Remediation Program Research Articles

Motivating Literacy and Literary Skills in Students for Remediation: An Innovative and Foregrounding Approach

Purpose: Innovative And Foregrounding Approach to Motivating Literacy and Literary Skills (IFAMLSIS) provides a summary of the writer's foreground approach to motivating students on the core aspects of reading, writing and literary skills spectacled from an innovative skills program. The module, an action research, was developed as part of remediation program for students who lacked the proficiency in English language in the Department of English of the Federal College of Education Kano, Nigeria. The focus of this review is on the fundamental components of reading, writing, and literary abilities as seen through the lens of a novel Foregrounding Approach. It has been developed with purposeful activities that are meant to ground students in the skill of reading and enjoying literary texts, which in turn, are imagined, would change them into competent writers.
 Methodology: The module's operation is based on the collaborative "Think-Pair-Share" model, which allows students to work or navigate through assignments independently at first, then in pairs, groups, or as a class, as well as share ideas and cooperate on tasks and projects.
 Findings: The researcher reveals the several modules created for remediation for students with deficiencies in English language. Each part includes thorough explanations and summaries of the contents of each unit. Also included are suggestions for the implementation of the program as well as its advantages, particularly for ESL students.
 Contribution to theory: Although the module's implementation is still in development, it is anticipated that the results will be favorable. The module will be improved using the results of its pilot testing. The government, the commercial sector, and other stakeholders in higher education are urged to contribute financially to the publication, mass manufacturing, and distribution of the module throughout Nigerian colleges of education and elsewhere.

Evaluating and ranking the mining damage prevention programs in South Korea: An application of the fuzzy set theory

As various types of mining damage have occurred in South Korea, the mining damage prevention project has been in place since 2007. The project includes seven programs: abandoned mining facilities demolition program, mine drainage treatment program, mine subsidence prevention program, mine tailings loss prevention program, noise, vibration, and dust damage prevention program, reforestation program, and soil remediation program. This research seeks to derive the priorities of the programs through a national survey of 1000 people. Respondents are asked to judge the importance of individual programs on a 5-point scale and then the confidence in the importance judgment on a 5-point scale. Applying the fuzzy set theory comprehensively reflecting each respondent's importance judgment and the confidence in the judgment, the weights of the seven program are computed. Moreover, the confidence interval for the weights are obtained using the nonparametric bootstrap technique. Several policy implications, including the need to match the ranking of programs derived from this study with the ranking of the budget spent on the seven programs in the past, from the results are presented.

MANAGERIAL STRATEGIES TO ENSURE ACCESS TO EDUCATION IN THE PANDEMIC CONTEXT

The article presents the conclusions of a research carried out in 2021, in Iaşi County, in order to identify the managerial steps used by disadvantaged school principals in order to ensure access to education for all children. The data collection strategy aimed at a mixed design (quantitative and qualitative) and took place in six disadvantaged schools in Iaşi County, three in urban areas and three in rural areas. Approximately 5,000 children study in these schools, from preschool to high school. 18 databases were analyzed on students’ school results, the remedial programs implemented and the digital technological resources used by schools to ensure equal access to education. The quantitative data were correlated with the qualitative data obtained from the six interviews conducted with school principals. The research findings illustrate that the COVID-19 pandemic has exacerbated problems with access to education. Thus, a quarter of students studying in the six schools included in the research (1167 children out of a total of 4714) studied in the first semester of the 2020-2021 school year only through educational packages and did not benefit from online courses, interaction with colleagues and teachers for an entire semester. Educational projects have been initiated to reduce the negative effects, but the problem remains with lasting consequences.

