bluuebunny/crossref_metadata_2025_split huggingface dataset:
Teaching children to think inductively: Looking through the theoretical mirror
Authors: Resing Wilma C. M. , Roth-Van der Werf Trudy J. M. 
Published: January 2023

AbstractIn this paper, part of the theory underlying a cognitive training programme, Klauer’s Denktraining1Programme I, is explored. The programme assumes that, by teaching cognitive strategies in combination with higher-order-thinking skills, it should be possible to provide individuals with better inductive thinking methods. In the present study an adapted Dutch version of the programme was used that teaches inductive reasoning paradigms by way of prototypical examples to children and that offers practice in applying specified solution procedures to various tasks. We focused on the validity of Klauer’s claim for paradigmatic transfer. The central question was whether we can be sure that paradigmatic training causes the highroad transfer effects reported elsewhere. A pretest-posttest control group randomised block design was used. Children were, based on their scores on inductive reasoning tasks, randomly assigned to one of three conditions: an experimental condition in which children were offered the full paradigmatic training (n = 41); an experimental condition in which children were offered only practice (n = 40); and a ’control condition’ (n = 38). A variety of transfer tests served as pre- and post-tests for measuring effects of training. Both training conditions resulted in moderate to large pre- to posttest effects. All pre- to post-test effect sizes of both training conditions appeared to be significant, as well as most of the pre- to post-test effect sizes of the control condition. Children in the paradigmatic condition performed significantly better on only one near transfer test. On the non-inductive test, no significant effects were found, indicating that children in the three different conditions were not differentially affected by the various training procedures. The rather small transfer effects might be the result of completely standardised instruction procedures. It was concluded that clearly prescribed trainer scripts, in combination with a full experimental design, are necessary elements in evaluative research on training effects.
A framework for the creation of practitioner-based evidence
Authors: Matthews Jeff 
Published: January 2023

AbstractThis paper introduces a framework for the evaluation of intervention work that is based on a generative realist view of science. It is suggested that this approach can accommodate features of EP work such as the need to take a realist view of the world, to work in a social context, and to implement interventions in ‘open systems’ such as schools and homes. Suggestions are made on how this framework might be used by EPs to establish an evidence base that can be used to develop effective practice in intervention work.
Working together? The practice of educational psychologists and speech and language therapists with children with specific speech and language difficulties
Authors: Palikara Olympia , Lindsay Geoff , Cullen Mairi-Ann , Dockrell Julie E 
Published: January 2023

Meeting the needs of children with specific speech and language difficulties (SSLD) has recently been an area of public policy concern, because of the difficulties in securing speech and language therapy for children with special educational needs (SEN). There is a clear need for education and health service staff working together to support children with speech and language difficulties.The present research involved case studies of six English local authorities (LAs), along with the eight speech and language therapy services provided by the relevant local health trust. They were chosen as examples of good practice in education and health services working together, on the basis of information provided during a previous national study. The purpose of the research was to explore the collaborative practice of educational psychologists (EPs) and speech and language therapists (SLTs) with respect to the education of children with SSLD.This paper reports the views of 51 EPs and 120 SLTs, who worked in the case study LAs with respect to: collaboration; approach to assessment; provision; monitoring of progress; training and views on good practice. Despite the positive regard for collaboration expressed by both EPs and SLTs, their practice revealed little evidence of this occurring. Differences in approach, including the use of assessments for diagnostic purposes and the preference for inclusive as opposed to specialist provision, revealed important differences in conceptualisation between EPs and SLTs. The paper argues that these must be addressed so that collaborative practice by EPs and SLTs may be used not only to developgoodpractice but also to improve outcomes for children byeffectivepractice.
Under identification of speech and language impairment in children attending a special school for children with emotional and behavioural disorders
Authors: Stringer Helen , Lozano Sonia 
Published: January 2023

The link between language impairment (LI) and behaviour difficulties in children and adolescents is well established. There are reported incidence rates for LI of up to 50 per cent in children attending psychiatric clinics, rising to 70 per cent for children with Attention Deficit Hyperactivity Disorder (ADHD). However, the depth and breadth of research knowledge is not reflected in clinical practice either in Health nor Education. As many as one third of children referred for psychiatric intervention will have unsuspected LI, with consequent under referral to speech and language therapy services. This will have an obvious and adverse effect on the child’s ability to access available services.The study reported here examined the level of staff awareness of LI in a special school for children with emotional and behaviour difficulties (EBD). Results showed that the prevalence of LI in the school was 74 per cent, while less than half of these children had been identified by teachers or health professionals.If this school is typical of others, levels of identification of LI in children with behaviour difficulties, including ADHD appear to remain low. Raising awareness of LI by education and training is suggested as the most appropriate way to address this issue as would benefit the whole population of the school, not just children with particular psychiatric diagnoses.
From school to further education: Student and teacher views of transition, support and drop-out
Authors: Mallinson Anne 
Published: January 2023

