This study examined the relationship between emotional and behavioral disorders (EBD) and academic achievements among Grade 1 pupils in the Philippines. The study found that 67% of pupils exhibited moderate EBD, while 19% exhibited severe EBD, especially with attention deficit hyperactivity disorder (ADHD). ADHD was the only disorder found to negatively correlate with pupils' curricular and extra-curricular performance. Male pupils exhibited higher levels of disorders than females but lower academic performance. Pupils from highly urbanized areas exhibited higher EBD levels than those from less urbanized areas. The study recommends further research using a stable questionnaire to better understand pupils' EBD.
Chapter 7: Emotional Behavioral DisordersSue Anderson
This document defines emotional and behavioral disorders and outlines practices for identifying and supporting students with EBD. EBD is defined by IDEA as exhibiting behaviors like inability to learn or build relationships that negatively impact education. Students are identified through evaluating behavior, social skills, and academics. Primary characteristics include externalizing behaviors like aggression and internalizing behaviors like withdrawal. Functional behavior assessments and positive behavior support plans identify the function or need behind problem behaviors and teach replacement behaviors. Best practices include academic, social, and behavioral interventions.
The document discusses the rationale for enhancing the Philippines' K-10 basic education system to a K-12 system with 12 years of education. It notes that Filipino students have lacked competitiveness based on international test scores and that graduates are often unprepared for work, higher education, or life. The proposed K-6-4-2 model would add 2 years of senior high school to provide specialized learning tracks and better prepare youth. Implementing K+12 could boost the economy long-term and bring the Philippines in line with international standards.
The document discusses special education, outlining its objectives, categories of exceptionalities recognized, and individualized education programs (IEPs). Special education aims to support students with disabilities or exceptional abilities by tailoring educational programs to meet their unique needs. It recognizes 13 categories of exceptionalities ranging from autism to visual impairment. For each student, an IEP is developed by a team and outlines goals, services, and placement designed to help the student achieve their full potential.
The document discusses emotional and behavioral disorders (EBD). It describes how Eli Mike Bower first developed the term "emotional disturbance" in the 1960s while researching students who needed services for severe emotional and behavioral problems. It then provides characteristics and examples of different types of EBDs like adjustment disorder, anxiety disorder, obsessive compulsive disorder, attention deficit/hyperactivity disorder, and others. Finally, it suggests that people with EBDs need a comfortable supportive environment and highlights World Mental Health Day and its goal of raising awareness about mental illness.
This document discusses assessment of children with special needs. It defines assessment as the process of collecting educational data to make decisions about students or schools. Assessment aims to help teachers understand each student's level and determine next steps to improve learning. Testing is a form of assessment using specific problems to evaluate students' knowledge, intelligence or abilities. The main legal bases for assessment of individuals with disabilities are the Individuals with Disabilities Education Act (IDEA), which ensures publicly funded special education, and the No Child Left Behind Act (NCLB), which requires stronger accountability and testing standards.
This document discusses special education and inclusion in the Philippines. It defines special education as instruction designed for students whose needs cannot be met by a standard curriculum. It also describes specially designed instruction, individualized education programs (IEPs), and inclusive education. Additionally, it outlines the role of SPED centers in the Philippines as resource centers that promote inclusion and provide services to students with special needs. Finally, it lists and describes 13 categories of disabilities served under special education.
This document provides an overview of different models of disability that have developed historically and philosophically. It discusses early models like the moral/religious model that viewed disability as punishment or blessing. It then covers the biomedical/individual model that emerged with scientific advances and sees disability as an individual medical defect. The functional/rehabilitation model focused on rehabilitation to reintegrate those with acquired disabilities. The social model views disability as caused by societal barriers rather than individual deficiencies. More recently, the rights-based model and twin-track approach have promoted a holistic view recognizing both social factors and individual needs and rights.
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
Chapter 7: Emotional Behavioral DisordersSue Anderson
This document defines emotional and behavioral disorders and outlines practices for identifying and supporting students with EBD. EBD is defined by IDEA as exhibiting behaviors like inability to learn or build relationships that negatively impact education. Students are identified through evaluating behavior, social skills, and academics. Primary characteristics include externalizing behaviors like aggression and internalizing behaviors like withdrawal. Functional behavior assessments and positive behavior support plans identify the function or need behind problem behaviors and teach replacement behaviors. Best practices include academic, social, and behavioral interventions.
The document discusses the rationale for enhancing the Philippines' K-10 basic education system to a K-12 system with 12 years of education. It notes that Filipino students have lacked competitiveness based on international test scores and that graduates are often unprepared for work, higher education, or life. The proposed K-6-4-2 model would add 2 years of senior high school to provide specialized learning tracks and better prepare youth. Implementing K+12 could boost the economy long-term and bring the Philippines in line with international standards.
The document discusses special education, outlining its objectives, categories of exceptionalities recognized, and individualized education programs (IEPs). Special education aims to support students with disabilities or exceptional abilities by tailoring educational programs to meet their unique needs. It recognizes 13 categories of exceptionalities ranging from autism to visual impairment. For each student, an IEP is developed by a team and outlines goals, services, and placement designed to help the student achieve their full potential.
The document discusses emotional and behavioral disorders (EBD). It describes how Eli Mike Bower first developed the term "emotional disturbance" in the 1960s while researching students who needed services for severe emotional and behavioral problems. It then provides characteristics and examples of different types of EBDs like adjustment disorder, anxiety disorder, obsessive compulsive disorder, attention deficit/hyperactivity disorder, and others. Finally, it suggests that people with EBDs need a comfortable supportive environment and highlights World Mental Health Day and its goal of raising awareness about mental illness.
