Solution Focused Brief Therapy: addressing academic, motivational, social and emotional difficulties of older children with reading deficits
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Bibliographic record
Abstract
This study evaluated the effectiveness of the solution-focused approach in addressing academic, motivational, social and emotional needs of children with reading problems.Fourteen children attending remedial reading programs were matched on age and randomly assigned into the intervention and the control condition.Children's literacy skills, reading motivation and practice, as well as their self-esteem and psychoemotional functioning, were measured before and after the program.The intervention group received five 40 minute solution focused sessions that addressed participants' reading strategies, attitudes and practices.The control group comprised the homework support condition.Effect size analyses were conducted to evaluate the results.Results revealed that children in the intervention group showed growth in their listening comprehension and reading fluency skills at post-test relative to control participants.Furthermore, participants in the intervention condition improved in several aspects of their reading motivation and self-esteem and showed better attitudes to school and a decrease in anxiety at post-test.Children in the control condition increased their spelling and phonological awareness skills and reported an improvement in social selfperceptions and emotional functioning.Results of the study are discussed with reference to the effectiveness of the solution focused approach in addressing the complex array of needs of students with learning disabilities.SFBT for Reading Problems iii RSUM Cette tude a valu l'efficacit de l'approche thrapeutique oriente vers les solutions en s'adressant aux besoins acadmiques, motivationnels, sociaux et motionnels d'enfants ayant des dficiences de lecture.Quatorze enfants participant aux programmes de rattrapage en lecture ont t jumels selon l'ge et ont t rpartis en groupes d'intervention et de contrle de faon alatoire.La capacit de lecture, la motivation de lire et les habitudes de lecture, ainsi que leur estime de soi et fonctionnement psycho-motionnel, ont t mesurs avant et aprs le programme.Le groupe d'intervention a reu cinq sessions de thrapie orientes vers les solutions de 40 minutes chaque.Il est adress aux stratgies de lecture des participants, leurs attitudes et habitudes.Les enfants dans le groupe de contrle ont reu du soutien dans leurs devoirs.Des analyses des indices d'efficacit ont t conduites afin d'valuer les rsultats.Ces rsultats ont dmontr que les enfants dans le groupe d'intervention ont amlior leur comprhension orale et leurs aptitudes de lecture orale courante .De plus, ces participants ont amlior plusieurs aspects de leur motivation de lecture et d'estime de soi.Ils ont dmontr de meilleures attitudes envers l'cole.D'autre part, les enfants dans le groupe de contrle ont amlior leurs aptitudes d'criture et conscience phonologique et ont montr une amlioration d'estime de soi sociale et fonctionnement motionnel.Les rsultats de l'tude sont discuts par rapport l'efficacit de l'approche oriente vers les solutions en s'adressant aux divers besoins des lves ayant des difficults d'apprentissage.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it