Journal Of Ratchasuda Institute for Research and Development of Persons With Disabilities

A Study of the Relationship between Parents' Self-Efficacy and the Self-Esteem of School-Age Children with the Risk of Learning Disabilities

2024-05-24T18:12:17+07:00

Besides learning difficulties, one of the major challenges for children with learning disabilities (LDs) is self–esteem. Previous research studied the impacts of parenting programs on parents’ abilities to help their children with LDs; however, the parenting programs emphasized promoting parents’ knowledge and skills in caring for children with LDs. The parenting program for promoting parents’ attitudes in raising children with LDs is limited. Previous research also found that a high level of parents’ self-efficacy in raising children was positively associated with high levels of children’s self–esteem. Yet, it was found that there was no self-efficacy assessment for parents of children with LDs. Therefore, this research aimed to develop a self–efficacy assessment for parents of children with LDs and to examine the correlations between parents’ self–efficacy and children’s self–esteem. The sample was 27 parents, each with a child having a medical record at the school-age clinic at the National Institute for Child and Family Development at Mahidol University. The research tools included a self–efficacy assessment form for parents of children with LDs, developed by the researchers using a systematic literature review and evaluated for content validity by 3 experts (CVI = 1), and a self-esteem inventory for 4th-6th grade students. Research results from Spearman correlation analysis found a moderate positive correlation (r=0.56, p = 0.002) between parents’ self-efficacy and children’s self-esteem; especially, the parent’s self-efficacy in positive parenting and communication, academic assistance, and coping skills to promote children's self-esteem. By providing parents with the necessary tools and resources to support both themselves and their children effectively, their self-efficacy can be enhanced, resulting in positive long-term outcomes for school-age children with LDs.

Factors Related to the Primary Caregiver’s Perceived Care Burden for School-Age Children with Specific Learning Disabilities

2024-10-30T11:53:31+07:00

Specific learning disabilities (SLD) are learning disorders in specific skills in reading, writing, and calculation. In addition to having learning difficulties, some children may have difficulty socializing or engaging in activities with friends in class. Problems associated with this impairment may include restlessness, mischievousness, short attention spans, easy mood swings, and violent or aggressive behavior. Therefore, primary caregivers, such as parents, and grandparents often find it challenging and burdensome to take care of children with SLD. This research is a descriptive correlational study that examines factors related to the perception of caregiving burden in primary caregivers of school-age children with SLD. The sample was selected through random sampling method. The sample consists of primary caregivers of school-age children with SLD who were attending inclusive schools form grades 1 to 6 in Sisaket province, totaling 280 participants in the primary education area. The research instruments included 1) a questionnaire on personal information of primary caregivers and school-age children with SLD, 2) a questionnaire on perceptions of caregiving burden in primary caregivers, 3) a questionnaire on perceptions of stigma, and 4) a questionnaire on social support, all of which were verified for content validity by qualified experts. The reliability was determined to be 0.98, with confidence from Cronbach's alpha coefficient calculations at 0.94, 0.91, and 0.86, respectively. Data collection took place over four months, from December 2022 to March 2023. Descriptive statistics and Pearson correlation were used for data analysis. The results revealed that 55.85% of primary caregivers perceived the care burden at a moderate to severe level ( = 26.81, SD = 6.65). Perceived stigma showed the highest correlation with the perceived burden of caregivers (r = .384, p < .01), followed by social support (r = -.330, p < .01), academic performance (r = -.199, p < .01), age of children (r = -.192, p < .01), and family structure (r = -.166, p < .01).