This document discusses assessment of children with special needs. It defines assessment as the process of collecting educational data to make decisions about students or schools. Assessment aims to help teachers understand each student's level and determine next steps to improve learning. Testing is a form of assessment using specific problems to evaluate students' knowledge, intelligence or abilities. The main legal bases for assessment of individuals with disabilities are the Individuals with Disabilities Education Act (IDEA), which ensures publicly funded special education, and the No Child Left Behind Act (NCLB), which requires stronger accountability and testing standards.
This document discusses special education and inclusion in the Philippines. It defines special education as instruction designed for students whose needs cannot be met by a standard curriculum. It also describes specially designed instruction, individualized education programs (IEPs), and inclusive education. Additionally, it outlines the role of SPED centers in the Philippines as resource centers that promote inclusion and provide services to students with special needs. Finally, it lists and describes 13 categories of disabilities served under special education.
This document provides an overview of different models of disability that have developed historically and philosophically. It discusses early models like the moral/religious model that viewed disability as punishment or blessing. It then covers the biomedical/individual model that emerged with scientific advances and sees disability as an individual medical defect. The functional/rehabilitation model focused on rehabilitation to reintegrate those with acquired disabilities. The social model views disability as caused by societal barriers rather than individual deficiencies. More recently, the rights-based model and twin-track approach have promoted a holistic view recognizing both social factors and individual needs and rights.
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
Introduction to Special Education- Nature, Theories and ConceptsJuanito Pineda
This presentation will show you the following:
1) Definition of Special Education (SpEd) and SpEd Related Concepts
2) Legal Bases of Special Education Based on Idea 2004, ESSA, Magna Carta Ra 7277 DECS Order No. 26, S. 1997
3) History and Development of Special Education
The document provides information about teaching students with special needs. It begins by outlining the objectives of identifying 12 types of learners with exceptionalities, defining laws related to students with disabilities, and understanding how to teach special needs students. It then defines and provides characteristics and classifications of various disabilities and exceptionalities including learning disabilities, emotional disabilities, physical disabilities, speech/language disabilities, severe/multiple disabilities, visual impairments, hearing loss, and giftedness. The document aims to inform teachers on identifying and teaching students with diverse learning needs.
Chapter 2 special program and services for special childrenGeraldine D. Reyes
This document discusses special education programs and services in the Philippines. It defines key terms related to the prevalence of students with special needs, such as prevalence, identifiable prevalence, and true prevalence. It also compares prevalence estimates from UNICEF and the WHO. The document describes the different special education programs offered in public and private schools, including special education centers, special classes, integration programs, partial and full mainstreaming, special day schools, and residential schools. It also discusses inclusive education and the support services provided to students with special needs.
Multiple disabilities refer to a combination of disabilities that cause severe educational needs requiring a specialized education program. The combination of disabilities can include things like intellectual disability paired with blindness or cerebral palsy paired with autism. Causes of multiple disabilities include chromosomal abnormalities, premature birth, poor brain or spinal cord development, infections, and genetic disorders.
1) The document discusses the process of item analysis and validation for tests, which includes a try-out phase, item analysis phase to determine difficulty level, and item revision phase.
2) Two important characteristics analyzed are item difficulty, expressed as a percentage of students answering correctly, and the discrimination index which evaluates if items can differentiate between higher and lower performing students.
3) Formulas and interpretation guidelines are provided to evaluate item difficulty, discrimination index, and reliability. The purpose is to determine a test's overall validity and reliability.
The document discusses teaching strategies for students with learning disabilities. It defines learning disabilities and outlines their characteristics in cognitive, motor, and social domains. It then discusses several cognitive teaching strategies like cognitive training, mnemonic methods, and scaffolded instruction. It also outlines general teaching strategies like using advance organizers, modeling, allowing alternative demonstrations of learning, teaching memory strategies, and providing structure.
EDUCATIONAL DEVELOPMENTAL SEMINAR TOPICS IN EDUCATION Vol. 2
by:
Celia D. Andas, Ph.D.
Janet C. Parpa, Ph.D.
Kathleen M. Morales, M.A.
Laura V. Cespon, Ed.D.
Leonardo B. Dorado, Ph.D.
Sylvia J. Pidor, Ph.D.
Marilou T. Lozarita, Ed.D.
Maria Nancy Q. Cadosales, Ph.D.
Thelma O. Alderite, Ed.D.
Romeo M. Daligdig, Ed.D.
Educational Placement in Special EducationJewel Jem
Educational Placements in Special Education, Where to put the students in the Special Education Program, Placement of Education within the pupils of the Special Education Program
Item analysis is used to evaluate test items and identify areas for improvement. It examines the difficulty level, discriminating power, and effectiveness of distractors for multiple choice items. Item difficulty indexes the percentage answering correctly, while discrimination compares performance between high- and low-scoring groups. Items are evaluated based on these metrics and may be retained, modified, or rejected from the test. Accumulating item analysis data over time allows improving test quality and item banks.
The document discusses physical disabilities and impairments, noting that there is no direct link between intelligence and severity of physical limitations. It aims to alter environments so children with physical disabilities can function. Having a physical impairment alone does not require special education placement; environmental and functional demands determine handicaps. The document outlines categories of physical disabilities including orthopedic, neurological, musculoskeletal and other health impairments. It discusses assessing students' abilities and needs, curriculum considerations, educational programming and potential IEP goals for students with physical or health impairments.