AbstractThis study explored the views of a sample of vulnerable students and their teachers regarding transition, support and dropping out from further education. The context was recent Scottish legislation and concerns about young people not in education, employment or training (NEET). Questions were discussed in focus groups, which were recorded and transcribed. The data were coded using grounded theory, leading to the following themes: good information, positive attitudes, learning and teaching, and opportunities. Students suggested reasons for dropping out relating to induction and course match and to social, financial, immaturity and learning issues. Proposals are made regarding ways of improving transition and support processes to promote student resilience, with a view to reducing dropout and fostering effective learning. These are areas in which educational psychologists can be strategically involved in collaborative working with schools, further education colleges and other agencies, in providing training and in promoting action research.
Post-School Educational Psychology Services: International perspectives on a distinctive Scottish development
Authors: MacKay Tommy 
Published: January 2023

AbstractThe development of post-school psychological services potentially has profound implications for the future of the profession of educational psychology, not only in terms of training, staffing, service organisation and approaches to service delivery but also in terms of our understanding of the nature of educational psychology as a discipline within applied psychology, of its relationship to other branches of practice and indeed of the boundaries within applied psychology as a whole. This paper presents a two-fold argument. First, it asserts that, as a structured initiative within educational psychology, post-school psychological services represent a unique Scottish development. In the world literature on the historical development of services and their current position there is no international comparison. Second, it asserts that this unique initiative emerged from a unique context – the distinctive nature of educational psychology in Scotland.
Cognitive training: Improving problem-solving transfer skills of learning disabled students
Authors: Phye Gary D. , Johnson Sue A. 
Published: January 2023

AbstractThe effectiveness of cognitive training with the Cognitive Training for Children Programme (Klauer & Phye, 1994) and other forms of the Klauer training programmes has been recently reviewed (Klauer & Phye, 2008). Numerous meta-analyses confirm the wide spread effectiveness of training inductive reasoning skills with different ability groups at varying ages in various settings. The majority of these studies were conducted in Germany. The present study was designed to determine the effectiveness of the English form of the Cognitive Training for Children Programme (Klauer & Phye, 1994) in a clinical setting. Theoretically, focus was on the impact of meaningful practice with inductive reasoning strategies on the growth of problem-solving transfer ability of learning disabled children. Future research efforts involving an integration of dynamic assessment techniques, and the cognitive analysis of practice using the Cognitive Training for Children Programme is recommended.
Analogical reasoning skill acquisition with self-explanation in 7–8 year olds: Does feedback help?
Authors: Stevenson Claire E. , Resing Wilma C.M. , Froma Mandy N. 
Published: January 2023

AbstractThis microgenetic study assessed the development of analogical reasoning on figural matrices by examining the additional effect of feedback on repeated practice including self-explanation. Participants were 39 children aged 7 to 8 years (M 7; 9 years) divided over self-explanation only and feedback plus self-explanation conditions based on randomised blocking. During six microgenetic sessions a multiple choice figural analogy task was administered. The results showed increased performance over time and an advantage of feedback for answer choice and most markedly for explanation quality. A trend was observed in which girls’ performance, regardless of feedback, and that of boys with feedback are comparable, yet boys without feedback did not perform quite as well. Further investigation of possible gender differences in the roles of self-explanation and feedback are advised. We recommend a combination of feedback and self-explanation to gain maximal advantage from these simple but useful approaches to supporting children’s learning processes.
‘It’s a tricky one to answer, that …’ Locus of control in parents and caregivers of children with severe and complex learning disabilities and challenging behaviours
Authors: Gale Ian 
Published: January 2023

