Measuring staff behavior towards clients with ID and challenging behavior:Further psychometric evaluation of the Staff-Client Interactive Behavior Inventory (SCIBI)

Contains fulltext : 102694.pdf (publisher's version ) (Closed access)Recently, the Staff-Client Interactive Behavior Inventory (SCIBI) was developed, measuring both interpersonal and intrapersonal staff behavior in response to challenging behavior in clients with ID. The aim of the two studies presented here was first to confirm the factor structure and internal consistency of the SCIBI and second to demonstrate its convergent validity. In the first study, a total of 265 support staff members, employed in residential and community services, completed the SCIBI for 62 clients with ID and challenging behavior. In the second study, 158 staff members completed the SCIBI for 158 clients, as well as the SASB-Intrex, the NIAS and the Bar-On Emotional Quotient Inventory (EQI). Replication of a confirmatory factor analysis resulted in a consistent seven-factor solution of the SCIBI with high levels of internal consistency. Also, mostly good convergent validity with the SASB-Intrex and sufficient to good convergent validity with the NIAS and EQI were found, except for the self-reflective intrapersonal staff behavior scale. By replicating and extending earlier results on the SCIBI, it proves to be a reliable and sufficient valid measure of interpersonal and intrapersonal behavior of staff working with people with intellectual disabilities.11 p

De rol van de Alexandertechniek bij ontwikkelings- en leerproblemen

Contains fulltext : 90124.pdf (publisher's version ) (Open Access)4 p

R.M. Joshi and C.K. Leong (ed.), Reading disabilities: Diagnosis and component processes, Dordrecht: Kluwer Academic Publishers, 1993 ISBN 0 7923 2302 5

Contains fulltext : 28962___.PDF (publisher's version ) (Open Access

Pedagogische wetenschap: Koorddansen tussen kunst en kunde

Contains fulltext : 65601_pedawe.pdf (publisher's version ) (Open Access)58 p

Zo leer je kinderen lezen en spellen

Contains fulltext : 55900.pdf (publisher's version ) (Closed access)15 p

Phonologic mediation is fundamental to reading: Evidence from beginning readers

Contains fulltext : 28963.pdf (publisher's version ) (Open Access)Three tasks were employed to investigate the role of assembled phonology in beginning readers. In two proofreading tasks, children had more trouble finding pseudohomophone misspellings (stimuli with phonology identical to that of a word) than control misspellings (stimuli that do not share their phonology with a word). In a lexical-decision task, they had more trouble deciding that pseudohomophone misspellings were non-words than deciding that control misspellings were non-words. Finally, in a semantic-categorization task, children had more trouble rejecting pseudohomophone misspellings as a member of a designated category than rejecting control misspellings. Differences between more and less advanced readers occurred, but they need not be attributed to differential use of phonology in word recognition. Instead, they were explained in terms of a difference between reader groups in spelling-verification efficiency. The results of the present studies on beginning reading parallel studies on skilled reading by Van Orden et al. (1992). The main conclusion was that assembled phonology plays an important role in word recognition in beginning readers

Spellingvaardigheid en leren spellen

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Maak je niet dik over obesitas!? [Orthoblog]

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