The document discusses the process of item analysis and validation for ensuring a useful and functional test. It describes analyzing test items for difficulty index and discrimination index based on the performance of upper and lower scoring students. Items are categorized by difficulty and discrimination for revision or removal. Validation involves checking the test's content validity with experts, criterion-related validity by comparing to other tests, and reliability using methods like split-half reliability. The goal is to analyze how well items measure the intended objectives and how consistently the test scores perform.
The Individualized Education Program (IEP) process can be arduous to understand, especially for parents. If you are a special education teacher-in-training, a general education teacher wanting to know more about the IEP process, a parent or family member of a child with special needs, this presentation includes some very basic, but pertinent information YOU should know!
Meaning, Definition, Characteristics, Causes or Factors Affecting Giftedness, Types of Giftedness, Tools for Identification and Assessment of Giftedness.
This document contains tables of specifications for various subjects for Grade 2 students at Bongolan Elementary School. The tables list the competencies, number of days taught, number of test items, item numbers, and difficulty levels for assessments in Mathematics, Araling Panlipunan, MAPEH, Esp, and English for the first grading period. The tables were prepared by teachers and noted by the school principal.
The document categorizes and describes different types of exceptionalities that some learners may have. It discusses specific cognitive or academic difficulties like learning disabilities and ADHD. It also addresses social/emotional and behavioral difficulties such as autism, mental retardation, and emotional/conduct disorders. Additionally, the document outlines physical disabilities and health impairments as well as sensory impairments involving vision and hearing. It concludes by defining giftedness as a significantly high level of cognitive development.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
This document discusses terminology and categories related to learners with exceptionalities. It defines key terms from the World Health Organization like impairment, disability, and handicap. It also outlines categories of exceptionalities including cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. Specific conditions are described within each category like dyslexia, ADHD, autism, and visual impairments. Approaches for supporting learners with exceptionalities are also mentioned such as people-first language, instructional accommodations, consultation, encouragement, and patience.
Inclusive education system in Sped Philippine SettingAlletMicaSTAANA
Inclusive Education law in the Philippines
definition and teaching strategies for disabilities under Special Education
Competencies of an Inclusive Teacher
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
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The document discusses the history of special education in the Philippines and other parts of the world. It notes that special education began in the Philippines in 1908 with the establishment of a school for the deaf. Several key laws were passed to promote special education, including acts establishing schools and teacher training programs for the blind, mentally handicapped, and disabled persons. The development of special education varied across countries. In Colombia, it progressed from a period of neglect to the establishment of diagnosis and planning programs in the late 20th century. One of the first special schools was founded in Paris in 1784 to educate blind students.
This document provides an introduction to key concepts in statistics including data, populations, samples, parameters, statistics, descriptive statistics, and inferential statistics. It defines data as information from observations or measurements. Statistics is defined as collecting, organizing, analyzing and interpreting data to make decisions. Descriptive statistics involves summarizing and displaying data, while inferential statistics uses sample data to draw conclusions about populations. Examples are provided to illustrate identifying populations and samples, and distinguishing between parameters and statistics.
This document contains statistics related to the length of blocks in a cube. It provides the mean, median, mode, range, and standard deviation of the block lengths. It also includes a frequency table showing the number of blocks that fall within certain length bins.
Introduction to Special Education- Nature, Theories and ConceptsJuanito Pineda
This presentation will show you the following:
1) Definition of Special Education (SpEd) and SpEd Related Concepts
2) Legal Bases of Special Education Based on Idea 2004, ESSA, Magna Carta Ra 7277 DECS Order No. 26, S. 1997
3) History and Development of Special Education
The document provides information about teaching students with special needs. It begins by outlining the objectives of identifying 12 types of learners with exceptionalities, defining laws related to students with disabilities, and understanding how to teach special needs students. It then defines and provides characteristics and classifications of various disabilities and exceptionalities including learning disabilities, emotional disabilities, physical disabilities, speech/language disabilities, severe/multiple disabilities, visual impairments, hearing loss, and giftedness. The document aims to inform teachers on identifying and teaching students with diverse learning needs.
Chapter 2 special program and services for special childrenGeraldine D. Reyes
This document discusses special education programs and services in the Philippines. It defines key terms related to the prevalence of students with special needs, such as prevalence, identifiable prevalence, and true prevalence. It also compares prevalence estimates from UNICEF and the WHO. The document describes the different special education programs offered in public and private schools, including special education centers, special classes, integration programs, partial and full mainstreaming, special day schools, and residential schools. It also discusses inclusive education and the support services provided to students with special needs.
Multiple disabilities refer to a combination of disabilities that cause severe educational needs requiring a specialized education program. The combination of disabilities can include things like intellectual disability paired with blindness or cerebral palsy paired with autism. Causes of multiple disabilities include chromosomal abnormalities, premature birth, poor brain or spinal cord development, infections, and genetic disorders.
1) The document discusses the process of item analysis and validation for tests, which includes a try-out phase, item analysis phase to determine difficulty level, and item revision phase.
2) Two important characteristics analyzed are item difficulty, expressed as a percentage of students answering correctly, and the discrimination index which evaluates if items can differentiate between higher and lower performing students.
3) Formulas and interpretation guidelines are provided to evaluate item difficulty, discrimination index, and reliability. The purpose is to determine a test's overall validity and reliability.
The document discusses teaching strategies for students with learning disabilities. It defines learning disabilities and outlines their characteristics in cognitive, motor, and social domains. It then discusses several cognitive teaching strategies like cognitive training, mnemonic methods, and scaffolded instruction. It also outlines general teaching strategies like using advance organizers, modeling, allowing alternative demonstrations of learning, teaching memory strategies, and providing structure.