Student Retention and Success in an RN-BSN Program: Determining Variables and Methods

Background The Online Registered Nurse to Baccalaureate Science in Nursing (RN- BSN) Program has a retention rate of close to 97.5% (UTEP, 2020). Attrition rates in nursing programs are high. The National League for Nursing (NLN) last reported a 25 % attrition rate which may double for minority students in four-year nursing programs (NLN, 2014; Elkin, 2019). As online courses in colleges and universities are growing and are predicted to become mainstream by 2025, it is essential to identify factors contributing to our retention rates. American Association of Colleges of Nursing (AACN) has made it part of its 2021-2022 policy priorities to increase access to nursing programs (AACN, 2021). Objective The purpose of this study was to ascertain the factors affecting nursing student retention. The information was used to make changes to the existing online programs in our school and better support our students. The research question was “What factors do students identify that influenced their RN to BSN program retention?” Methodology The participants were chosen using a convenience sampling technique. The university was a public institution located in a border town. Three types of questions were asked: (1) general demographic information, (2) nursing career, and (3) program requirements for the RNBSN. Results A total of 33 participants completed the RN-BSN retention program study. The findings indicated that several general factors contribute to retention and student success, including student support services, mandatory orientation programs for students and faculty, credit student success courses, remedial academic ability programs (which discuss support services, particularly computer tech support), and recognizing the importance of diversity in the classroom and at work. Conclusion Examining the characteristics of distance education students, as well as their distinct abilities and needs, may assist schools in improving student retention. Reconsidering the characteristics and unique features of distance learning students may help schools retain students with a variety of needs, such as access to scholarships, loans, and financial incentives to continue their education.

A Pilot Study Assessing the Effects of Goal Management Training on Cognitive Functions among Individuals with Major Depressive Disorder and the Effect of Post-Traumatic Symptoms on Response to Intervention

Recent meta-analyses highlight alterations in cognitive functioning among individuals with major depressive disorder (MDD), with performance deficits observed across multiple cognitive domains including executive functioning, memory, and attention. Moreover, impaired concentration is a formal diagnostic criterion for a major depressive episode. Notably, cognitive impairment is reported frequently in MDD and is associated with poor treatment response. Despite this knowledge, research examining the effectiveness of top-down, adjunctive treatments for cognitive dysfunction in MDD remains in its infancy. The primary aim of the present study was to perform a pilot investigation of the implementation of a standardized cognitive remediation program, Goal Management Training (GMT), among individuals with a primary diagnosis of MDD. A secondary aim was to explore how comorbid symptoms of post-traumatic stress disorder (PTSD) among those MDD patients exposed to trauma may affect treatment response. A final sample of thirty individuals were randomized to either participate in the nine-week GMT program (active group; n = 16) or to complete a nine-week waiting period (waitlist control; n = 14). One participant was excluded from the GMT group analysis following study completion due to meeting an exclusion criteria. In total, 60% of the individuals allocated to the GMT program were trauma exposed (n = 9). Groups were assessed at baseline, post-treatment, and at three-month follow-up. The assessment comprised neuropsychological tasks assessing a variety of cognitive domains, subjective measures of functioning and symptom severity, as well as a clinical interview to establish a primary diagnosis of MDD. Significant gains in processing speed, attention/concentration, and response inhibition were observed for the participants in the GMT condition relative to participants in the waitlist control condition. Individuals in the GMT condition also reported improvements in subjective cognitive functioning from baseline to post-treatment. Heightened PTSD symptom severity was associated with reduced response to treatment with respect to the domain of processing speed. The results of this pilot investigation highlight not only the potential utility of GMT as an augmentative treatment in MDD, but also highlight the contribution of comorbid symptoms of PTSD to diminished treatment response among trauma-exposed individuals with MDD. The study is limited primarily by its small pilot sample and the absence of a program evaluation component to gauge participant opinions and feedback of the treatment protocol.

