Remediation Program Research Articles

School Initiatives and Stakeholders’ Involvement

School initiatives are crucial for addressing student and community needs, with the Department of Education (DepEd) mandated to maintain a comprehensive education system aligned with national goals. These initiatives foster holistic student growth and productivity. Increased parental involvement enhances student outcomes and school climate. Education is dynamic, influenced by curriculum changes, global trends, and lifelong learning concepts. The K to 12 program in the Philippines aims to equip students with 21st-century skills, despite quality challenges. The study identifies school initiatives in Ubay, Bohol, and measures stakeholder involvement, grounded in School Improvement Theory and Participatory Development. The study revealed that while not all schools in the southwest district of Ubay, Bohol conducted school-based faculty development programs, they all held In-service Training (INSET) for teachers and Learning Action Cell (LAC) sessions. Additionally, various school-based initiatives, such as symposiums and workshops, have been conducted to further faculty development. The integration of Information and Communications Technology (ICT) in lessons and the establishment of remedial programs for at-risk learners reflect a commitment to enhancing educational quality. Community involvement, through partnerships and outreach programs, has been significant, with teachers and parents actively participating in initiatives aimed at student and community welfare. However, teacher motivation for participation in faculty development initiatives remains an area for improvement.

Cognitive Remediation to Facilitate Independent Living in Persons With Serious Mental Illness.

Many people with serious mental illness (SMI) experience cognitive disabilities and poor independent living skills which limit their ability to live independently in the community. This study examined the feasibility and initial effectiveness of integrating a new cognitive remediation program, Thinking Skills for Life (TSL), into independent living skills training programs in four secure residential treatment facilities (SRTFs) to facilitate discharge to more independent living situations. Participants were 30 individuals in the SRTF, of whom 11 were forensically committed to the SRTF. Results showed the intervention was feasible to implement, with 97% of participants exposed to TSL and 67% completing the program. Initial promise of the TSL program at improving independent living was suggested by post cognitive program discharge to less restrictive living situations of 63% of participants not on forensic commitment, and 55% of those on forensic commitment. These promising findings set the stage for more rigorous evaluation of the efficacy of the TSL program.

Development of fine motor skills in elementary school students: Gender and age effects

Fine motor skills are a good indicator of a child’s overall development. They underpin almost all everyday activities from self-care skills such as dressing to academic skills such as writing and drawing. In this study we examined the development of fine motor skills of early elementary school children. The sample for this study consisted of 175 children (93 boys, 82 girls, mean age= 120 months; SD = 10.7 months). attending 3rd, 4th, and 5th grades. We used Grooved Pegboard test for measuring fine motor skills. We found a medium, statistically significant, correlation between age and motor skills, with stronger correlation at younger age. In relation to child’s grade, there were statistically significant differences in motor skills between children attending 3rd and 4th grade, but no differences between children in 4th and 5th grade. As for the gender, there were no mean differences between boys and girls in the 3rd grade, but there were differences in 4th and 5th grade with girls achieving statistically significantly better scores on Grooved Pegboard test. Fine motor skills should routinely be examined in children and appropriate remediation programs should be set if a child falls behind in motor skills. We concluded a paper with several ways how elementary schools can include fine motor exercises in their curricula.