EDUCATIONAL DEVELOPMENTAL SEMINAR TOPICS IN EDUCATION Vol. 2
by:
Celia D. Andas, Ph.D.
Janet C. Parpa, Ph.D.
Kathleen M. Morales, M.A.
Laura V. Cespon, Ed.D.
Leonardo B. Dorado, Ph.D.
Sylvia J. Pidor, Ph.D.
Marilou T. Lozarita, Ed.D.
Maria Nancy Q. Cadosales, Ph.D.
Thelma O. Alderite, Ed.D.
Romeo M. Daligdig, Ed.D.
Educational Placement in Special EducationJewel Jem
Educational Placements in Special Education, Where to put the students in the Special Education Program, Placement of Education within the pupils of the Special Education Program
Item analysis is used to evaluate test items and identify areas for improvement. It examines the difficulty level, discriminating power, and effectiveness of distractors for multiple choice items. Item difficulty indexes the percentage answering correctly, while discrimination compares performance between high- and low-scoring groups. Items are evaluated based on these metrics and may be retained, modified, or rejected from the test. Accumulating item analysis data over time allows improving test quality and item banks.
The document discusses physical disabilities and impairments, noting that there is no direct link between intelligence and severity of physical limitations. It aims to alter environments so children with physical disabilities can function. Having a physical impairment alone does not require special education placement; environmental and functional demands determine handicaps. The document outlines categories of physical disabilities including orthopedic, neurological, musculoskeletal and other health impairments. It discusses assessing students' abilities and needs, curriculum considerations, educational programming and potential IEP goals for students with physical or health impairments.
The document discusses the process of item analysis and validation for ensuring a useful and functional test. It describes analyzing test items for difficulty index and discrimination index based on the performance of upper and lower scoring students. Items are categorized by difficulty and discrimination for revision or removal. Validation involves checking the test's content validity with experts, criterion-related validity by comparing to other tests, and reliability using methods like split-half reliability. The goal is to analyze how well items measure the intended objectives and how consistently the test scores perform.
The Individualized Education Program (IEP) process can be arduous to understand, especially for parents. If you are a special education teacher-in-training, a general education teacher wanting to know more about the IEP process, a parent or family member of a child with special needs, this presentation includes some very basic, but pertinent information YOU should know!
Meaning, Definition, Characteristics, Causes or Factors Affecting Giftedness, Types of Giftedness, Tools for Identification and Assessment of Giftedness.
This document contains tables of specifications for various subjects for Grade 2 students at Bongolan Elementary School. The tables list the competencies, number of days taught, number of test items, item numbers, and difficulty levels for assessments in Mathematics, Araling Panlipunan, MAPEH, Esp, and English for the first grading period. The tables were prepared by teachers and noted by the school principal.
The document categorizes and describes different types of exceptionalities that some learners may have. It discusses specific cognitive or academic difficulties like learning disabilities and ADHD. It also addresses social/emotional and behavioral difficulties such as autism, mental retardation, and emotional/conduct disorders. Additionally, the document outlines physical disabilities and health impairments as well as sensory impairments involving vision and hearing. It concludes by defining giftedness as a significantly high level of cognitive development.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
This document discusses terminology and categories related to learners with exceptionalities. It defines key terms from the World Health Organization like impairment, disability, and handicap. It also outlines categories of exceptionalities including cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. Specific conditions are described within each category like dyslexia, ADHD, autism, and visual impairments. Approaches for supporting learners with exceptionalities are also mentioned such as people-first language, instructional accommodations, consultation, encouragement, and patience.
Inclusive education system in Sped Philippine SettingAlletMicaSTAANA
Inclusive Education law in the Philippines
definition and teaching strategies for disabilities under Special Education
Competencies of an Inclusive Teacher
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
The document discusses the history of special education in the Philippines and other parts of the world. It notes that special education began in the Philippines in 1908 with the establishment of a school for the deaf. Several key laws were passed to promote special education, including acts establishing schools and teacher training programs for the blind, mentally handicapped, and disabled persons. The development of special education varied across countries. In Colombia, it progressed from a period of neglect to the establishment of diagnosis and planning programs in the late 20th century. One of the first special schools was founded in Paris in 1784 to educate blind students.
This document provides an introduction to key concepts in statistics including data, populations, samples, parameters, statistics, descriptive statistics, and inferential statistics. It defines data as information from observations or measurements. Statistics is defined as collecting, organizing, analyzing and interpreting data to make decisions. Descriptive statistics involves summarizing and displaying data, while inferential statistics uses sample data to draw conclusions about populations. Examples are provided to illustrate identifying populations and samples, and distinguishing between parameters and statistics.
This document contains statistics related to the length of blocks in a cube. It provides the mean, median, mode, range, and standard deviation of the block lengths. It also includes a frequency table showing the number of blocks that fall within certain length bins.
Capital formation is the process of increasing a country's capital assets through investments that boost productivity and economic development. It relies on domestic savings from households, businesses, and governments, as well as external resources like foreign aid. While capital is important, economic development also depends on other factors like education, government effectiveness, social attitudes, and human resources. Overall, capital formation is necessary but not sufficient for economic progress, which results from a complex interplay of social, cultural, political and economic conditions.
The document describes several research projects related to applied statistical techniques, including:
1) A project to develop a program for frail seniors to reduce hospital readmissions and emergency department visits using statistical analysis methods like logistic regression.