The Keys to Endurance: An Investigation of the Institutional Factors Relating to the Persistence of Historically Black Colleges and Universities

ABSTRACT Historically Black Colleges and Universities (HBCUs) have a unique history, mission, and role in educating underrepresented and underserved students in the United States. In light of the recent uptick in institutional closures across sectors, understanding the factors associated with college survival for HBCUs is critical. Using linear probability models and data from the Integrated Postsecondary Data System from 1988–2017, we measure which institutional factors are associated with a greater likelihood that HBCUs will remain open when compared to institutions that closed. Findings indicate that institutions located in urban locales are more likely to continue operation when compared to rural institutions. Also, having remedial academic programs and greater spending on student services are associated with an increased likelihood of remaining open. Importantly, these are not the same factors associated with a higher rate of survival for Predominantly White Institutions (PWIs). We conclude by sharing the implications of this research for institutional policies in higher education.

Effective alleviation of Cd stress to microbial communities in mining reclamation soils by thiourea-modified biochar amendment

Reclaimed soils in mining area usually display low fertility and present Cd stress. The amendment of modified biochars effectively fixes Cd in soils, enhances soil fertility, and reduces Cd stress in soil microorganisms. However, the effect of thiourea-modified biochar (TBC) on microbial adaptability to Cd stress in mining reclamation soils is still unclear. The present work studied the effects of TBC amendments on Cd immobilization and microbial community changes in a mining reclamation soil displaying extreme Cd contamination. The results indicated that the amendment of TBC significantly enhanced ( P < 0.05) soil pH, the content of available phosphorus (AP), and the activities of urease and polyphenol oxidase by 1.3%, 463.4%, 54.4%, and 84.0%, respectively, compared to the control. The amount of toxicity characteristic leaching procedure-extracable Cd decreased ( P < 0.05) by 68.0% in the TBC-amended soils. TBC presented a more active response to the Cd stress, while the structure of soil microbiota was reorganized and the alpha diversity index was increased. TBC amendment increased the relative abundances of Proteobacteria, Bacteroidota, and Zoopagomycota, which were strongly associated ( P < 0.01) with higher soil pH and AP. Structural equation models demonstrated that the effect of Cd immobilization was directly influenced by soil pH, AP, and urease, and indirectly affected by bacterial structure in TBC treatment. TBC amendment can effectively improve the structural composition of soil bacteria under Cd stress, as well as enhance the pathways of decreasing soil Cd availability. The results might facilitate the development of in-situ remediation programs in Cd-contaminated soils in the future.

The Implementation of the Behavioral Remedial Program at Homeschooling: A Case Study at Homeschooling Kak Seto in Indonesia

The Implementation of the Behavioral Remedial Program at Homeschooling: A Case Study at Homeschooling Kak Seto in Indonesia

An Analysis of the Oral Communication Barriers in Face-to-face Communications Towards the Development of an Intervention Program in Speaking

This study aimed to unravel the speaking barriers experienced by the criminology students in face-to-face oral communications, the effects of these barriers in their speaking performance and the strategies they use to cope with these speaking barriers. Results from these queries served as bases in developing a remedial intervention program that aims to improve students’ English-speaking skills and overcome their communication barriers most specially in face-face-to settings. To achieve these aims, this study used qualitative descriptive design with semi-structured interview as data gathering tool. Nine criminology students were interviewed. Results showed that the oral communication barriers experienced by these 9 criminology students in face-to-face communications with English as medium include lack of knowledge of the English language such as vocabulary, grammar, and pronunciation; limited content knowledge/topical knowledge; and psychological related constraints. Meanwhile, results showed that the oral communication barriers experienced by the criminology students result to misinterpretation of the meaning they want to convey and mental blackouts. Findings also showed that the participants employ strategies in coping with the oral communication barriers and in avoiding being misinterpreted and mental blackouts, these include watching English movies, reading, practicing oneself to speak in English alone, googling, and interacting with others.

