Shlomo Kaniel

Stress and Personal Resource as Predictors of the Adjustment of Parents to Autistic Children: A Multivariate Model

The research validates a multivariate model that predicts parental adjustment to coping successfully with an autistic child. The model comprises four elements: parental stress, parental resources, parental adjustment and the child’s autism symptoms. 176 parents of children aged between 6 to 16 diagnosed with PDD answered several questionnaires measuring parental stress, personal resources (sense of coherence, locus of control, social support) adjustment (mental health and marriage quality) and the child’s autism symptoms. Path analysis showed that sense of coherence, internal locus of control, social support and quality of marriage increase the ability to cope with the stress of parenting an autistic child. Directions for further research are suggested.

Dynamic Assessnnent of Intellectually Superior Israeli Children in a Low Socio-Econonnic Status Connnnunity

This study investigated the use of dynamic assessment techniques with academically superior children in an Israeli community of low socio economic status (SES). Conventional ability measures and Feuersteins Learning Potential Assessment Device (LPAD) procedures were administered to 165 children achieving in the top 15% of their fourth to sixth grade classes (Group 1) and to their 876 classmates (Group 2). Results indicated that (a) on both conventional and dynamic measures, Group 1 was functioning at a level significantly superior to Group 2; (b) Group 1 did not achieve a superior mean score in relation to the norms of conventional ability measures; (c) the LPAD approach, however, yielded a superior mean score for this group in relation to the norms; (d) the LPAD Organiser task produced greater change for Group 1 than for Group 2. Findings suggest the value of the LPAD in identifying giftedness among, and providing a basis for the cognitive enrichment of low SES children, thus facilitating their inclusion in mainstream programmes for the gifted.

Comparison between mothers and fathers in coping with autistic children: a multivariate model

The main purpose of this research is to compare the differences between how mothers and fathers cope with autistic children based on a multivariate model that describes the relationships between parental psychological resources, parental stress appraisal and parental adjustment. 176 parents who lived in Israel (88 mothers and 88 fathers) of children aged between 6 to 16 most of them (81%) were diagnosed as suffering from PDD and the rest (19%) as suffering from PDDNOS. The parents answered several questionnaires measuring parental psychological resources (social support, sense of coherence, locus of control), parental appraisal of stress (challenge vs. threat), and parental adjustment (mental health and marriage quality). The results show that all the variables entered the path analysis model with the same pattern. However, some links between the variables are quite similar for mothers and fathers while others are different. The results lead to several interesting suggestions for future research using dynamic systems framework and process-oriented methodological approaches.

Special Needs of Children with Learning Difficulties.

This article proposes an active modification approach to the phenomenon of learning difficulties and retarded performance. The major need for the child with learning difficulties is to achieve structural cognitive modifiability based on mediated learning experiences and effective cognitive functions. The second central need for the learner who has difficulties is to be assessed by dynamic, as opposed to psychometric, assessment techniques so that his difficulties in cognitive functions and mediated learning may be pinpointed. The determinants of difficulties are those pointed out and turned into targets of focused attack. The third central need is to shape an integrated intervention programme consisting of three major areas: (1) Instrumental Enrichment: an intervention programme for cognitive modifiability guided by Mediated Learning Experience; (2) appropriate teaching methods and curricula designed to respond to the particular needs of the child; (3) an environment which creates the need for structural ...

The Influence of Metacognitive Instruction of Reading and Writing Strategies on Positive Transfer

The results of two studies support the contention that teaching metacognitive strategies with the aid of software packages enhances positive transfer of reading comprehension and writing skills. The first study investigated reading comprehension. 140 5th graders, very able learners, were divided into 4 groups which received, respectively, 15 hours of: (a) metacognitive instruction + clozes; (b) traditional instruction of clozes; (c) metacognitive instruction of complete texts and (d) traditional instruction of complete texts. The second study focused on teaching writing skills. 136 7th graders, very able learners, were divided into 4 groups which received, respectively, 48 hours of (a) metacognitive instruction plus Nvo, a writing-skills software package; (b) metacognitive instruction plus Qtext, a word processor; (c) traditional instruction plus Nvo and (d) traditional instruction plus Qtext. Results showed a greater improvement in learning and positive transfer in the group which received metacognitive instruction and used Nvo. The results of both studies show the efficiency of teaching reading and writing processes metacognitively, in integrating computerized environments.

Domain Specific vs Domain General: Implications for Dynamic Assessment.