CHALLENGES IN TEACHING REMEDIAL READING TO GRADE FIVE STUDENTS: TEACHER INPUT, STUDENT OUTPUT ROUTINE

This study aimed to discover the teacher input and student out in remedial reading program. Thus, the study demonstrated how additional reading practice opportunities could be created by using different forms of reading outside class, as teachers provided the input and students benefited from the output. All of the participants were 18 years old and above and were teachers in selected public schools in Sultan Kudarat division. These participants were currently teaching in the school year 2023-2024, with more than two years of experience in teaching reading. A total of 10 participants were considered for this study, and they joined either in-depth interviews (IDI) or a focused group discussion (FGD). Analysis of the data revealed three themes; namely, the significance of the learning environment, designing effort and objectives in reading, and the dedication of teachers in teaching reading. The study revealed the values, beliefs, and insights of elementary teachers in implementing remedial reading initiatives as part of their teaching profession. The findings indicated that although the experiences of the teacher participants varied as they conducted online remedial reading, commonalities were evident in terms of the significance of the learning environment, design efforts, and objectives in reading, as well as the dedication of teachers in supporting the conceptual framework of the Department of Education in implementing remedial reading initiatives, particularly for elementary students. KEYWORDS- Challenges, Teaching, Remedial Reading, Grade Five Students, Teacher Input, Students’ Output, Routine

Assessing Executive Functions: Confirmatory Factor Analysis of the Yellow-Red Test in Bosnian Elementary School Students.

Executive functions (EF) have been significantly correlated with many important participant characteristics, including education, behavior, and overall health. Assessing EF in children is particularly important, as doing so can help clinicians develop programs for EF remediation. However, there is a limited understanding of comprehensive performance-based EF assessment tools for children. Our goal in the present paper was to conduct a Confirmatory Factor Analysis (CFA) of the Yellow-Red test, a performance-based EF measure, in a Bosnian sample of early elementary school students. Specifically, our participants were 180 children aged 8-11years (M age = 9.6years, SD = 1), including 83 girls and 97 boys. The CFA showed that the data fit well with both a unidimensional model (global EF) and a two-dimensional EF model, comprised of (i) working memory and (ii) inhibition plus cognitive flexibility. A comparison of these two models showed that the two-factor model was a statistically better fit to this sample's performance than the unidimensional model. These results suggest that EF in this age group can be viewed as both a single construct and a multi-factor construct (with at least two-factors). The Yellow-Red Test, with its engaging and cross-cultural research base, is a useful instrument for detecting EF dysfunction, and it can provide valuable insights for informing tailored interventions.

Characteristics of ADHD in Struggling Residents and Fellows.

Background Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental condition that often results in poor academic performance. Little is known about how ADHD manifests in residents and fellows. Objective To describe the prevalence and phenotype of ADHD among residents and fellows referred to a centralized remediation program. Methods We conducted a retrospective review of data obtained from referrals to a single-center centralized graduate medical education remediation program from 2017 to 2023. Data included demographic variables, ADHD and mental health history, and training performance characteristics. ADHD was determined by self-report, clinical diagnosis by mental health provider, or neuropsychological testing. Results A total of 173 trainees were referred in the study period. The prevalence of ADHD was 20% (35 of 173). ADHD was most commonly diagnosed in childhood (57%, 20 of 35); however, 26% (9 of 35) were diagnosed during or after medical school. Only 37% (13 of 35) were on medication, and 69% (24 of 35) disclosed at least one concomitant mental health diagnosis. Performance deficits were common in professionalism (69%, 24 of 35), organization/efficiency (O/E; 63%, 22 of 35), and medical knowledge (46%, 16 of 35). Repeated errors in patient care were made by 34% (12 of 35); 29% (10 of 35) failed at least one board examination, and 20% (7 of 35) required extension of residency or fellowship training. When compared to referrals without ADHD, residents and fellows with ADHD were more likely to struggle with O/E, failure to engage, and repeated errors. Conclusions One in 5 trainees referred to a GME remediation program had ADHD, and most were not being treated for ADHD when referred. The deficits identified suggest an ADHD phenotype in GME which may be considered for struggling residents and fellows.