Randomized clinical trial of integral cognitive remediation program for major depression (INCREM)

BackgroundDespite achieving clinical remission, patients with depression encounter difficulties to return to their premorbid psychosocial functioning. Cognitive dysfunction has been proposed to be a primary mediator of functional impairment. Therefore, the new non-pharmacological procognitive strategy INtegral Cognitive REMediation for Depression (INCREM) has been developed with the aim of targeting cognitive and psychosocial functioning. MethodsThis is a single-blind randomized controlled clinical trial with three treatment arms. Fifty-two depressed patients in clinical remission, with psychosocial difficulties and cognitive impairment, were randomly assigned to receive INCREM intervention, Psychoeducation programme, or treatment as usual. Patients were assessed before and after the study period, and six months after. The primary outcome was the change from baseline of patients' psychosocial functioning. Changes in cognitive functioning and other variables were considered secondary outcomes. ResultsThe analysis showed a significant improvement in psychosocial functioning in the INCREM group, especially six months after the intervention, compared to patients who received the psychoeducation programme. An improvement in cognitive performance was also observed in the INCREM group. LimitationsThis study includes a small sample size due to the anticipated end of the clinical trial because of the COVID-19 pandemic. DiscussionThese results provide preliminary evidence on the feasibility and potential efficacy of the INCREM program to improve not only cognitive performance but also psychosocial functioning in clinically remitted depressed patients, and such improvement is maintained six months after. It can be speculated that the maintenance is mediated by the cognitive enhancement achieved with INCREM.

Development of Home-Based Intervention Module for Specific Learning Disorder Mixed Type: A Qualitative Study.

Background:Despite significant prevalence of specific learning disorder (SLD) in India, insufficient efforts have been taken to deal with its burden. Currently, the workforce is limited and resources are expensive and difficult for families to access. Consequently, developing an alternative remedial program in the form of a home-based intervention (HBI) is imperative. This article describes the development phase of a manualized HBI program for 7 to 12-year-old children with SLD.Methods:Extensive literature search, 7 focus group discussions with parents of children with and without SLD and teachers/counselors (n = 44), and 22 in-depth interviews with SLD children (n = 9) and professionals (n = 13) were conducted. A thematic analysis was done. Intervention strategies were identified based on themes. Experts’ feedback about the content and structure of HBI was also taken.Results:The design and application of the HBI program integrate several intervention areas, including psychoeducation, learning strategies, cognitive, social, and behavioral techniques, and therapy for parents. HBI comprised 14 parent training sessions, the duration being 45 to 60 min per session, over six months. Parent training consisted of four steps. (a) The researcher/clinician describes the steps of reading, writing, or math strategies to the parents/caregivers; (b) the researcher/clinician implements the strategies with or without the presence of the child and observation by the parent; (c) the parent practices the strategies in front of the researcher/clinician; and (d) the researcher/clinician observes parents’ practice and corrects them if required.Conclusion:HBI manual for children with SLD-mixed type has been developed, keeping with all stakeholders’ perspectives. Further study is on the way to assess its acceptability, feasibility, and effectiveness.

Analisis Kompetensi Guru dalam Menunjang Keberhasilan dalam Proses Belajar Mengajar di SMP N 39 Medan

Abstract This study aims to support the success of teachers in the teaching and learning process. Teacher competence can contribute to improving learning achievement, being able to be an active role model, creative, innovative and have high integrity in schools. The purpose of this study was to determine the pedagogic competence, personality competence, social competence and professional competence of teachers in improving learning achievement in junior high schools in the city of Medan. This study uses a phenomenological approach according to the type of qualitative research. The phenomenological approach is an approach in research that will explore the experiences experienced by the subject in depth (Moutakas 1994). The subject used is a social studies teacher who works at SMP Negeri 39 Medan. This research was conducted on May 17, 2022. The results showed: (1) Pedagogic competence is prioritized for the management of students by understanding the potential and diversity of students, understanding the foundation and philosophy of education, being able to develop learning plans and strategies, using information on the results of the assessment and evaluation to design remedial and enrichment programs and not all teachers are able to carry out classroom action research. (2) Personality competencies include, among others, the teacher respects the diversity of ethnicities and religions embraced by each student and is an example of being honest, firm, wise and able to maintain a good name. (3) Social competence, teachers can communicate orally and in writing, able to interact effectively with students, fellow educators, education staff, parents/guardians of students; and can get along politely with the surrounding community. (4) Professional competence, the teacher has mastered the scientific substance related to the field of study, understands the teaching materials in the school curriculum, understands the structure, concepts and scientific methods that are overshadowing or coherent with the teaching material, Developing professionalism in a sustainable manner by taking actions of reflection and Utilize information and communication technology to develop themselves.