The article responds to the need for evidence-based dynamic assessment. The article is divided into two sections: In Part 1 we examine the scientific answer to the question of how far human mental activities and capabilities are domain general (DG) I domain specific (DS). A highly complex answer emerges from the literature review of domains such as intelligence, traits, emotions and working memory. Thus, for each domain we must base ourselves on the research findings in order to decide how far a domain can be generalized. In Part 2, the conclusions of Part 1 are applied to the field of dynamic assessment (DA). The main conclusion is that assessors tend to over-generalize and generate incorrect rules having relied on the premise that DG is the rule, even though the research literature shows the relationship to be complex. Several solutions to over-generalization are proposed: (A) Replace the concept of “domain” with “task”, (B) Establish a relationship between tasks and concepts as part of a theory of mind, (C) Preserve the principle that the burden of proof of generalizibility of dynamic assessment findings rests with the assessor in fact, (D). Make the dynamic assessor the case manager, (E) Base selection and construction of assessment tasks on four principles: (1) Theory-based tasks, (2) Tasks excelled in by the child assessed, (3) Tasks using standardized instruments, (4) Curriculum-based tasks which the assessed child failed the assessment. Although the solutions demand substantial change from dynamic assessors, the moral and ethical implications of flawed dynamic assessment mean that we must try to change them.

Cultural Difference and Cultural Deprivation: A Theoretical Framework for Differential Intervention

The theory of Structural Cognitive Modifiability (SCM) (Feuerstein, 1977; 1979, 1980; Feuerstein and Jensen, 1980; Feuerstein, Jensen, Hoffman and Rand, 1985) identifies as ‘culturally different’ individuals or groups who have benefitted from learning experiences whereby their culture was mediated to them. It identifies as ‘culturally deprived’ those who have not been inducted into their own culture due to the inadequate provision of such learning experiences. Drawing on the paradigm of the Mediated Learning Experience (MLE) this chapter analyses the etiology of cultural difference and cultural deprivation and examines the implications of this distinction for the development of differential approaches to the educational intervention required for the individual confronting the need to adapt and change.

Dynamic Assessment and Cognitive Program for Disadvantaged Gifted Children

Disadvantaged gifted presents a challenge to traditional principles of psychology, and entails a general change in orientation. The necessary change must adapt itself to the multi-dimensional definition of intelligence, to utilization of dynamic assessment tests, and to the creation of intervention programs geared to the specific needs of disadvantaged populations. The central premise of the enrichment program for gifted children from disadvantaged areas is that there is central importance in giving them the tools with which to advance and realize their potential. The great gap that exists between their intellectual ability and their academic achievements may be bridged by effective mediated learning. This kind of learning should allow them to acquire the ability to solve problems by systematic thinking and meta-cognition. By this ability the child will become an independent learner, using his thinking skills in real life situations.

Instrumental Enrichment—Effects of Generalimtion and Durability with Talented Adolescents:

It was hypothesized that efficient generalization and durability in Instrumental Enrichment (IE) program can be achieved by using metacognition principles in bridging. 140 talented children 10–12 yr. olds were drawn from schools which are defined as culturally disadvantaged. The subjects were randomly divided into experimental and control groups. During two years the experimental group received 240 hours of intervention. Half of the time was devoted to IE and the other half to various topics which were not learned in school. Throughout the entire intervention program, emphasis was placed upon the bridging between contents by means of metacognition, systematic thinking and integrative lesson plans. Immediately after the program was completed the results showed generalization effects on verbal and nonverbal thinking tasks and very limited generalization on school achievement. A follow-up study, four years later, showed effects of durability on verbal, non-verbal thinking tasks and broad generalization in school achievement. The research points to the necessity to integrate between IE and school curriculum, through the conceptual framework of systematic thinking and metacognition.

Optimism versus Pessimism and Academic Achievement Evaluation.

This article integrates three central theories of optimism–pessimism (OP). The combination of the shared components of these theories – outcome expectancies, emotions, and behavioral intention – may produce an integrative academic achievement evaluation. Little has been written regarding the differentiation between general and domain-specific OP, a factor that is essential in describing the evaluation process of academic achievement. In this paper, we will examine this differentiation and discuss how an integrative model of the three theories is strengthened by two domains: (a) heuristic versus systematic processing styles and (b) the level of confidence in the accuracy of evaluating events. The gap between required confidence in high-personal-interest domains and actual confidence in moderate general OP influences systematic processing style and planned behavior. Based on these principles, an intervention program is suggested.