Multisensory stimulation in advanced dementia: Insights from a case study

AbstractBackground A 92‐year‐old retired seamstress, born in 1932, with 12 years of education, had been residing in a long‐term care facility since 2019, following a fall and hip fracture. Post‐admission, her cognitive function gradually declined and she did not participate in residential home activities. This study explores the outcomes of an 8‐month, multisensory remediation program. Methods The individual participated in bi‐weekly, multisensory, group therapy sessions spanning eight months from April to December 2023. The stimuli comprised a blend of visual, tactile, and auditory elements, such as constructive wooden puzzles, knitting wool, sensory balls, kinetic sand, exposure to fabric and clothing, classical music songs, language engagement through discussions, and reminiscence activities. Results Over the course of 8 months, the individual demonstrated qualitative improvements, including active participation in dialogues with neuropsychologists, expressing preferences for stimuli, and displaying increased engagement and willingness to attend sessions. Clinic personnel also noted positive changes in mood, cooperation, interest in interactive activities within the clinic, and enhanced language abilities. These improvements led to the patient relocating to a more team‐oriented table in the common area. As a result of these observed positive changes in the clinical profile, the Mini Mental State Examination (MMSE) was administered in December 2023, yielding a score of 6 out of 30 (points achieved in, naming, reading, orientation and following instructions). Discussion Multisensory therapy may show promise in regard to language and communication skills in elderly individuals with advanced dementia. These positive outcomes may contribute to the patients’ overall well‐being and serve as valuable indicators for treatment evaluation. The study is ongoing to explore long‐term effects and broader implications.

Assessment of level and source of stress in mothers of newborns admitted to neonatal intensive care unit in tertiary care hospital

Background: The hospitalization of a neonate is stressful for the mother and all family members Severe stress can affect mother–baby relationship and thus affect newborn development subsequently. The parent-infant bonding process during the newborn period establishes the foundation a lifelong relationship. This process is affected when the newborn spends the first several weeks in NICU. Quantifying stress levels of parents and identifying environmental stressor is useful in assisting the health personnel in improving the quality of medical care. To study the level and source of stress in mothers of Newborns admitted in the Neonatal intensive care unit and to quantify the stress levels by parental stressor scale. Methods: In this cross-sectional study included 400 mothers of newborn babies admitted in NICU of Basaveshwar Hospital and Sangameshwar hospital attached to Mahadevappa Rampure Medical College, Kalaburgi with semi structured validated interview-based questionnaire consisting of parenteral stressor scale: NICU (PSS: NICU) comprising three subscales and questions related to maternal and neonatal characteristics will be used. Results: Among the study population the mean stress score was maximum in parental role domain of PSS: NICU stress scale. The maternal stress was higher among preterm and non-breast-fed babies in looks and behaviour and parental role. Maternal stress was statistically significant among rural, illiterate and home maker participants in all 3 domains. Conclusions: NICU mothers are under significant stress and appropriate counselling targeted towards specific stressors is required and before designing remediation programs for parents, local demography and the predominant NICU stressors need to be kept in mind. maternal stress, neonatal intensive care unit environment, baby looks and behaves.

NEUROPSYCHOLOGICAL INTERVENTION IN DEVELOPMENTAL DISORDERS

There is an increase of children identifi ed with developmental disorders, which is why it is necessary to have knowledge of the neuropsychological and cultural-historical psychological approach, which will allow the specialist to approach the cause of different alterations, expand the diagnostic possibilities and to create intervention programmes. The neuropsychological diagnosis obtained from a qualitative analysis makes it possible for the neuropsychological assessment to consider not only the causes of the clinical picture but also to determine the objectives and methods for neuropsychological correction. One of the main challenges of child neuropsychology consists in elaborating and not selecting the methods of intervention (Solovieva and Quintanar, ). The remediation and teaching programmes are personalized, as they are aimed at functional integration of weak neuropsychological mechanisms by relying on strong mechanisms. The programme contains a particular sequence of stages, in the initial phase the objectives to be developed through the different tasks are explained to the parents, the work agreement is presented and rapport with the child is established. In each of the stages, the child’s motivation, desire and willingness to work on different activities is guaranteed. During the therapy sessions, neuropsychologist provides the child with the necessary physical and verbal guidance. The participation of the family and the social context is fundamental throughout the process of neuropsychological correction, with the objective of improving the child’s quality of life and his or her integral development.

