Abstract
People with ASD present deficits to perceptual-cognitive neural relationships, which affect into perceptive- cognitive generalization processes, creativity, imagination, symbology, induction-deduction and conceptual-categorical understanding. However, DSM-5 classification basic diagnostic process just focus on behavioral symptoms criterial. For this reason, this research try answer following general aims: 1) verify Semantic Integration Scale (SIS) effectiveness to semantic perceptual-cognitive items measurement, 2) analyze hypothetical improvement along concepts and conceptual-categories understanding through relational link-nodes construction. Results were found by multivariate comparative test of repeated measures and estimate- comparative post-hoc analysis. Pillai's Trace multivariate comparative specific test of repeated measures to Group* Program interaction indicates a significant critical level (Sig= .00), which allows conclude there´re significant differences between study groups (3), in which experimental group students that neural link-nodes learning get substantial improvement relating control groups (Sig= .00, Adjusted R squared= .316).
Highlights
In this announcement, the Institute of Education Sciences (Institute) requests applications for research projects that will contribute to its Special Education Research Grants program (CFDA 84.324A)
There are a number of changes to the Request for Applications (RFA) and the Special Education Research Grants program (CFDA 84.324A) competition in FY 2015
For research that runs from preschool through early elementary grades, you may apply to Early Intervention and Early Learning in Special Education or to another topic that focuses on grades K-12 and has the appropriate sample, outcomes, setting, and intervention provider requirements
Summary
The Institute of Education Sciences (Institute) requests applications for research projects that will contribute to its Special Education Research Grants program (CFDA 84.324A). Work across the Institute’s topics and goals should yield information about the practical benefits and the effects of specific interventions on education outcomes and contribute to the bigger picture of scientific knowledge and theory on learning, instruction, and education systems. This RFA is organized in the following fashion. The first use of each term is hyperlinked to the Glossary
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