Effects of Self-Correction on the Acquisition, Maintenance, and Generalization of the Written Spelling of Elementary School Children

We examined the effect of self-correction on the acquisition, maintenance, and generalization of written spelling of elementary school students attending an after-school clinic. Six students registered for remedial tutoring participated. During self-correction, students initially learned four proofreading marks and a procedure for using them that were subsequently applied as the students compared their spelling to a model. Results showed a functional effect between self-correction and improved student performance on target words. Using the self-correction procedure, the students spelled at least 98% of the target words accurately, maintained at least 85% of the correctly spelled words, and generalized at least 70% of the words at home, in context, and with word variations. Questionnaires administered to the students, their parents, and teachers indicated that students preferred self-correction. Parents noticed academic improvements in their child's spelling performance as well as positive changes in attitude toward school. Most teachers did not notice changes in spelling performance or attitude.     

Essener Evaluation der Unterbringung in der Entziehungsanstalt

Over the past 20 years various studies have yielded findings regarding the treatment of offenders in forensic addiction treatment centers in Germany (section 64 of the Penal Code). For a number of reasons these studies hardly allow quantification of the assessment of the rehabilitative success of treatment. In 2009 the Institute of Forensic Psychiatry at the University of Essen, Germany was commissioned to engage in a long-term evaluation study that will be completed in 2017. The project is supported by the Ministry of Health of the State of North-Rhine Westphalia. The present paper summarizes the methodology of the study and draws up an interim balance of the data collection. The study involves the follow-up of 300 patients from 16 forensic mental hospitals from entry into the institution to discharge and further on to living in the community including a“time at risk of at least 2 years. A number of these patients will drop out of treatment by being sent back to prison. The rate of criminal recidivism in the complete group of subjects will be compared to a matched control group of 300 offenders serving a prison sentence only. Potential error sources related to the data collection are discussed in the paper.     

Dimensionale versus kategoriale Klassifikation von Pers?nlichkeitsst?rungen

The classification systems DSM-IV and ICD-10 are characterized by a categorical conception of personality disorders. This perspective has long been criticized for a number of reasons and a dimensional perspective plays a major role in the debate. For both approaches, advantages and disadvantages can be discussed and a categorical-dimensional hybrid approach will most likely be established in the revised classification systems ICD-11 and DSM-V. An integration of a categorical and a dimensional??quantifying??perspective has always been a standard in the field of forensic psychiatric assessment. A general hybrid approach of defining personality disorders appears suitable, promising and feasible.     

Effects of self-correction on the spelling performance of junior high students with learning disabilities

The purpose of this study was to compare the effects of Self-Correction and Traditional spelling on the acquisition, maintenance, and generalization of spelling words with five junior high school students with learning disabilities. During Traditional spelling students received a weekly list of 20 unknown words. Daily 20-minute assignments with these words varied among writing them, arranging them in alphabetical order, dividing the words into syllables, and using a dictionary to locate word meaning. Students were tested on the 20 words at the end of the week. During Self-Correction, students received 20 words on a 5-column sheet of paper. Columns were arranged so that stimulus words could be hidden by folding the paper back, and later exposed after the teacher dictated and the student wrote the words. Students used proofreading marks to self-correct. Sessions lasted 20 minutes, and weekly, delayed, and generalized assessments were conducted. Results indicated that for all five students the Self-Correction procedure was more effective for word acquisition than Traditional spelling. Also, for four of the five students, maintenance of words was higher under Self-Correction. Generalization occurred for three students. Finally, measures of social validity indicated that the students preferred Self-Correction over Traditional spelling, although two teachers in regular classrooms did not notice significant changes in the overall spelling performance for the students. Implications for the classroom practitioner are discussed.     

A taxonomy of approaches to teach spelling

This paper presents a comprehensive taxonomy for classifying major approaches to teach spelling. The Traditional Approach is based on linguistic theory, and is predicated on the assumption that there is regularity to the spelling of words in the English language. Many commercially-based spelling programs use the Traditional Approach. The Remedial Approach can be divided into four subcategories, two of which employ multisensory methods. Horn's remedial method combines elements of visualization, pronunciation, and spelling recall, whereas the phonovisual method is phonetically based, and stresses visual and auditory discrimination of letter sounds. Methods under the Specialized Approach can be considered discrete spelling interventions based on applied behavior analysis, direct instruction, spelling rules, cognitive behavior modification, peer tutoring, or computer applications. The authors' position is that the Specialized Approach offers the optimum combination of instructional efficiency and effectiveness consistent with the concept of the least restrictive alternative. We believe that self-correction is the best exemplar of this approach.     

The Ghana Experience

This article featuring Ghana constitutes one of five articles in a collection of essays on local capacity-building in research ethics by graduates from the University of Toronto’s Joint Centre for Bioethics MHSc in Bioethics, International Stream programme funded by the Fogarty International Center for Advanced Study in the Health Sciences (FIC). Although there are no national ethical guidelines in Ghana, eight research ethics committees have been established in the country, with a number of them obtaining Federal Wide Assurances (FWA) from the United States Office for Human Research Protections (OHRP).However, the existing ethics committees cannot match the volume of work to be done, especially in light of the increase of research activities in the country. This calls for the need to train more people in research ethics to fill that gap and provide continuing education to members of research ethics committees in the country.     

Teacher identified giftedness qualities in a Ghanaian school setting: A brief report

This study explored the nature and indicators of giftedness in school children from the perspective of Ghanaian school teachers (n?=?30, females?=?40%; age range?=?24 to 60years). The teachers responded to semi-structured interviews. Results from thematic analysis of the data revealed that teachers perceive giftedness to be domain-specific and mostly identified by teachers during instruction of the learners. The teachers were of the view that parents/guardians of the learners are less helpful in the identification of giftedness in their children, as compared to teachers. The findings have some implications for giftedness research in Ghana and beyond.