Inferring social signals from the eyes in male schizophrenia

Nonverbal communication habitually leaks out in ways that expose underlying thoughts, true feelings, and integrity of a counterpart. Social cognition is deficient in a wide range of mental disorders, including schizophrenia (SZ). Inferring social signals through the eyes is pivotal for social interaction but remains poorly investigated. The present work aims to fill this gap by examining whether and, if so, how reading language of the eyes is altered in SZ. We focused on male SZ, primarily because the disorder manifests a gender-specific profile. Patients and matched typically developing (TD) individuals were administered the Reading the Mind in the Eyes Test-Modified (RMET-M) and Emotions in Masked Faces (EMF) task that provide comparable visual information. The findings indicate that in SZ, the emotion recognition profile is similar to TD, with a more accurate recognition of some emotions such as fear, neutral expressions, and happiness than the others (sadness and disgust). In SZ, however, this profile is shifted down: all emotions are recognized less accurately than in TD. On the RMET-M, patients are also less precise, albeit they perform better on items with positive valence. In SZ only, recognition accuracy on both tasks is tightly linked to each other. The outcome reveals global challenges for males with SZ in inferring social information in the eyes and calls for remediation programs to shape social cognition. This work offers novel insights into the profiles of social cognitive deficits in mental disorders that differ in their gender prevalence.

The Effect of Remedial Program Practices on the Academic Performance of Slow Learners in Mathematics Subject in Public Lower-Day Secondary School in Rwanda: A Case of Kirehe District

This study investigates the effects of remedial program practices on the academic performance of slow learners in mathematics in public lower-day secondary schools in Kirehe District, Rwanda. The research aimed to assess the effectiveness of these remedial practices in enhancing mathematical problem-solving abilities among slow learners, comparing academic performance before and after participation, and identifying factors that influence the success or failure of these interventions. The study emphasizes the importance of remedial programs in bridging the achievement gap in mathematics and promoting academic equality in Rwanda. A descriptive survey design with a mixed-methods approach was employed, targeting a population of 87,208 individuals, including students, teachers, and headteachers from 64 public secondary schools in Kirehe District. Participants were selected through random and purposive sampling techniques. Data were collected via questionnaires and interview guides, capturing both quantitative improvements in academic performance and qualitative feedback on the effectiveness of remedial strategies from educators and students. Instrument validity was confirmed using the Content Validity Index (CVI), and reliability was verified with Cronbach's Alpha values of 0.60 and 0.7, respectively. Statistical analyses using SPSS and Microsoft Excel revealed significant outcomes. The study found that 83.32% of respondents either strongly agreed or agreed that remedial teaching methods enhance the mathematical problem-solving skills of slow learners, with a mean score of 4.33 (SD = 1.10). A strong positive correlation of 0.701 (p = 0.002) was observed between remedial teaching methods and mathematics test scores, underscoring their substantial impact. Additionally, the frequency of remedial sessions was positively correlated with sustained academic improvement (r = 0.454, p = 0.002), while active student participation was identified as a critical factor for success (r = 0.623, p = 0.043). These findings support existing literature on the necessity of structured remedial programs that address the unique needs of slow learners. Effective teaching methods, sufficient session frequency, optimal teacher-student ratios, and active student engagement emerged as key components for improving mathematical problem-solving skills and academic performance. The study recommends the implementation of structured, needs-based remedial programs with increased session frequency to support continuous learning and retention among slow learners.

Modified OSATS assessment and remediation program for general surgery interns

Modified OSATS assessment and remediation program for general surgery interns

Manajemen Pembelajaran pada Prodi PGMI dalam Meningkatkan Kecerdasan Spiritual Mahasiswa di Institut Daarul Qur’an Jakarta

This research uses a qualitative method with a case study approach through interviews, observation, and documentation to obtain in-depth data related to the implementation of learning management and its influence on spiritual intelligence. Using a descriptive analysis approach, the author identified findings in the field related to learning management in an effort to improve students' spiritual intelligence starting from curriculum planning, organising resources, controlling, supervising, and evaluating to run the learning process well. The results showed that the implementation of learning management in the PGMI study programme at Institut Daarul Qur'an Jakarta significantly contributed to improving students' spiritual intelligence. Programmes such as the Daqu Method and Tahsin & Tahfiz Intensive courses for students, as well as the integration of Islamic values in the curriculum are the main supporting factors. However, the biggest challenge faced is the different educational backgrounds of prospective students which affects their readiness in developing spiritual intelligence. To overcome this, the institute implemented an adjustment strategy through remedial programmes and more intensive personal guidance.