Development of Goal Management Training+ for Methamphetamine Use Disorder Through Collaborative Design.

BackgroundMethamphetamine use disorder (MUD) is associated with executive dysfunctions, which are linked with poorer treatment outcomes including earlier drop out and relapse. However, current treatments for MUD do not address executive functions. Goal Management Training (GMT) is an evidence-based cognitive remediation program for executive dysfunction, although required modifications to enhance its relevance and application within addiction treatment settings. This study aimed to (1) tailor GMT to the key cognitive deficits and typical treatment duration of MUD; (2) explore consumers' (people with MUD) engagement with the revised program; (3) implement a prototype of the program with consumers; and (4) present the manualized standard administration to clinical service providers.MethodsWe followed the Medical Research Council Complex Interventions Framework and employed an evidence- and person-based intervention development process. We used a four-phased approach and collaborated with neuropsychology experts, design researchers in healthcare, consumers with MUD, and clinical service providers. Each aim was addressed in a separate study phase; including content refinement and review with neuropsychology experts (phase 1), intervention design and collaboration with consumers (phase 2), prototype development and review with consumers (phase 3), and final program modifications and review with clinical stakeholders (phase 4).ResultsFindings from phase 1 indicated support for targeting four cognitive processes (attention, impulse control, goal setting, and decision-making). Key feedback included the need to help habitualize cognitive strategies and to guide consumers in applying these strategies in emotionally salient situations. Findings from phases 2 and 3 indicated consumer support for the program strategies and materials but highlighted the need to further enhance the personal relevance of specific content and journal activities. Findings from phase 4 provided clinicians support for the revised program but indicated an opportunity to minimize unintended effects. We present the intervention materials for the final revised program, Goal Management Training+ (GMT+), in line with TIDieR guidelines.ConclusionsGMT+ targets key cognitive processes and is sensitive to the clinical needs of people with MUD. Our intervention development process was important for informing the active ingredients and materials for GMT+, and indicated initial consumer and provider acceptability prior to conducting a clinical trial.

Post graduate remediation programs in medicine: a scoping review

BackgroundRecognizing that physicians may struggle to achieve knowledge, skills, attitudes and or conduct at one or more stages during their training has highlighted the importance of the ‘deliberate practice of improving performance through practising beyond one’s comfort level under guidance’. However, variations in physician, program, contextual and healthcare and educational systems complicate efforts to create a consistent approach to remediation.Balancing the inevitable disparities in approaches and settings with the need for continuity and effective oversight of the remediation process, as well as the context and population specific nature of remediation, this review will scrutinise the remediation of physicians in training to better guide the design, structuring and oversight of new remediation programs.MethodsKrishna’s Systematic Evidence Based Approach is adopted to guide this Systematic Scoping Review (SSR in SEBA) to enhance the transparency and reproducibility of this review. A structured search for articles on remediation programs for licenced physicians who have completed their pre-registration postings and who are in training positions published between 1st January 1990 and 31st December 2021 in PubMed, Scopus, ERIC, Google Scholar, PsycINFO, ASSIA, HMIC, DARE and Web of Science databases was carried out. The included articles were concurrently thematically and content analysed using SEBA’s Split Approach. Similarities in the identified themes and categories were combined in the Jigsaw Perspective and compared with the tabulated summaries of included articles in the Funnelling Process to create the domains that will guide discussions.ResultsThe research team retrieved 5512 abstracts, reviewed 304 full-text articles and included 101 articles. The domains identified were characteristics, indications, frameworks, domains, enablers and barriers and unique features of remediation in licenced physicians in training programs.ConclusionBuilding upon our findings and guided by Hauer et al. approach to remediation and Taylor and Hamdy’s Multi-theories Model, we proffer a theoretically grounded 7-stage evidence-based remediation framework to enhance understanding of remediation in licenced physicians in training programs. We believe this framework can guide program design and reframe remediation’s role as an integral part of training programs and a source of support and professional, academic, research, interprofessional and personal development.