A Needs Assessment of Teachers for Developing Learning Assessment Competency – Based of Students with Hearing Impairments

2024-06-24T11:33:16+07:00

The research aims to achieve the following objectives: Investigate the essential needs of teachers for developing competency in measuring and evaluating the learning outcomes of students with hearing impairments; propose guidelines for enhancing teachers’ abilities in measuring and assessing the competency–based learning outcomes of students with hearing impairments. The sample group consists of 273 teachers and educational personnel working in secondary schools, along with five qualified individuals. The research tools include necessary requirement questionnaires and interviews. Data analysis involves statistical mean, PNI Modified standard deviation, and content analysis. The research findings indicate the following: 1) The highest necessity index (PNI Modified = 0.22) pertains to skills, followed by knowledge (PNI Modified = 0.20) and characteristics (PNI Modified = 0.16). respectively, and; 2) Guidelines for developing teachers' abilities in measuring and evaluating competency-based learning outcomes can be summarized as 7 guidelines, divided into 3 knowledge areas: 1) setting clear policies or guidelines regarding measuring and evaluating learning outcomes; 2) know the competency base Creating a plan or project to develop knowledge in measuring and evaluating competency-based learning and creating a system to support teachers' learning in the measurement and evaluation of competency-based learning in skills in two approaches, namely, setting guidelines and prototypes for measuring and evaluating competency-based learning in educational institutions, and; 3) organizing a team of experts to give advice Implementation and monitoring of performance in measuring and evaluating competency-based learning outcomes. And in terms of characteristics, there are 2 approaches: 1) Setting policies or guidelines for selecting knowledgeable teachers. and; 2) Ability and readiness to be a special education teacher and positive reinforcement for teachers to increase their work efficiency.

The Effect of an Online Individual Counseling Program on the Adaptation of Stroke Caregivers

2024-03-19T22:21:29+07:00

Caregivers of stroke patients often encounter mental and physical issues, especially the caregivers who have never had experiences in taking care of them before. As a result, problems with incorrect adaptation could lead to patients receiving inappropriate care as well as themselves. Thus, this study used counseling to promote the ability to develop adaptive behavior of caregivers. It aimed at studying the effects of an online individual counseling program on the levels of caregiver’s adaptation. The objectives were 1) to compare the effects of the program on the levels of caregiver’s adaptation at pre-experimental and post-experimental periods 2) to compare the effects of the program at the post- experimental period between the experimental group and the control group. The samples in this study were 10 caregivers of stroke patients who received services in Occupational Therapy Department at Sirindhorn National Medical Rehabilitation Institute. They were divided into 2 groups: a control group and an experimental group with the use of purposive method and quasi-experimental research design. A two-group experiment was conducted to measure results before and after receiving the counseling program. The research instruments consisted of 1) the counseling program take place eight weeks (1 days in each week/60 minutes per session). 2) an adaptive behavior scale for caregivers. Data were analyzed using descriptive and reference statistics. The result showed that the mean of the level of caregiver’s adaptation in the experimental group after receiving the counseling program had increased from 2.18 to 3.85 at statistically significant level of .05 (Wilcoxon Signed Ranks Test: p-value 0.043). The mean of caregiver’s adaptation of the control group (before and after) in the experiment period had increased 0.12 and experimental group increased 1.67. There was a significant between-group difference in the level of adaptative behavior in the experimental group over the control group at statistically significant level of .05 (Mann-Whitney Test: p-value 0.009). Therefore, this study indicated that an online individual counseling program could promote and develop adaptation of stroke caregivers.

The Use of Board Games to Develop Spelling Skill of Grade 5 Students with Specific Learning Disorders

2024-10-22T10:17:00+07:00

This research was a quasi-experimental research conducted according to one-group pretest-posttest design which aimed to 1) develop a set of board games through students with specific learning disorders to be more skillful in spelling, 2) enhance the spelling skills of students with specific learning disorders based on board games. The sample comprised fifth-grade students during the second semester of the 2023 academic year. Purposive sampling was employed to select these students. The research tools included: 1) board games, 2) spelling skill tests, 3) an evaluation checklist the spelling skills of the sample group during the activities, 4) the spelling skill test after using board games.The researcher divided the data analysis into two steps: 1) analyzing data for each additional teaching program iteration by calculating percentages, mean, and comparing them with the set criteria, 2) analyzing the spelling skills test results using the Wilcoxon signed rank test. The results indicated that the students showed significant improvement in spelling skills, particularly in the correct use of final alphabets, vowel–non vowels vocabularies and specific vocabulary with Karun, with
a significantly statistical differentiation at level .05.