Effectiveness of Virtual - Compensatory Cognitive Training (V-CCT) for improving cognition in persons with schizophrenia - a multi- centre randomized controlled trial

BackgroundCognitive deficits are the core component in persons with schizophrenia which impacts their socio-occupational functioning. Also, cognitive deficits cause significant impairment with the person’s quality of life [3]. Hence, targeting such a pivotal aspect in persons with schizophrenia through suitable interventions is very important. Developed countries have designed various cognitive remediation programs using computers involving high-end software which cannot be generalized to low-resource settings, like India, due to various factors including sociocultural factors, educational standards, and living standards of the patient population. Compensatory cognitive training (CCT) was developed to be “brief, practical, low-tech” and found to be effective in the west [9]. As there are no structured cognitive intervention modules in India, we have adapted the English CCT manual to be used for an urban population in Chennai, India. CCT was found to be feasible in face-to-face group sessions in our setting [12] and is found to be feasible and acceptable as virtual one–one intervention (unpublished data). Therefore, this study aims to evaluate the effectiveness of V-CCT in enhancing cognition and socio-occupational functioning.MethodsThe proposed study will be a multicenter assessor-blinded randomized controlled trial at two clinical sites in Chennai, India. The preparatory phase of the study would include translation of the manual to the local language, recruitment and training of research assistants, and pilot testing using the translated manual. The second phase will be the main randomized controlled trial (RCT), during which a total of 160 persons diagnosed with schizophrenia will be recruited from both sites. After obtaining informed consent, baseline assessments will be conducted on cognition, functioning, self-esteem, and quality of life. Participants will be randomly assigned to either the virtual CCT group or the control group using a computer-generated randomization table. End-line assessments will be conducted 6 weeks after the baseline by research assistants who are blinded to the randomization post-intervention.DiscussionIf V-CCT is found to be effective, it will be available for use in Tamil for persons with schizophrenia, and it will have an effect on their functioning, quality of life, and self-esteem.Trial registrationThe study is registered under Clinical trial registry-India (CTRI), and the registration number is CTRI/2024/04/065267. Registered on April 2024.

Resident Performance on the Obstetrics and Gynecology In-Training Examination After Implementation of a New Academic Curriculum.

Background The goals of the annual Council on Resident Education in Obstetrics and Gynecology In-Training Examination (CREOG-ITE) are to provide residents with an assessment of their knowledge and program directors an assessment of their residency programs. Research has shown that a score greater than 200 is correlated with passing the qualifying board examination. We observed a substantial number of our residents were not performing well on the exam, which prompted the implementation of a new academic program aimed at determining the impact of an academic curriculum addition on CREOG-ITE scores in an American College of Graduate Medical Education (ACGME) accredited obstetrics and gynecology (OB/GYN) residency program. Methods We performed a prospective cohort study of residents at a single institution to evaluate the effect of a remediation course for residents identified as "at risk." Residents with CREOG-ITE scores of <180 were placed into the experimental group who underwent a year-long remediation programand were compared to the control group (those with scores >180 who did not undergo remediation).Each resident in the experimental group served as their internal control by comparing their pre-intervention score to their post-remediation score. Results Themean improvement of the experimental group of the remediation programwas 23.2 points. After controlling for post-graduate year (PGY), their score improvement remained significant and was not simply a by-product of the inherent academic knowledge of a resident further along in training. Conclusions This scholastic remediation program was associated with a statistically significant improvement in CREOG-ITE scores, even when accounting for PGY level. This program may serve as a model for improving OB/GYN resident education.