Comparing executive functions profiles in anorexia nervosa and autism spectrum disorder in adolescence.

ObjectiveExecutive functions (EFs) inefficiencies in anorexia nervosa (AN), especially in set‐shifting and central coherence, suggest a link between AN and autism spectrum disorders (ASDs). This study aimed at comparing EF profiles in AN and ASD, and investigating clinical variables associated with the identified EF difficulties.MethodOne hundred and sixty‐two adolescents with AN or ASD completed self‐report questionnaires assessing depression, anxiety and autism symptoms. Parents completed the behaviour rating of executive functions parent‐form (BRIEF‐P). Besides comparing EFs in AN and ASD, we also analysed clinical variables scoring below and above the mean age score across the all sample. We additionally examined the relationship between clinical variables and the BRIEF‐P indexes in AN.ResultsParticipants with ASD had greater EF difficulties than participants with AN on all BRIEF‐P scales. In the whole sample, higher autistic features were related to poorer EF. In AN, lower body mass index and particularly higher autism‐spectrum quotient (BRI: Beta = 0.55; p < 0.001 and GEC: Beta = 0.50; p < 0.001) were most strongly associated with poorer EF.ConclusionAlthough participants with ASD showed greater difficulties, autistic traits were related to alter EFs in AN. Exploring further this dimension can undeniably allow better adaptive cognitive remediation programs.

Assessment of surface water quality of the bois river (Goiás, Brazil) using an integrated physicochemical, microbiological and ecotoxicological approach

The data on water pollution is scarce in developing countries, including Brazil. The water quality assessment is important implementing the monitoring and remediation programs to minimize the risk of hazardous substances in freshwaters. Thus, this study evaluated the surface water quality of a stretch of the Bois River (Brazil), based on the physicochemical, microbiological and ecotoxicological analyses conducted in 2017, using Standard Methods and fish embryo acute toxicity (FET) test with zebrafish (Danio rerio). The results indicated that the quality of water samples located close to the discharge of tannery effluents was most impaired. Total phosphorus, BOD, DO, ammoniacal nitrogen, and thermotolerant coliforms parameters in P4 were not in accordance with the standards of current Brazilian legislation. Iron, lead, and copper levels were higher than environmental standards. The physicochemical quality of water samples was lower in the dry season than the rainy season. All samples (P1, P3, and P5) in rainy and dry seasons did not induce significant acute toxicity for zebrafish early-life stage; however other trophic levels (algae and microcrustacean) should be investigated to gain a better understanding of the toxicity during water quality analysis. In conclusion, the physicochemical and microbiological changes in the water of the Bois River can affect aquatic organisms as well as humans when it is used for drinking or in agriculture.

Validation of the Dysgraphia Disability Scale (DDS); An assessment tool for writing difficulty

Dysgraphia is defined as the difficulty in the production of written language. This study was carried out on 50 subjects aged 6-12 years who suffered from writing disabilities. This methodological study was designed to measure the possible breakdown mechanisms causing dysgraphia. A scale was created to cover most of the weak points in dysgraphia especially the fine motor and proprioceptive aspects. Reliability and validity of this scale were performed to allow its application. Findings were dealt with statistically and it was found that three types of dysgraphia have been known as Dyslexic, Motoric, and Spatial Dysgraphia. The scale diagnoses dysgraphia in an objective way and the severity of the condition can be determined in addition. This helps better understand the patients’ needs when a trainer designs the remediation program.