2) A study to implement and assess an injury prevention program for pediatric patients using statistical tests like repeated measures ANOVA to analyze barriers and utilization rates.
3) A study screening injured emergency department patients for alcohol abuse and evaluating rates of treatment seeking using multilevel logistic models.
The document discusses scattergraphs and correlation by:
1) Explaining the three types of correlation: positive, zero, and negative.
2) Describing strong, moderate, and weak correlation and providing examples of each for a negative correlation.
3) Presenting sample math test score data in an example scattergraph plotting algebra scores against handling data scores to illustrate the correlation between performance on the two tests.
This document contains numerical data in a 4x5 matrix as well as instructions to analyze the data through descriptive statistics such as calculating the mean, standard deviation, and frequency and to present results in graphs such as a histogram.
There are three main types of research design: exploratory, descriptive, and causal. Exploratory research is used to gain background information, define terms, and clarify problems and hypotheses. Descriptive research describes and measures phenomena at a point in time using cross-sectional or longitudinal studies. Causal research determines causality using experiments that manipulate independent variables to see their effect on dependent variables while controlling for extraneous variables. The choice of design depends on research objectives and what is known about the problem.
This document discusses various measures of central tendency and variability. It provides details on calculating the median, mean, and mode from both raw data and grouped data. The median is the middle value of a data set and is not affected by outliers. The mean is the average and is more affected by outliers. The mode is the most frequent value. Formulas and step-by-step processes are provided to compute each measure from ungrouped and grouped data using methods like class intervals and frequency distributions.
Statistics is the science of collecting, organizing, presenting, analyzing, and interpreting numerical data. It helps make better decisions by extracting information from data. There are two main types: descriptive statistics which describe data through methods like averages and distributions, and inferential statistics which make estimates, predictions, or generalizations about a population based on a sample. Key concepts in statistics include populations, samples, parameters which describe populations, and statistics which describe samples. The level of measurement of data, such as nominal, ordinal, interval, or ratio, determines what calculations and tests can be done.
This document provides an overview of quantitative methods for probability distributions. It discusses key concepts like binomial distribution, normal distribution, standard normal distribution, central limit theorem, point estimates, interval estimates, and confidence intervals. Examples are provided to illustrate how to calculate probabilities, means, and confidence intervals for estimating population parameters based on sample data. Key probability distributions and statistical techniques are defined to analyze and make inferences about data.
The document provides guidance on improving questionnaire questions by avoiding embarrassing, leading, or subjective questions. It recommends questions cover all options without repetition and have easy to answer formats like checkboxes to select an age range or frequency rather than open-ended answers.
This document provides an overview of chi-square and analysis of variance (ANOVA) statistical tests. It defines chi-square as a test of independence using contingency tables and as a test of goodness of fit. It also defines ANOVA as a test used to compare three or more population means and determine if they are equal or different. Examples are provided to demonstrate how to perform chi-square and one-way ANOVA calculations and analyses.
This document provides an overview of key concepts in statistics, including:
- Defining statistics, populations, samples, parameters, and statistics.
- Distinguishing between descriptive and inferential statistics.
- Classifying data as qualitative or quantitative, and discussing the four levels of measurement.
- Outlining the steps for designing statistical studies and experiments, and discussing methods for data collection and sampling.
The document discusses correlation testing and analyzing bivariate data from laboratory experiments. It describes carrying out methods like linear regression and scatterplots to investigate relationships between two variables. A key aspect is interpreting the results of the correlation to understand the data and determine the strength and limitations of the observed relationships based on the R-squared value from trendlines. The levels of Pass, Merit and Distinction are defined based on correctly understanding and evaluating the correlation results and their validity.
A net is a two-dimensional pattern that can be cut out and folded to form a three-dimensional shape. The document provides examples of nets that can be folded to form a cuboid and square-based pyramid. Students are instructed to draw nets for different shapes and identify what three-dimensional forms they represent.
This document discusses statistical techniques for analyzing data, including measures of location (mean, median, mode) which represent a single value for the data set, and measures of dispersion (range, standard deviation) which represent the spread of the data set. It provides examples of calculating the mean, median, and mode of sample data sets. The mean is most affected by extreme values, while the mode may be more useful than the median or mean for data with multiple instances of the same value. The advantage of the mean is that it uses all data values in its calculation.
Here are the key points about how each factor affects blood pressure:
- Vasodilation decreases blood pressure by widening blood vessels.
- Decreased stretching of baroreceptors reduces their ability to sense and respond to changes in blood pressure, leading to higher pressure.
- Hypoxemia (low oxygen) initially causes pulmonary vasoconstriction, then systemic vasodilation, increasing cardiac output and initially raising then lowering pressure.
- Inhibiting ACE (angiotensin-converting enzyme) prevents formation of vasoconstrictor angiotensin II, lowering pressure.
- Beta blockers inhibit sympathetic stimulation of heart rate and contractility, lowering pressure.
-
The villa Extreme Semaphore is a newly constructed minimalist villa located 5 minutes from beaches in Ibiza, Spain. It can sleep up to 12 people across 5 bedrooms, each with countryside views. Features include an open plan living and dining area, modern kitchen, master bedroom with sea views, 25m swimming pool, and furnished outdoor spaces. Rates are available upon request and the villa offers tailored hospitality services for clients.
The document announces a startup competition hosted by Tetuan Valley, with three teams giving 5-minute presentations on their startup ideas, followed by a 15-minute period for teams to pivot their ideas based on feedback. The winning team will receive a $100k reward. Tetuan Valley is a startup incubator/accelerator founded by Luis Rivera and located in Spain.
