was to examine the relative contributions of processing speed, short-term memory, working memory, and reading to arithmetic calculation in children. Results suggested four important findings. First, processing speed emerged as a significant contributor of arithmetic calculation only in relation to age-related differences in the general sample. Second, processing speed and short-term memory did not eliminate the contribution of working memory to arithmetic calculation. Third, individual working memory components--verbal working memory and visual-spatial working memory--each contributed unique variance to arithmetic calculation in the presence of all other variables. Fourth, a full model indicated that chronological age remained a significant contributor to arithmetic calculation in the presence of significant contributions from all other variables. Results are discussed in terms of directions for future research on working memory in arithmetic calculation.

Friendships of adolescents with physical disabilities attending inclusive high schools

Background Adolescents with physical disabilities (PD) report difficulties making friends. Education in inclusive high schools may help to minimize these challenges. Purpose This paper begins to answer the question: What is the nature of the friendships of adolescents with PD attending inclusive high schools? Methods Standard qualitative methods were used to analyze the data of three multi-perspective case studies that included interviews of three adolescents with PD and their nominated friends, parents, and teachers. Based on these analyses, we describe the activities and the quality of the adolescents’ interactions and relationships. Findings Three unique patterns of friendship were identified: an extensive network of friendships, a core group of friends with an avid interest, and few friendships in or out of school. Implications Successful development of friendships among adolescents with and without PD is complex and influenced by personal, environmental, interactional, and relationship factors.

They want to come to school: Work-based education programs to prevent the social exclusion of vulnerable youth.

OBJECTIVE This paper describes and compares exemplary work-based education (WBE) programs in Ontario Canada designed to meet the needs of two groups of vulnerable youth - at-risk youth and youth with severe disabilities. PARTICIPANTS Two focus group interviews were held, one with professionals from exemplary programs designed to meet the needs of at-risk youth and one with professionals from exemplary programs for youth with severe disabilities. METHOD Standard qualitative analyses were conducted on each focus group transcript to generate themes which were subsequently grouped into larger patterns. Then cross-case analyses identified consistencies and unique features within the two types of WBE programs. RESULTS Two major patterns that characterize the WBE programs emerged from the analyses: the first pattern described the programmatic approaches to WBE appropriate for each type of type of student (which included themes such as the need for an alternative learning environment for at-risk youth), and the second pattern highlighted the rationale for each kind of program (which included themes like ensuring equity for youth with severe disabilities). CONCLUSIONS The findings suggest that schools should continue to provide distinct WBE programs for each of these groups of vulnerable youth - at-risk youth and youth with severe disabilities.

Student assessment in exemplary work‐based education programs

Purpose – The purpose of this paper is to describe the assessment practices reported by Canadian educators and workplace supervisors involved in exemplary work‐based education (WBE) programs for high‐school students.Design/methodology/approach – Six focus groups were conducted, four with teachers and coordinators and two with workplace supervisors from exemplary WBE programs, to identify the features of these exemplary programs that prepare adolescents to participate in WBE, that prepare workplace supervisors to mentor WBE students, and that characterize the day‐to‐day interactions in the workplace through which adolescents learn. Surprisingly, in the absence of any questions directly focused on assessment, participants spoke at length and with passion about the purpose and nature of assessment in their outstanding WBE programs.Findings – Analyses of these interviews revealed six themes that describe the range of assessment practices associated with these three features of exemplary programs: identificati...

Social Competence of Adolescents with Learning Disabilities

Publisher Summary Lacking social competence can cause adolescents to feel isolated and to be denied opportunities to grow socially, cognitively, and physically through hanging out with friends, working in collaborative learning groups, and engaging in their interests with peers. Friendships are an integral part of social development for adolescents and can be distinguished conceptually as well as empirically from social status or peer acceptance. The researchers concluded that their relationships showed less intimacy, empathy, and stability as well as more conflict than did the relationships of non-disabled adolescents. It is thought that social interactions become more complex and intense through adolescence into adulthood. Deficits in social skills, such as difficulties in conversing with peers, may mean that adolescents with LDs are less able to seek or find the social support from peers that can enhance adjustment and reduce stress. The major strength of the program is in its isolation and understanding of vital components of social competence. These basic skills are fundamental for adolescents to master if they are to be successful in social interactions.