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International Journal of Special Education (IJSE)
The International Journal of Special Education (IJSE) offers a wide range of multi-disciplinary topics regarding education and services for individuals with disabilities. This International peer reviewed journal (published in English) aims to enhance open access for all reporting the growth of theory and practice in the field.
Due to the numerous notifications from you, we would like to inform you that some websites use our ISSN number which is a great abuse. We confirm the owner of the ISSN is Sped sp. z o.o. and you verify this here https://portal.issn.org/resource/ISSN/1917-7844
Please, beware of the websites which impersonate IJSE.
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Latest Issue
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Latest articles
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This study investigated the efficacy of Cognitive Therapy (CT) on the management
of Psychological Distress (PD) among adolescents with hearing
impairment in Oyo State. The pretest-posttest control group, quasi experimental
research design was employed. A total of 53 adolescents with hearing
impairment from three integrated secondary schools in two senatorial districts
of Oyo State were purposively selected for the study. Kesler Psychological
Distress Scale with the index score of 19 and above was the screening
tool used to determine the adolescents with PD. Participants were randomly
assigned to CT (31) and control (22) groups. The treatment lasted 10 weeks.
Clinical Outcomes in Routine Evaluation (r=0.71), Rosenberg Self-esteem,
Rating (r=0.58) and Kesler Psychological Distress (r=0.63) scales were used
for data collection. Data collected were analysed using Analysis of Covariance
and Bonferronni post-hoc test at 0.05 level of significance. Results showed
that participants in the CT group managed their PD better than those in the
control group. Participants with high self-esteem benefitted from the treatment
than those with moderate and low self-esteem. Based on these findings,
special educators, counselling and clinical psychologists and social workers
are advised to use the therapy to manage psychological distress among adolescents
with hearing impairment.
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The purpose of this study was to evaluate the effects a parent training program
in Korea using the Teacher Performance Rate Accuracy Scale (TPRA)
during training and video self-monitoring on the rates of accurate discrete
trial Teaching (DTT) and children’s correct responses. The study was conducted
in an early intensive behavior intervention (EIBI) program of a public
children’s hospital in Korea. Two mothers who had children enrolled in the
EIBI services participated in the study. A delayed multiple baseline across
participants design was used. The training program consisted of individual
coaching with therapist-conducted TPRAs and group instruction on parent
self-monitoring using TPRA for self-evaluations. Results indicated that
each parent’s average rates of accurate DTT presentations increased and the
rates of error presentation decreased after the intervention. As a result, their
children’s average percentage of correct responses increased during intervention
and maintained after intervention. Results of this study suggest that this
training program is promising and has potential for a large-scale implication
in Korea.
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