The relationship between information processing strategies application and social competence in Thai children with learning disabilities
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Published:
Jan 1, 2017
Keywords:
Children with learning disabilities information processing strategies social competence perceive recall plan and perform system Thai version social competence scale
Main Article Content
Abstract
Introduction: Low academic achievement resulting from low ability in information processing is not the only major problem found in children with learning disabilities (LD). Many studies indicated that social competencies of these children are also important.
Objectives: To investigate the relationship between information processing strategies and social competence in Thai children with LD.
Instruments: Perceive, recall, plan, and perform system of task analysis (PRPP system): Thai version, and Social competence scale (SCS): Thai version were used in this study.
Materials and methods: Thirty children with LD aged between 6-12 years (n=30) and their teachers (n=21) were recruited by a purposive sampling method. All teachers completed a full assessment of SCS. PRPP System was administered to children while they performed the academic tasks. Pearson product-moment correlation was used to test the relationship between two assessment tools.
Results: Relationship between information processing strategies and social competence occurred in all quadrants of PRPP System with high correlation occurring in the academic behavior skills subtest of SCS.
Conclusion: Information processing strategies have a high correlation with social competence in academic behavior skills subtest in Thai children with LD.
Journal of Associated Medical Sciences 2017; 50(1): 38-53. Doi: 10.14456/jams.2017.4
Article Details
How to Cite
Juntorn, S., Sriphetcharawut, S., & Munketvit, P. (2017). The relationship between information processing strategies application and social competence in Thai children with learning disabilities. Journal of Associated Medical Sciences, 50(1), 38. Retrieved from https://he01.tci-thaijo.org/index.php/bulletinAMS/article/view/73702
Section
Research Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Personal views expressed by the contributors in their articles are not necessarily those of the Journal of Associated Medical Sciences, Faculty of Associated Medical Sciences, Chiang Mai University.
References
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3. Carman SN, Chapparo CJ. Children who experience difficulties with learning: Mother and child perceptions of social competence. Aust Occup Ther J 2012; 59: 339-46.
4. Haager D, Vaughn S. Parent, teacher, peer and self-reports of the social competence of students with learning disabilities. J Learn Disabil 1995; 28: 205-15.
5. Kavale KA, Forness SR. Social Skill Deficits and Learning Disabilities: A Meta-Analysis. J Learn Disabil 1996; 29: 226-37.
6. Punyo W. Helping Children with LD Psychologically (Helping and Screening LD). Technical papers presented at: The seminar session at Mercure Chiang Mai Hotels, Chiang Mai Province: held by Faculty of Associated Medical Sciences, Chiang Mai University, Department of Occupational Therapy, 2010 July 19-23;Chiang Mai, Thailand.
7. Wight M, Chapparo C. Social competence and learning difficulties: Teacher perceptions. Aust Occup Ther J 2008; 55: 256-65.
8. Wong B. Learning about learning disabilities. 3rd ed. Boston: Elsevier Academic Press, 2004.
9. Chapparo C. Occupational Therapy for Children with Learning Difficulties. Technical papers presented at:The seminar session at Mercure Chaing Mai Hotels, Chiang Mai Province:held by Faculty of Associated Medical Sciences Chiang Mai University Department of Occupational Therapy, 2010 July 19-23; Chiang Mai, Thailand.
10. Penn DL, Muser KT, Speulding W, Hope DA, Reed D. Information Processing and Social Competence in Chronic Schizophrenia. Schizophr Bull 1995; 21: 269-81.
11. Addington J, McCleary L, Munroe-Bulum H. Relationship between cognitive and social dysfunction in schizophrenia. Schizophr Res 1998; 34(1-2): 59-66.
12. Green MF. What are the functional consequences of neurocognitive deficits in schizophrenia. Am J Psychiatry 1996; 153: 321-30.
13. Dickerson F, John JB, Ringel N, Parente F. Neurocognitive deficits and social functioning in outpatient with schizophrenia. Schizophr Res 1996; 21: 75-83.
