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The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) formative assessment data and feedback to teachers on students' mathematics performance, (c) formative data and feedback to students with LD on their performance, and (d) peer-assisted mathematics instruction. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We also examined the effectiveness of these components conditionally, using hierarchical multiple regressions. Two instructional components provided practically and statistically important increases in effect size-teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed.

References

References marked with an asterisk indicate studies included in the meta-analysis.

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Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components - Russell Gersten, David J. Chard, Madhavi Jayanthi, Scott K. Baker, Paul Morphy, Jonathan Flojo, 2009

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The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities.

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What are the 7 key components of good social skills?

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Good visual skills are learned in our first early months of life. Newborn babies can only see clearly at 8 inches, but as their focusing systems are stimulated with use, the range at which they can keep images clear and crisp is stretched to feet and then yards. As infants gaze at brightly moving toys or watch their parents walk around the room, tracking skills become honed and accurate. At birth our eyes are not yet neurologically wired to work in unison, sometimes causing parents undo alarm when they see baby's eyes pointing in separate directions. Binocularity, or the teaming ability of our two eyes to move and aim in perfect sync, develops by 4 or 5 months of age.

However, sometimes visual development doesn't progress normally. We do not know why vision does not develop adequately for all children, but there are certain risk factors. First, there's a strong tendency for visual processing problems to have a genetic component. If dad has poor eye teaming skills, there's a much stronger chance that his children will have similar problems. However, poor visual processing skills can also be acquired through a variety of interruptions in normal development. Premature birth is a large risk factor. Alcohol or drug use during pregnancy increases the risk. Head trauma such as concussions can also cause these problems, as can high temperatures in infants during critical early developmental stages. Some theories suggest that stimulation of one eye over the other-such as laying an infant on his side in a crib with the same eye always facing downward-may be a contributing factor. Too much time lying in a crib or play pen can deprive children of important visual stimulation. And watching television, a passive distance activity, robs toddlers of important time spent holding and visually investigating small objects at near ranges.

It should be noted that while these risk factors are common for children with vision-based learning problems, it does not mean that your child's vision is good just because none of these factors apply. There are many children with a normal developmental history who still have not developed efficient visual processing skills, and we do not know why. See the link at the bottom of the page for an assessment tool that can help you evaluate your child's symptoms and more accurately determine if your child is at risk.
The good news, however, is that because these visual skills are developed and learned, they can be trained to work correctly. The purpose of this website is to provide parents with tools to help improve their children's visual processing skills. The vision exercises on this site concentrate on tracking, eye teaming, focusing, and visual perceptual to help your child develop the visual skills he or she needs for better school performance.
There is a great assessment tool called the Quality of Life survey that can help you evaluate your child's symptoms. We encourage you to take a few minutes to answer the 19-questions to more accurately determine if your child is at risk for vision-based learning or attention problems.

Finally, children do not have to have poor vision skills to benefit from these eye exercises. Even children with adequate visual processing can sharpen and improve the skills they already have. In fact there is a whole area of vision therapy devoted to sports vision for athletes who already have great visual skills but who want to get a better competitive edge!

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Good visual skills are learned in our first early months of life. Newborn babies can only see clearly at 8 inches, but as their focusing systems are stimulated with use, the range at which they can keep images clear and crisp is stretched to feet and then yards.

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A few sensory play activities in one area!

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Go through a city while social distancing, and save millions of lives !
Have fun while giving a hand in our current crisis.

Follow the game creators here !
https://twitter.com/jartin_macob
https://twitter.com/RichardWiseman

Stay out of people's INFECTIOUS RADIUS to save more and more lives

Collect MASKS and leave them on CHECKPOINTS to gain even more lives

Collect POWER-UPS to gain HP and special effects !

If you save 7.000.000.000 people, you win. Can you save the world ?

Can You Save The World ? is a collaborative project between Prof. Richard Wiseman and developer Martin Jacob.
https://richardwiseman.wordpress.com/

It is a family-friendly educational game to help face the Coronavirus pandemic.

https://martin-jacob.myportfolio.com/

Players of all ages can become better at social distancing through playing !

Richard Wiseman
is a Professor of the Public Understanding of Psychology at the University of Hertfordshire.

https://www.artstation.com/juliamb

He has written several best-selling psychology books, and is the creator of the youtube channel "Quirkology".

Martin Jacob
is a french game developer

The game's graphics were made by :

Julia Martinez Baiardi
french game artist

Charline Hedreville
french animator

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Go through a city while social distancing, and save millions of lives !Have fun while giving a hand in our current crisis. Follow the game creators here ! https://twitter.com/jartin_macob https://twitter.com/RichardWiseman Stay out of people's INFECTIOUS RADIUS to save more and more lives Collect MASKS and leave them on CHECKPOINTS to gain even more lives Collect POWER-UPS to gain HP and special effects !

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Working with non-verbal children can present a unique set of challenges. It is not uncommon for Speech-Language Pathologists, Occupational Therapists, and Special Education Teachers to encounter non-verbal children in their therapy jobs. Therapists' resources are often limited in the variety of activities to engage this audience. Luckily, there ARE several activities you can incorporate into your therapy job - here are 15 of the best!