This document discusses different ways to display quantitative and qualitative data, including stem and leaf diagrams, bar charts, pie charts, and pictograms. It provides instructions on how to create stem and leaf diagrams and pie charts. Quantitative data can be discrete (counted) or continuous (measured) and qualitative data describes characteristics. Examples are given of quantitative and qualitative data.
The document discusses a study on the relationship between emotional and behavioral disorders (EBD) and academic achievements of Grade 1 pupils in the Philippines. The study found that the majority (67%) of pupils had moderate EBD, while 19% had severe EBD levels, most notably for oppositional defiant disorder (20%), conduct disorder (9%), and attention deficit hyperactivity disorder (29%). While pupils' overall academic and extracurricular achievements were rated as very good, regression analysis showed that higher attention deficit hyperactivity disorder levels correlated with lower academic and extracurricular performance. The study provides insight into the prevalence and impact of EBD among young pupils in the Philippines.
This study assessed the impact of a psychoeducational intervention on family dynamics for couples with children diagnosed with ADHD. Parents participated in 5 weekly sessions that provided information on ADHD and taught cognitive-behavioral strategies and behavior modification techniques. Questionnaires assessed ADHD symptoms, family conflict, and social difficulties before and after the intervention. Results showed decreases in ADHD symptoms, family conflict, and social problems. Parents reported richer relationships with their children and better understanding of their behavior. The psychoeducation program was found to improve family dynamics for those with children diagnosed with ADHD.
1. The document discusses an intervention program for children and adolescents with ADHD that aimed to improve working memory. It provided cognitive training over 10 full days and assessed working memory before and after using tests.
2. The results found no significant changes between pre-and post-test working memory scores and no relationship between memory and the intervention. There was also no difference between children and adolescents' memory scores.
3. The study had limitations as the sample was small without a control group. Future research should include larger samples and test in school/home settings to better assess real-world impacts.
The document discusses emotional and behavioral disturbance (EBD) in students. It provides statistics on EBD, such as 20% of school-aged children having a diagnosable mental illness and 5% being diagnosed with EBD. Students with EBD have a 50% dropout rate. The document also summarizes three research articles on EBD. The first article discusses function-based interventions for nonresponsive students. The second examines the effectiveness of video modeling interventions. The third is a meta-analysis of prevention and intervention programs for students with EBD.
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Emotional and Behavioral Disorders (EBD) and Grade I Pupils' Achievements
1. EMOTIONAL AND
BEHAVIORAL DISORDER
(EBD) AND ACHIEVEMENTS
OF GRADE 1 PUPILS
Ernie C. Cerado and April Rose S. Ganado
Sultan Kudarat State University
Tacurong City 9800 Philippines
eccphd@yahoo.com
2. WHAT’S EBD?
Emotional and behavioral disorder is characterized as
the: 1) inability to learn; 2) inability to build or sustain
satisfactory relationships with peers and teachers; 3)
inappropriate types of behavior under normal
circumstances; 4) general pervasive mood of
unhappiness or depression; 5) tendency to develop
physical symptoms or fears associated with personal or
school problems (Barbers, 2013).
BACKGROUND
3. BACKGROUND
In the Philippines, despite the proclamation of
the government over the issue particularly on
ADHD, there seems to be an apathetic response
from the stakeholders about the school
children’s emotional and behavioral disorder.
In fact, there is an absence of scholarly efforts
that truly explore this social phenomenon
among children; thus, local studies and
literatures are still wanting to date.
4. BACKGROUND
Besides, there is a widespread observation
among elementary teachers that EBD often
disrupt routine activities in the classrooms.
Thus, there’s a pressing call to address it at an
early developmental stage.
These realities inspired the researchers to
initially survey the emotional and behavioral
tendency of Grade 1 pupils.
5. BACKGROUND
Theoretically, the emotional and behavioral
states of children and the learning outcomes are
closely linked to each other.
Given these premises, it is considered more
practical in this study to relate the Grade 1
pupils’ curricular and extra-curricular
achievements with EBD.
6. OBJECTIVES OF THE STUDY
In particular, this study aims to satisfy these objectives:
Determine the EBD levels of the Grade 1 pupils;
Describe the pupils’ achievements in both curricular and
extra-curricular engagements;
Relate EBD with pupils’ achievements; and
Find out the effect of pupils’ gender and school location to
their EBD and achievements.
This study focuses on the relationship of gender, school location,
emotional and behavioral disorders and achievements of Grade 1 pupils.
1
2
3
4
7. THEORETICAL FRAMEWORK
Proponents Theories
Barbers (2013) Emotional and behavioral disorder have five (5) characteristics, such
as: 1) inability to learn; 2) inability to build or sustain satisfactory
relationships with peers and teachers; 3) inappropriate types of
behavior under normal circumstances; 4) general pervasive mood of
unhappiness or depression; 5) tendency to develop physical
symptoms or fears associated with personal or school problems.
Cullinan (2007) The cause of mental health disorders in children and adolescents
may be biological, environmental, or a combination of both.
Rippey (2013) EBD is an emotional disturbance like an educational disability. It is a
broad category which is used ordinarily in schools to group a range
of more specific perceived difficulties of children.
8. THEORETICAL FRAMEWORK
Proponents Theories
Psych Central
(2014)
Boys who have conduct disorder are more likely to display
aggressive and destructive behavior than girls are.
Besides, conduct disorder is more prevalent in children
who live in cities than those who live in rural areas.