14. Welsh M, Parke RD, Widaman K, O’Neil R. Linkages between Children’s Social and Academic Competence: A Longitudinal Analysis. J Sch Psychol 2001; 39: 463-81.
15. Charm T, Carroll F, Strurge C. Theory of mind, executive function and social competence in boys with ADHD. Emot Behav Diffic 2001; 6(1): 31-49.
16. Joseph P. Children’s coping with peer-related stressors: Social competence and its relationship to affective, cognitive, and situational factors. State University of New York at Binghamton; 1994.
17. Chapparo C, Ranka J. The occupational performance model (Australia): A description of constructs and structure. In: Chapparo C, Ranka J, editors. Occupational Performance Model (Australia): Monograph 1. University of Sydney, NSW, Australia: Lidcombe; 1997: 1-22.
18. Boland K. Assessing information processing in the context of pretend play [dissertation]. Discipline of Occupational Therapy: Faculty of Health Sciences University of Sydney, NSW, Australia: Lidcombe; 2004.
19. Fordham M. Perceive, Recall, Plan, Perform (PRPP) Rating Scales (Parent and Teacher): Reliability and Validity [dissertation]. Discipline of Occupational Therapy: Faculty of Health Sciences, University of Sydney, NSW, Australia: Lidcombe; 2001.
20. Stewart K, Chapparo C. School readiness: Agreement between the Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis and teacher assessment [dissertation]. Discipline of Occupational Therapy: Faculty of Health Sciences, the University of Sydney, NSW, Australia: Lidcombe; 2010.
21. Chapparo C, Lowe S, Heard R. Published Abstract: Occupational Therapy Australia, 25th National Conference and Exhibition. Aust Occup Ther J 2013; 60(Suppl1): 42-3.
22. Challita J, Chapparo C, Hinitt J, Lowe S. The effectiveness of the Perceive, Recall, Plan, Perform (PRPP) System of Intervention on the social skills of children with learning difficulties. Published Abstract: Occupational Therapy Australia, 25th National Conference and Exhibition. Aust Occup Ther J 2013; 60(Suppl1): 43.
23. Lowe S. Cognitive strategies and school participation for students with learning difficulties [dissertation]. Discipline of Occupational Therapy: Faculty of Health Sciences, the University of Sydney, NSW, Australia: Lidcombe; 2010.
24. Pulis J, Chapparo C. Assessment of children with information processing deficits: the PRPP system of task analysis. 2nd Pediatric Conference-What Works with Kids hosted by OT Australia-QLD, Brisbane, Queensland, Australia: OT Australia; 2002.
25. Lohri J. Information and sensory processing abilities of young children with autism spectrum disorder [dissertation]. Discipline of Occupational Therapy: Faculty of Healthy Sciences, the University of Sydney, NSW, Australia: Lidcombe; 2005.
26. Wight M, Chapparo C. Social competence and learning difficulties: Teacher perceptions. Aust Occup Ther J 2008; 55(4): 256 - 65.
27. Goldstein AP, McGinnis E. Skillstreaming the elementary school child: New strategies and perspectives for teaching pro-social skills. rev. ed. Champaign, IL: Research Press; 1997.
28. Chapparo C, Ranka J. The PRPP System of Task Analysis: User’s training manual. Available from the Discipline of Occupational Therapy: Faculty of Health Sciences, University of Sydney, NSW, Australia: Lidcombe; 2005.
29. Fry K, O’Brien L. Using the Perceive, Recall, Plan and Perform system to assess cognitive deficits in adults with traumatic brain injury: A case study. Aust Occup Ther J 2002; 49: 182-87.
30. Munkhetvit P. Cognitive assessment in patients with acquired brain injury in Thailand [dissertation]. Discipline of Occupational Therapy: Faculty of Health Sciences, the University of Sydney, NSW, Australia: Lidcombe; 2005.
31. Nott MT, Chapparo C. Measuring information processing in a client with extreme agitation following traumatic brain injury using the Perceive, Recall Plan and Perform System of Task Analysis. Aust Occup Ther J 2008; 55: 188-98.