A Multi-level Remedial Teaching Design Based on Cognitive Diagnostic Assessment: Taking the Electromagnetic Induction as an Example

Multi-level teaching has been proven to be more effective than a one-size-fits-all learning approach. This study aimed to develop and implement a multi-level remedial teaching scheme in various high school classes containing students of a wide range of learning levels and to determine its effect of their learning. The deterministic inputs noisy and gate model of cognitive diagnosis theory was used to classify students at multiple levels according to their knowledge and desired learning outcomes. A total of 680 senior high school students from central provinces in China participated in the initial cognitive diagnostic test, and 1,615 high school sophomores from seven high schools in China participated in a formal cognitive diagnosis test. Thirty-six high school students from Southwestern China participated in the think-aloud protocols, and 258 seniors from three high schools in southwest China participated in the remedial teaching experiment. Through an analysis of students’ think-aloud protocols, cognitive errors of students at all levels were determined, and multi-level remedial teaching programs were designed to address these common cognitive errors. The remedial teaching programs were then implemented in three schools and compared with a control group. The results indicated that the students in the experimental group showed a more significant improvement. In this study, the steps of designing multi-level remedial teaching include assessment, classification, and preparing a teaching scheme, which are feasible and can have remarkable teaching effects. This process can be used for reference by teachers of various subjects.

Analisis Kesalahan Siswa dan Remedialnya Dalam Mengerjakan Soal Cerita Perbandingan Matematika

&lt;p&gt;&lt;em&gt;Problem solving mathematics error in a matter of story on ratio material worth and turn around values still often occur, so we need a remedial program to minimize these errors. For this reason, this study aims to determine the types of errors, remedial program steps and types of errors after the remedial program. This research is a qualitative descriptive study with the data collection method uses tests, interviews, and personal documents.&lt;/em&gt; &lt;em&gt;The study was conducted at eighth grade of SMP Pangudi Luhur 1 Yogyakarta. This study applies a layered validation strategy in the form of triangulation techniques, Focus Group Discussion (FGD) and the involvement of resource persons and experts.&lt;/em&gt; &lt;em&gt;The results showed that the dominant error in the form of an error did not understand the command problem with a percentage of 43%, the error shown if every step taken by students was correct but the final result given was not a solution done with a percentage of 80% and a calculation error with a percentage of 20%.&lt;/em&gt; &lt;em&gt;After the results are obtained remediation efforts are made. Based on the remediation results that have been made, there is a decrease in 3 categories of dominant student errors, namely mistakes not understanding the question command to a percentage of 31%, errors that are shown if each step taken by students is correct but the end result given is not a completion done to 60%. Thus, the remediation program makes fewer types of mistakes made by students than before remediation&lt;/em&gt;&lt;em&gt;&lt;/em&gt;&lt;/p&gt;

Public safety personnel feedback from a remote trial of Goal Management Training for post-traumatic stress during Covid-19

Purpose: This paper explores participants’ perspectives on the acceptability, utility, and perceived therapeutic effects of a virtual group cognitive remediation program, Goal Management Training (GMT)™, during the COVID-19 pandemic. The advantages and drawbacks of these groups are considered as part of an online research study protocol exploring cognitive remediation among first responders (police, firefighters, paramedics, emergency dispatchers, corrections and parole officers, and nurses) who have been impacted by trauma.&#x0D; Methods: We qualitatively examined the results of an anonymous participant feedback survey collected from 20 first responders who took part in the first round of our online therapy groups. A thematic analysis approach was taken to highlight key themes and recommendations.&#x0D; Results: Survey results indicated that participants found our online protocol effective in terms of group facilitation, the utility of online platforms, and perceived therapeutic effects. Further, some participants preferred participating online versus attending in-person groups.&#x0D; Conclusion: This early data suggests that providing virtual options for research and treatment among trauma-impacted public safety personnel may increase accessibility and overall participation among this population.