Bos et al. (2006) Children with conduct disorder often perceive school as a
place of frustration and failure. They showed inferior
academic achievement and could be disliked by their
teachers as well as classmates.
Loe and Feldman
(2007)
ADHD is associated with poor grades, poor reading and
math standardized test scores, and increased grade
retention.
10. METHODOLOGY
Descriptive-survey design
Subjects (200 Grade 1 pupils); Respondents (10 Grade 1 teachers)
The locale of the study: Division of South Cotabato, Philippines
Purposive and random sampling techniques were used
Emotional and Behavioral Disorder Questionnaire (ODD, CD and
ADHD)
Summation, Percentage, Mean, t-test, MLRA
12. OBJECTIVE NO. 1
10
29
10
70
62
69
20
9
29
0 10 20 30 40 50 60 70 80
ODD
CD
ADHD
PERCENTAGE
EMOTIONALANDBEHAVIORAL
DISORDER
Severe (%) Moderate (%) Mild (%)
67%
19%
Figure 1. Bar Graph of Emotional and Behavioral
Disorder of Grade 1 Pupils by Types and Levels
13. RESULTS AND DISCUSSION
The bulk of the pupils are of MODERATE Level.
Around 19% of them have severe emotional and behavioral disorder.
This means that almost 2 out of 10 of the Grade 1 pupils have inability
to learn without specific reason, inability to sustain satisfactory
relationships with others, inappropriate types of behavior under normal
situations, general pervasive mood of unhappiness or depression, and
tendency to develop physical symptoms related to personal or school
problems.
The findings also suggest that 2 out of 10 Grade 1 pupils have severe
ODD; nearly 1 out of 10 has severe CD; while nearly 3 out of 10 have
severe ADHD.
14. RESULTS AND DISCUSSION
Finding almost validate Kavale et al.’s (2014) report that 20%
of the children may have mental health disorders.
The results also confirm AACAP’s (2014) study showing that
the oppositional disorder usually appears in late preschool.
The finding on ADHD is too high compared to Thompson’s
(2015) latest finding that it occurs only to 7% of children
worldwide and the US 2011 report of 11% ADHD cases on
school-aged children.
Most possibly, the noted gap across countries is influenced
by the type of tools used in every survey.
15. OBJECTIVE NO. 2
Table 1. School Performance of Grade 1 Pupils
Areas Mean Sd Interpretation
Curricular 87.49 3.37 Very good
Extra-
curricular
87.47 1.45 Very good
The pupils performed satisfactorily in both areas as they
were rated “very good.”
16. Disorders
Unstandardized
Coefficients
Std.
Coef.
t
p-
value
B SE Beta
Constant 67.342 .868 77.541 .000
ODD .011 .064 .018 .177 .860
CD -.008 .025 -.031 -.336 .737
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
OBJECTIVE NO. 3
Table 2. Regression Analysis of Grade 1 Pupils’ EBD
and their Curricular Performance
Disorders
Unstandardized
Coefficients
Std.
Coef.
t
p-
value
B SE Beta
Constant 28.861 .372 77.548 .000
ODD .005 .027 .018 .179 .858
CD -.004 .011 -.031 -.339 .735
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Table 3. Regression Analysis of Grade 1 Pupils’ EBD
and their Extra-Curricular Performance
17. RESULTS AND DISCUSSION
It can be noted that only the
attention deficit hyperactivity
disorder (ADHD) has
significant relationships with
curricular performance and
extra-curricular performance.
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
Curricular Performance
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Extra-Curricular Performance
18. RESULTS AND DISCUSSION
The negative signs in both cases
indicate that the relationship is
opposite in direction, such that,
when the pupil’s ADHD level is
high, the performance tends to
be lower or vice-versa.
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
Curricular Performance
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Extra-Curricular Performance
19. RESULTS AND DISCUSSION
Coincidentally, the values of R2 or
coefficient of determination for the two (2)
dependent variables are the same, i.e.,
.224. It can be said therefore that merely
22.4% of the variations in curricular or
extra-curricular performance of pupils can
be attributed to their ODD, CD, and ADHD
levels.
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
Curricular Performance
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Extra-Curricular Performance
20. Variables Gender Mean Sd t p-value
ODD M 21.21 5.67 4.079 .000
F 18.17 4.86
CD M 39.43 12.05 2.620 .009
F 34.99 11.94
ADHD M 43.53 10.71 3.533 .001
F 38.33 10.10
Curricular M 60.42 3.63 -3.503 .001
F 62.04 2.90
Extra-Curricular M 25.89 1.56 -3.503 .001
F 26.59 1.24
OBJECTIVE NO. 4
Table 4. t-test Analysis of Grade 1 Pupils’ EBD
and Performance when Grouped by Gender
21. RESULTS AND DISCUSSION
All disorders as well as the
curricular and extra-
curricular performance of
pupils indicate significant
differences between gender as
shown by p-values that are
consistently lesser than 0.05.
Variables Gender Mean t p-value
ODD M 21.21 4.079 .000
F 18.17
CD M 39.43 2.620 .009
F 34.99
ADHD M 43.53 3.533 .001
F 38.33
Curricular M 60.42 -3.503 .001
F 62.04
Extra-
Curricular
M 25.89 -3.503 .001
F 26.59
22. RESULTS AND DISCUSSION
Obviously, the males have
demonstrated relatively
higher levels in
oppositional defiant
disorder, conduct disorder
and attention deficit
hyperactivity disorder than
the females.