1. Routines Boards - Use visual boards with single-step actions to help clients learn common routines. You can create a board for brushing teeth which includes Get Toothbrush, Wet Toothbrush under Faucet, Apply a Small Amount of Toothpaste, Brush Front of Teeth, Brush Back of Teeth, Brush Sides of Teeth, etc. Include as much or as little detail as the individual client needs to complete the task. Other visual boards might include Packing Backpack for School, Doing Homework, and Cleaning Up After Dinner.

2. Red Light, Green Light - Non-verbal children often struggle with basic commands. Use games like Red Light, Green Light to encourage them to follow directions in a way that can be carried over to the home environment. Use rewards for positive responses. To play Red Light, Green Light, line the children up in a straight line. Explain to them that, when you say Green Light, the children move forward. When you say Red Light, the children must stop. The terms "Red Light" and "Green Light" can then be used for other actions as one of their basic commands.

3. Practice Sharing - Play is an important activity for non-verbal children, and school-based therapists can facilitate this activity by practicing sharing. While the child is engaged in play with an object such as a toy car or tea set, occasionally take the toy from them. Then help the child learn ways to communicate that they want the toy back. This may be through the use of sign language or body language.

4. Daily Journals - Even non-verbal children have something to say, and journaling can be a valuable tool that school-based therapists can incorporate. Journals can be written or provide pictures and illustrations for children who cannot write. Use writing prompts to stimulate ideas. Prompts might include Favorite Foods, I Feel ____ When ____, My Best Friend Is ____.

5. See and Say - For younger children, animal sounds are a great way to introduce verbal communication. Use toys such as "See and Say" to help children identify animals by their sounds and begin to verbalize those sounds. Simple animal toys can also be used to facilitate this activity.

6. Modeling - The students take turns modeling the emotion shown in the picture using pictures of emotions such as sad, happy, angry, and hurt. This helps non-verbal children recognize emotions in others and learn how to display those emotions so that children can be recognized as expressing them.

7. Hide and Seek - Using a toy or other reward, a therapist's job is to hide an object in the room and encourage the student to use functional communication to locate the toy or reward. Sign Language, PECs, or body language can be used to seek answers to the object's location.

8. Sensory Bags - Sensory bags are a great way to help non-verbal children develop coordination, learn concentration, and use multiple senses while exploring their environment. Sensory bags can be made with various materials, including rice, flour and water, and even hair gel. Create bags that allow children to draw or search for treasures.

9. Playing House - Role play games can be an excellent way to help younger students learn words for common household items or social interactions. Other ideas for role play include restaurant, school, or store.

10. The Name Game - Non-verbal children often struggle with recognition of their own names. Speech and language therapists can play the Name Game to help them identify with the sound of their own name and respond appropriately. Play this game in small groups of 3 or 4 students calling out names at random, including the names of the students present. Whenever a student's name is used, have the other students point to that student and have the student whose name was called, stand up. When the student stands, provide a small reward such as a sticker or a small piece of candy.

11. Textures and Feelings - While non-verbal children struggle to communicate with the spoken word, they do not lack a sense of touch, and certainly have a full range of emotions. School-based therapists can put together a box of materials with different textures to help identify emotions that "feel" like the textures they are touching. Sand paper might be frustration, while cotton balls might be love. Use pictures or word queue cards with emotions.

12. Build a Sandwich - Therapists can help non-verbal children learn steps and details through the use of pretend assembly play. Using materials to create the ingredients for peanut butter and jelly sandwiches or S'mores is a fun way to teach students the importance of steps and how to navigate directions.

13. Face Puzzles - Use Face Puzzles to allow children to show what emotions they may be feeling or help them identify what emotions would be appropriate in various settings.

14. Experience Books - When a child goes on a field trip or has a unique experience, that activity can be utilized as an ongoing teaching tool through the use of Experience Books. During the field trip, take lots of pictures of the things the child sees and does. Then print those pictures out with short sentences that help to recall and describe the experience. Picture books can help children identify objects and emotions they may not experience daily but can recall and are familiar with.

15. Same and Different - Sorting, matching, and classifying are the beginning steps to communication, whether verbal or non-verbal. Playing activities like Same and Different allows the therapist to integrate these skills with more advanced levels of communication. Same and Different activities come in the form of worksheets, card sets, and even iPad apps.

Whether teaching children the beginning stages of becoming verbal or working with students who cannot become verbal, we hope these activities help to expand your list of tools, and make your therapy job easier!
Get apps and activities delivered to your inbox monthly: https://txsource.com/newsletter Looking for a therapy job? Check out our current openings: https://jobs.txsource.com

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15 Therapy Activities to Engage Non-Verbal Children

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Trying to engage non-verbal children can present a unique set of challenges. Luckily, here are 15 of the best activities to incorporate into your classroom!

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TransMath

The new Third Edition emphasizes fewer topics in greater depth while accelerating students to more advanced math, from number sense to rational numbers to understanding algebra.
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Vmath

A targeted math intervention program for struggling students in grades 2-8 that provides additional opportunities to master critical math concepts and skills.
Learn More

Can't find what you are looking for?

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The new Third Edition emphasizes fewer topics in greater depth while accelerating students to more advanced math, from number sense to rational numbers to understanding algebra. Learn More A targeted math intervention program for struggling students in grades 2-8 that provides additional opportunities to master critical math concepts and skills.