32. Aubin G, Stip E, Gelinas I, Rainville C, Chapparo C. Assessment of information-processing skills during daily task performance in persons with schizophrenia: Usefulness of the Perceive, Recall, Plan, and Perform (PRPP) System of Task Analysis. Paper presented at: The 15th World Conference of the Federation of Occupational Therapists. Santiago, Chile: 2010.
33. Ranka J. Cognitive Strategy Application during Everyday Task Performance in Men with HIV-1 Dementia [dissertation]. Discipline of Occupational Therapy: Faculty of Health Sciences, University of Sydney, Australia; 2010.
34. Munkhetvit P. Types of cognitive deficits during the performance of ADL and IADL in persons with CVA. J Occup Ther Assoc Tha 2008; 11: 19-30. (in Thai)
35. Bunyachatakul S, Munkhetvit P, Srikamjak T, Sarakam A. Cognitive Deficits during the Performance of Activities of Daily Living in Schizophrenic Patients. Bull Suan Prung 2010; 26(2): 15-24. (in Thai)
36. Rattakorn R, Munkhetvit P. Types of cognitive deficits during the performance of IADL in the elderly with dementia. Manuscript submitted for publication 2012.
37. Conduct Problem Prevention Research Group (CPPRG). Psychometric properties of the social competence scale—teacher and parent ratings (Fast Track Project technical report). University Park, PA: Pennsylvania State University; 1995.
38. Corrigan A. Social competence scale—parent version, grade 1/year 2 (Fast Track Project technical report) [Internet]. Durham: Fast Track Data Center; 2002 [cited 2013 June 5]. Available from: http://www.fasttrackproject.org/techrept/s/scp/scp3tech.pdf
39. Corrigan A. Social competence scale—parent version, grade 2/year 3 (Fast Track Project technical report) [Internet]. Durham: Fast Track Data Center; 2003 [cited 2011 June 5]. Available from: http://www.fasttrackproject.org/techrept/s/scp/scp3tech.pdf
40. Gouley KK, Brotman LM, Huang KY. Construct Validation of the Social Competence Scale in Preschool-age Children. Soc Dev 2008; 17(2): 380-98.
41. Fernandez-Castillo A, Gutiérrez-Rojas ME. Selective attention, anxiety, depressive symptomatology and academic performance in adolescents. Rev Electron Investig Psicoeduc Psigopedag 2009; 7(1): 49-76.
42. Jimmerson SR, Dubrow EH, Adam E, Gunnar M, Bozoky IK. Associations among academic achievement, attention, and adrenocortical reactivity in Caribbean village children. Can J Sch Psychol 2006; 21: 120-38.
43. Zimmerman BJ, Paulsen AS. Self-monitoring during collegiate studying: An invaluable tool for academic self-regulation. New Dir Teach Learn 1995; 63: 13-27.
44. Eckerd M, Rudin S. Executive Function Deficits in children. Attitude strategies and support for ADHD&LD [Internet]. 2015 [cited 2015 April 21]. Available from: http://www.additudemay.com/addhd/article/8392.html
45. Holmes J. ‘Working memory and learning difficulties’ Dyslexia Review [Internet]. Cambridge: Cognition and Brain Sciences Unit; 2012 [cited 2015 March 18]. Available from: http://www.mrc-cbu.cam.ac.uk/wp-content/ uploads/2013/09/ Working-memory-and-learning-diffculties.pdf
46. Cowan N, Alloway TP. The development of working memory. In: Cowan N, editor. Development of memory in childhood. 2nd ed. Hove, UK: Psychology Press; 2008: 303-42.
47. Dewar G. Working memory in children: How to improve attention problems and learning difficulties in kids [Internet]. 2012 [cited 2015 Jan 5]. Available from: http:// www. Parentingscience.com/ working-memory.html
48. Gathercole SE, Alloway TP, Willis CS, Adams AM. Working memory in children with reading disabilities. J Exp Child Psychol 2006; 93: 265–81.
49. Swanson HL, Beebe-Frankenberger M. The relationship between working memory and mathematical problem solving in children at risk and not at risk for math disabilities. J Educ Psychol 2004; 96: 471–91.