This paper examines how locus of control is expressed in caregivers’ descriptions of children’s behaviour. Locus of control has been considered a key factor in enabling parents and caregivers to respond to challenging behaviour in children with severe and complex disabilities, but assessment of parental or carer locus of control has usually been based on the a priori assumption that individuals show predominant patterns of response that remain consistent across situations whether parents are considering their own or other children.Experiential descriptions by the parents and caregivers of six children whose behaviours severely challenged their ability to care were reviewed. Analysis of caregiver descriptions suggested that locus of control was situation specific and parents’ ‘locus of control’ less clearly identifiable in the transcripts than suggested by literature based on the use of standardised forms. The focus of parent and caregiver locus of control shifted between external and internal, with prima facie evidence that shifts were related to real life ‘barriers’ (MacNaughton & Rodrigue, 2001).The relevance and validity of the concept of locus of control in the context of challenging behaviour is discussed. It is suggested that identifying caregiver perceptions in relation to specific circumstances (in particular, children’s challenging behaviour) may be more constructive than using generalised measures of locus of control.
Teachers’ views on psychosocial development in children from 4 to 6 years of age
Authors: Berkhout Louise , Dolk Maarten , Goorhuis-Brouwer Sieneke 
Published: January 2023

Psychosocial well-being is an important area of attention in early childhood care and education because when psychosocial problems appear, they can often persist past childhood.Based on their working experience with many different children, teachers of young children are aware that they make important contributions to the healthy social and emotional development. The aim of this study is to explore the views of experienced teachers in facilitating the psychosocial development of children from 4 to 6 years of age.Twenty teams of teachers, amounting in total to 52 teachers, were interviewed during small group sessions. The transcribed interviews were analysed qualitatively with a framework based on theories of play and psychosocial development. The findings were summarised according to particular themes.As a result of the study the following themes appeared. Teachers described play as an integral part of the psychosocial development of children in which the conditions for play, the unique development of the child and the role of the teacher are included. Moreover, teachers found that especially ‘pretend play’, in which children can express themselves in their own way, contributes to communication skills and social cognition.The findings may contribute to the growing discussion in early childhood education and care about the significance of play and the time provided for playing.
Pre-school children in kinship care: Are we doing enough as EPs?
Authors: Cunningham Lisa , Lauchlan Fraser 
Published: January 2023

Kinship care is a growing alternative to local authority care yet it has been argued that its information base, practice guidance and support structures are in arrears of the introduction of new legislation. This research aims to extend the limited information currently available on kinship care by exploring some of the factors and potential implications that this type of parental surrogacy may have on the development, attachment and education of these children.The context of the study is a pre-school extended day care establishment situated within a large multi-cultural authority. Questionnaire data sampling the views and experiences of 39 participants (educational psychologists, social workers and kinship carers) as well as in-depth case studies of two pre-school children in kinship care were analysed.The results provide evidence that children in kinship care often experience attachment related issues and behavioural difficulties, which can further impact on their cognitive and social development, academic performance and subsequent educational attainment and achievement. However, the authors argue that often these difficulties arise from the experiences the child encountered prior to them requiring kinship care intervention, and not as a result of the kinship care arrangement itself.In recognition that they are not a homogeneous group, all efforts should be made to identify the needs of individual kinship children in education as early as possible with ongoing monitoring. Future research should be carried out in multi-agency contexts to understand further the needs of this potentially vulnerable client group, and intervention programmes to address their needs should be explored.The authors conclude with some recommendations for supporting children receiving kinship care including implications for the role of the educational psychologist.
Computerised assessment of handwriting and typing speed
Authors: Horne Joanna , Ferrier Jonathan , Singleton Chris , Read Caroline 
Published: January 2023

This paper reports on two studies using computer-based dictation tasks for measuring speed of typing and handwriting. In the first study, 952 students aged 11 to 17 years attending 19 different secondary schools hand wrote and typed passages dictated by a computer. For both handwriting and typing, a very high correlation was found between speed calculated by the computer and that calculated by a human assessor, establishing that computerised calculation is a reliable as well as convenient and time-saving method of establishing writing speed. There were greater age-related gains in speed of typing compared with handwriting and greater variation in typing skill than handwriting skill. However, almost half of students with slow handwriting (below standard score 85) were found to have average or better typing speeds.In the second study, 55 students aged 13 to 14 years were administered these tasks together with the Hedderley Sentence Completion Test of handwriting speed. Despite the clear differences between the two test formats, a significant moderate level of correlation was found between them (r=0.54). Almost one-third of students with slow handwriting in the computer-based task had not previously been identified as having support needs but would potentially be disadvantaged in written examinations. By eliminating the ‘thinking’ time involved in free writing, computerised dictation tasks give ‘purer’ measures which can reveal physical handwriting and/or typing problems. They also simulate examination requirements more closely than mechanical repetitive tests of writing speed, and should be particularly helpful in establishing whether students need access arrangements in examinations.
Measuring the effectiveness of a mindfulness-based intervention for children’s attentional functioning
Authors: Thomas George , Atkinson Cathy 
Published: January 2023

