Cognitive skill instruction on enhancing retention in pupils with mild intellectual disability
Abstract:
Purpose: This study aimed to determine the effectiveness of cognitive skill instruction on pupils with mild intellectual disability retention in spelling exercises, retaining poems, and letter recognition.
Research methodology: Research questions and hypotheses were formulated as a part of the methodology. This study used a non-equivalent pre-test, post-test, experimental, and control group design. Working memory is the cognitive skill chosen by the researchers. Flash cards, 100 frequency words, and the working rating scale were used to measure working memory in order to examine the cognitive skills of retention of pupils with mild intellectual disability. The study included ten (10) pupils. While the other five pupils comprised the control group, they did not receive any intervention strategy. Five of the ten pupils were in the experimental group and received an intervention package. The instrument was reliable with a reliability index of 0.85 and was valid for its intended use in measuring the required area. Six weeks were spent on the treatment. The t-test for independent samples was used to examine the treatment results.
Results: The study's findings showed that parents had an impact on their children's cognitive development and abilities, and special educators had a significant impact on a child's ability to remain in school.
Limitations: The researchers suggest that cognitive skill instruction should be implemented in educational settings.
Contribution: This research will provide special educators, parents, and the government with information on how well cognitive skills can help students with mild intellectual disability retain information.
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Allor, J. H., Champlin, T. M., Gifford, D. B., & Mathes, P. G. (2010). Methods for increasing the intensity of reading instruction for students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 500-511.
Anderson, D., Lord, C., Risi, S., DiLavore, P., Shulman, C., Thurm, A., & Pickles, A. (2017). American Psychiatric Association.(2013). Diagnostic and statistical manual of mental disorders . Washington, DC: Author. The Linguistic and Cognitive Effects of Bilingualism on Children with Autism Spectrum Disorders, 21, 175.
Buckley, S., & Bird, G. (1993). Teaching children with Down syndrome to read. Down syndrome Research and practice, 1(1), 34-39.
Conlin, J. A., & Gathercole, S. E. (2006). Lexicality and interference in working memory in children and in adults. Journal of Memory and Language, 55(3), 363-380.
Deshler, D. D., Lenz, B. K., Bulgren, J., Schumaker, J. B., Davis, B., Grossen, B., & Marquis, J. (2004). Adolescents with Disabilities in High School Setting: Student Characteristics and Setting Dynamics. Learning Disabilities: A Contemporary Journal, 2(2), 30-48.
Froese, V., & Straw, S. B. (1981). Research in the language arts: Language and schooling. (No Title).
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications: Guilford press.
Joseph, L. M., & Seery, M. E. (2004). Where is the phonics? A review of the literature on the use of phonetic analysis with students with mental retardation. Remedial and Special Education, 25(2), 88-94.
Lemons, C. J., Mrachko, A. A., Kostewicz, D. E., & Paterra, M. F. (2012). Effectiveness of decoding and phonological awareness interventions for children with Down syndrome. Exceptional Children, 79(1), 67-90.
Levitz, R. (2001). What’s working right now in student retention! Building blocks for retention success–The basis for recruiting success. Paper presented at the Unpublished report prepared for the National Conference for Student Retention July.
Parette, H. P., Hourcade, J. J., Boeckmann, N. M., & Blum, C. (2008). Using Microsoft® PowerPoint™ to support emergent literacy skill development for young children at-risk or who have disabilities. Early Childhood Education Journal, 36, 233-239.
Ryndak, D. L., Morrison, A. P., & Sommerstein, L. (1999). Literacy before and after inclusion in general education settings: A case study. Journal of the Association for Persons with Severe Handicaps, 24(1), 5-22.
SharpBrains. (n.d.). What are cognitive abilities and skills, and we can boost them? Retrieved from https://sharpbrains.com/what-are-cognitive-abilities
Tinto, V. (2012). Leaving college: Rethinking the causes and cures of student attrition: University of Chicago press.
Webster, J. (2009). Letter Recognition for Reading in Special Education Retrieved from https://www.thoughtco.com/letter-recognition-reading-in-special-education-3111142
- Allor, J. H., Champlin, T. M., Gifford, D. B., & Mathes, P. G. (2010). Methods for increasing the intensity of reading instruction for students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 500-511.
- Anderson, D., Lord, C., Risi, S., DiLavore, P., Shulman, C., Thurm, A., & Pickles, A. (2017). American Psychiatric Association.(2013). Diagnostic and statistical manual of mental disorders . Washington, DC: Author. The Linguistic and Cognitive Effects of Bilingualism on Children with Autism Spectrum Disorders, 21, 175.
- Buckley, S., & Bird, G. (1993). Teaching children with Down syndrome to read. Down syndrome Research and practice, 1(1), 34-39.
- Conlin, J. A., & Gathercole, S. E. (2006). Lexicality and interference in working memory in children and in adults. Journal of Memory and Language, 55(3), 363-380.
- Deshler, D. D., Lenz, B. K., Bulgren, J., Schumaker, J. B., Davis, B., Grossen, B., & Marquis, J. (2004). Adolescents with Disabilities in High School Setting: Student Characteristics and Setting Dynamics. Learning Disabilities: A Contemporary Journal, 2(2), 30-48.
- Froese, V., & Straw, S. B. (1981). Research in the language arts: Language and schooling. (No Title).
- Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications: Guilford press.
- Joseph, L. M., & Seery, M. E. (2004). Where is the phonics? A review of the literature on the use of phonetic analysis with students with mental retardation. Remedial and Special Education, 25(2), 88-94.
- Lemons, C. J., Mrachko, A. A., Kostewicz, D. E., & Paterra, M. F. (2012). Effectiveness of decoding and phonological awareness interventions for children with Down syndrome. Exceptional Children, 79(1), 67-90.
- Levitz, R. (2001). What’s working right now in student retention! Building blocks for retention success–The basis for recruiting success. Paper presented at the Unpublished report prepared for the National Conference for Student Retention July.
- Parette, H. P., Hourcade, J. J., Boeckmann, N. M., & Blum, C. (2008). Using Microsoft® PowerPoint™ to support emergent literacy skill development for young children at-risk or who have disabilities. Early Childhood Education Journal, 36, 233-239.
- Ryndak, D. L., Morrison, A. P., & Sommerstein, L. (1999). Literacy before and after inclusion in general education settings: A case study. Journal of the Association for Persons with Severe Handicaps, 24(1), 5-22.
- SharpBrains. (n.d.). What are cognitive abilities and skills, and we can boost them? Retrieved from https://sharpbrains.com/what-are-cognitive-abilities
- Tinto, V. (2012). Leaving college: Rethinking the causes and cures of student attrition: University of Chicago press.
- Webster, J. (2009). Letter Recognition for Reading in Special Education Retrieved from https://www.thoughtco.com/letter-recognition-reading-in-special-education-3111142