50. Alloway TP, Alloway RG. Investigating the predictive roles of working memory and IQ in academic attainment. J Exp Child Psychol 2010; 106(1): 20–9.
51. Baker K, Segalowitz SJ, Ferlisi MC. The effect of differing scoring methods for the Tower of London task on developmental patterns of performance. Clin Neuropsychol 2001; 15(3): 309-13.
52. Pintrich PR. The role of metacognitive knowledge in learning, teaching and assessing. Theory Pract. 2002; 41: 219-25.
53. Zimmerman BJ. Becoming a self-regulated learner: An overview. Theory Pract 2002; 41: 64-70.
54. Cohen GN, Bronson MB, Casey MB. Planning as a factor in school achievement. J Appl Dev Psychol 1995; 16: 405-28.
55. Miles SB, Stipek D. Contemporaneous and Longitudinal Associations Between Social Behavior and Literacy Achievement in a Sample of Low-Income Elementary School Children. Child Dev 2006; 77 (1): 103-17.
56. Caprara G, Barbaranelli C, Pastorelli C, Bandura A, Zimbardo PG. Prosocial Foundations of Children’s Academic Achievement. American Psychological Society 2000; 11(4): 302-6.
57. Clore CW. Social skill use of adolescents with learning disabilities: An application of Bandura’s theory of reciprocal interaction [dissertation]. University of north Texas; 2006.
58. Lavoie R. Social Competence and the Child with Learning Disability [Internet]. WETA; 2015 [cited 2015 March 5]. Available from: http://www.ldonline.org/article/6169? theme=print
59. Kostelnik MJ, Gregory KM, Soderman AK, Whiren AP. Guiding Children’s Social Development and Learning. 7th ed. Belmont, CA: Wadsworth; 2012.
60. Malow M. Social Competence and Children: Strategies for Successful Learning [Internet]. 2011 [cited 2015 March 22]. Available from: http://www.ldworldwide.org/ index.php?option=com_ content&view=article&id=887
61. BC School Superintendents Association (BCSSA). Individual Education Planning for Students with Special Needs [Internet]. British Columbia; 2009 [cited 2016 Dec 16]. Available from: http://www.bced.gov.bc.ca/specialed/docs/iepssn.pdf
62. Singer JD, Butler JA. The Education of All Handicapped Children Act: Schools as agents of social reform. Harv Educ Rev 1987; 57: 125-52.
63. Olenchak FR. Talent Development: Accommodating the social and Emotional Needs of Secondary Gifted/Learning Disabled Students. J Adv Acad 1994; 5(3): 40-52.
64. Merlone L, Moran D. Transition Works: Self-awareness and Self-advocacy Skills for Student in the Elementary Learning Center [Internet]. Teaching Exceptional Children Plus; 2008 [cited 2015 Feb 6]. Available from: http://escholarship.bc.edu/education/tecplus/vol4/iss4/art1
65. Palmer SB, Wehmeyer ML. Promoting self-determination in early elementary school: teaching self-regulated problem-solving and goal setting skills. Remedial Spec Educ 2003; 24: 115-26.
66. Lackaye TD, Margalit M. Comparisons of achievement, effort, and self-perceptions among students with learning disabilities and their peers from different achievement groups. J Learn Disabil 2006; 39: 432-46
67. Schreiner MB. Effective self-advocacy: what students and special educators need to know. Interv Sch Clin 2007; 42: 300-4.
68. Hoffman A. Teaching decision making to students with learning disabilities by promoting self-determination [Internet]. ERIC Digest; 2003 [cited 2015 Feb 21]. Available from: http://www. Eric. Gov/ERICDocs/data/ericdocs2sql/ content_storage_01 /000000196/80/1b/81/18.pdf
69. Reader M. Setting Students up for Success Through Self-Awareness and Self-Advocacy [Internet]. Canada: Foothills Academy; 2011 [cited 2014 June 1]. Available from: http://www.foothillsacademy.org/wp-content/uploads/2012/ 08/Setting-Students-Up-For-Success.pdf
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