Aim:This study sought to evaluate the impact of a six-hour mindfulness programme (Paws .b) on mainstream primary school aged pupils’ suppressing and sustaining attention skills.Method:A randomised control trial (RCT) design with quasi-experimental intervention cross-lag was used with two classes of 8- to 9-year-olds. Pupils and class teachers were randomly assigned to the experimental or waitlist control group, with each receiving the intervention over six weeks. Teacher-reported and standardised attention measures were gathered at pre- and post-intervention, and at follow-up.Findings:Within-condition comparisons revealed several significant pre- vs. post-intervention effects, the majority of which were maintained at follow-up. Between-condition comparisons revealed some significant partial condition × time-point interactions.Limitations:Quasi-experimental research within ecologically valid real-world settings is prone to the influence of confounding variables. In this case, a change of class teacher within the waitlist control group may have had a marked impact on the findings.Conclusions:The present study offers tentative evidence of the effectiveness of Paws .b in improving attentional functioning in primary-aged children. Findings are discussed relative to mindfulness and attention literature, and further implications for future research are outlined.
Interactive Specialisation Theory, typical numerical development and the case of dyscalculia
Authors: Stark Daniel , Eve Megan , Murphy Tara 
Published: January 2023

Aim:Adults are typically highly fluent with numerical processing and arithmetical skills. However, these abilities follow a protracted developmental trajectory, which is associated with differential changes in underpinning neural networks. However, approximately three to six per cent of children suffer difficulties with core numerical abilities and meet criteria for developmental dyscalculia (DD) (von Aster & Shalev, 2007). Recent advances in developmental cognitive neuroscience have required the need to integrate data from a variety of fields. The aim of the current article is to use Interactive Specialisation Theory (IST) as a framework to examine the typical development of number processing, before considering whether IST can be applied to brain-behaviour developmental trajectories implicated in developmental dyscalculia.Method:The article uses the IST framework to review the brain-behaviour data related to typical numeracy development, before considering comparable data related to DD. Finally, an overview of interventions for DD, and how these correspond to IST will be provided.Findings:IST emphasises that that DD is not a case of delayed development of numerical skills, but represents a different developmental trajectory. IST has the potential to inform future investigative studies into DD, but also highlights ways that existing interventions may be maximised.Limitations:Whilst DD has comparable prevalence rates to other specific learning disorders and is associated with significant long-term sequelae, it is substantially under-funded and under-researched. As such further data is required on the developmental trajectories involved in arithmetical skills.Conclusions:IST provides a useful explanatory framework which has the potential to inform future investigative studies and ultimately facilitate the development of new interventions to attenuate the negative sequelae associated with developmental dyscalculia. However, further research is required before IST can inform the development of evidence-based interventions for DD.
Self-harm training in secondary schools: An educational psychology intervention using interpretative phenomenological analysis
Authors: Lee Frances 
Published: January 2023

Self-harm in adolescents is a major public health concern in the UK and affects at least one in 12 young people aged 11–25 years. In light of the recent government guidelines on Mental Health and Behaviour in Schools, it is timely for educational psychologists, equipped with applied psychology, research skills, training in therapeutic approaches, understanding of pedagogy and educational systems, proactively to claim their role in supporting schools in understanding and working with low risk self-harm at both a preventative and early intervention level.This paper outlines a mixed methods research project which explored and evaluated the experiences of a group of 10 key pastoral support staff in a secondary school who attended a training workshop on adolescent self-harm. The aim of the project was to explore each participant’s experiences of the workshop in order to capture the meaning and psychological processes at work. The research design comprised qualitative (interpretative phenomenological analysis, IPA) and quantitative approaches (pre- and post-training rating scale questionnaires).This was a small scale research project, therefore the key findings are limited to the specific school context and pastoral staff. However, the well-developed and overarching theme of ‘connectedness’ showed that the training provided a safe and shared reflective space for each participant to connect emotionally and psychologically with their anxieties and understanding around self-harm, which supported their change in attitude and beliefs around self-harm. The shared training experience created a peer support group resource for school based consultations.