Variables Gender Mean t p-value
ODD M 21.21 4.079 .000
F 18.17
CD M 39.43 2.620 .009
F 34.99
ADHD M 43.53 3.533 .001
F 38.33
23. RESULTS AND DISCUSSION
The result is consistent with the following studies: APA’s (1994)
finding that children with ODD have relatively higher in level
and more often among boys than in girls; Boyle’s (1992)
finding that children with CD has the male-female ratio of 3:1
implying that boys are more affected by this disorder; and
Keenan’s (1994) conclusion that boys are more affected
compared to girls by ADHD.
24. RESULTS AND DISCUSSION
Contrariwise, the females
dominate the male with respect
to curricular and extra-
curricular performance.
Variables Gender Mean t p-value
Curricular M 60.42 -3.503 .001
F 62.04
Extra-
Curricular
M 25.89 -3.503 .001
F 26.59
This result confirms the claim of Zembar
and Blume (2009) that girls perform better in
school than boys.
25. Variables School Location Mean Sd t p-value
ODD Less Urbanized 18.66 5.61 -3.292 .001
Highly Urbanized 21.20 4.94
CD Less Urbanized 31.93 9.36 -8.801 .000
Highly Urbanized 45.08 11.67
ADHD Less Urbanized 38.02 9.90 -4.934 .000
Highly Urbanized 45.23 10.46
Curricular Less Urbanized 61.33 2.98 .473 .637
Highly Urbanized 61.10 3.91
Extra-Curricular Less Urbanized 26.28 1.28 .475 .635
Highly Urbanized 26.19 1.67
Table 5. t-test Analysis of Grade 1 Pupils’ EBD and
Performance when Grouped by School Location
p<.05, significant
26. RESULTS AND DISCUSSION
School location
influences pupils’
Emotional and
Behavioral Disorder, but
not curricular and extra-
curricular performance.
Variables School
Location
Mean t p-value
ODD Less Urb. 18.66 -3.292 .001
Highly Urb. 21.20
CD Less Urb. 31.93 -8.801 .000
Highly Urb. 45.08
ADHD Less Urb. 38.02 -4.934 .000
Highly Urb. 45.23
Curricular Less Urb. 61.33 .473 .637
Highly Urb. 61.10
Extra-
Curricular
Less Urb. 26.28 .475 .635
Highly Urb. 26.19
p<.05, significant
27. RESULTS AND DISCUSSION
Very clearly, the data and t-tests
indicate that pupils who studied in
highly urbanized places have
relatively higher level of disorders
than those in less urbanized areas.
This result purports an impression
that the intensity of activities or
dynamics of people in a locality brings
about adverse influence to behaviors
and emotions of young children.
Variables School
Location
Mean t p-value
ODD Less Urb. 18.66 -3.292 .001
Highly Urb. 21.20
CD Less Urb. 31.93 -8.801 .000
Highly Urb. 45.08
ADHD Less Urb. 38.02 -4.934 .000
Highly Urb. 45.23
28. RESULTS AND DISCUSSION
This finding is related to the claim of Cullinan (2007)
that one of the causes of mental health disorders in
children is environment.
Environmental factors may include exposure to
violence, extreme stress, and the loss of an
important person.
29. CONCLUSIONS
The pupils’ level of emotional and behavioral disorder
cannot be categorically labeled in general terms, but
separately. Each disorder is unique and distinct in
characteristics, such as causes, symptoms, and
possible treatment; thus lumping them to come out
with a common description to all is misleading.
30. CONCLUSIONS
On this premise, it is more wiser to claim that
ordinarily the Grade 1 pupils are of moderate
levels in oppositional defiant disorder, conduct
disorder and attention deficit hyperactivity
disorder.
31. CONCLUSIONS
Severe cases of Attention Deficit Hyperactivity
Disorder (ADHD) are more evident among Grade 1
pupils than Oppositional Defiant and Conduct
disorders.
Most likely, pupils with higher level of ADHD have
lower curricular and extra-curricular performances.
32. CONCLUSIONS
Male pupils are more affected by ODD, CD and
ADHD than the females.
Female pupils performed better in school than the
males.
School location (environment) affects the EBD
levels of pupils.
33. RECOMMENDATIONS
Considering the disturbing result of the
initial survey, it is suggested that further
studies will be conducted using a stable
questionnaire to exactly portray the real
emotional and behavioral disorder (EBD)
status of young children.
34. RECOMMENDATIONS
It is also encouraged to pursue a
longitudinal study across grade levels to
discreetly characterize the trend of EBD
as pupils mature from one developmental
stage to another.
35. RECOMMENDATIONS
Given the limited literature on the subject locally, it
is strongly suggested that more studies must be
carried out among Filipino children and even
adolescents to produce empirical data and
legitimate bases for policy formulation or designing
necessary program interventions.
36. IMPACT
₢ Proclamation No. 472, as issued by the Philippine President in
2013 must be revisited; it may be extended to all types of emotional
and behavioral disorders of school-aged children identified in DSM-
IVR. The new directive should not only be limited to awareness
campaign but for a decisive and comprehensive response by the
different stakeholders in basic education.
37. IMPACT
₢ Data from this study may be utilized as benchmark in
initiating move to design a simple intervention
program for pupils identified with severe EBD.
Related literatures, though mostly foreign, can be
used as good references because the issue has long
been given seemly attention in these countries.
38. IMPACT
₢ The existing curriculum of Elementary Teacher Education
program needs to be reviewed so that possible integration
of lessons on common emotional and behavioral disorders
of children, most particularly on the standard tools, causes,
symptoms, and interventions, into an appropriate
Professional Education course, may be carried out.