Role of digital learning pedagogy in remediating learning disability

Recent studies have indicated that digital platforms cannot amalgamate learning solutions for students with learning disabilities. In this paper, we provide a comprehensive overview of the literature on the topic and methods to elaborate on earlier studies on learning disabilities. These findings can help new researchers develop effective techniques to improve learning skills, and cognitive development and motivate teachers toward remediation programs to overcome the problem of learning disability.

Population genetics of Macrognathus siamensis (Synbranchiformes: Mastacembelidae): Implications for non-migratory fishery resources in the Mekong River basin

The spotted spiny eel, Macrognathus siamensis is an economically important freshwater fish in the Mekong River basin, which is undergoing dramatic biodiversity changes due to anthropogenic impacts. The species is non-migratory, with a moderate larval duration that facilitates downstream genetic connectivity. Restriction site-associated DNA sequence datasets that includes 3736 and 1244 single nucleotide polymorphisms representing putatively neutral loci, from all geographic sites and without the Tachileik site, indicate strong population structure in this sedentary fish, with a significant isolation-by-distance signature. This structure reflects isolation of tributary populations and downstream dispersal of these distinct populations to mix in the Mekong mainstem and contributes to increased genetic diversity in the lower reaches of the Mekong basin. Genetic data indicates that the dispersal of eggs and larvae downstream is not impeded by Khone Falls and that the falls prevent upstream dispersal of eggs and larvae. Despite this downstream connectivity, there is a strong population structure among above- and below-Khone Falls groups. An analysis of outlier loci putatively under selection provides evidence that the difference between connected metapopulations above and below the falls is due to the fundamental differences in environmental regimes. We hypothesize that instead of a physical barrier, the falls simply represents a demarcation between previously recognized upstream limited-floodplain environments and downstream extensive-floodplain environments. These findings emphasize the need to monitor genetic diversity of key sedentary fishery species to assess whether proposed dams along the river could affect genetic diversity downstream. This genetic diversity is particularly important for the resilience of downstream populations because of the many environmental impacts caused by dams, land use, and climate change. Early detection of reduced downstream genetic diversity could trigger remediation programs to ensure resilience and continued fisheries productivity of important non-migratory fish resources.

Working memory training in students with dyslexia: Additional effects to reading and spelling remediation not likely

BackgroundPoor decoding and spelling (literacy) skills have been associated with weak working memory. Aims. The aim of this study was to elucidate the contribution of working memory to literacy progress in students with dyslexia. It has been suggested that working memory can be enhanced by training, which in turn may have a positive effect on reading and spelling abilities (e.g., Peijnenborg et al., 2023). Methods and ProceduresParticipants consisted of a specific group of children with dyslexia and weak working memory skills (n = 62). The effect of Cogmed training on decoding and spelling progress during remediation was investigated using a randomized controlled trial with three research groups (experimental: Cogmed training; active control: fixed computerized training; passive control group). Outcomes and resultsFindings revealed that the Cogmed training enhanced working memory to a rather small extent and that no effects of the Cogmed training on literacy progress occurred over and above the reading and spelling remediation program. Conclusions and implicationsMost likely, Cogmed training does not contribute to literacy development in children with dyslexia. The null results are important information for teachers of this specific group of students, albeit inevitably small samples in intervention studies applied to niche populations increase the risk of type-II errors. Therefore, replication studies are needed.

Challenges experienced by remedial education program in peri-urban primary schools in Zimbabwe. Case study of Riki Primary School in Mashonaland Province, Seke District.

The major concern of the study was that despite having remedial education programs in Zimbabwe schools, the performance in peri-urban primary schools is not below expectation. The purpose was to examine the challenges experienced by remedial education programs in peri-urban primary schools as perceived by remedial teachers, and school administrators. The study used document analysis as the foundation of data collection. Interview questions were used to collect data from teachers and school administrators. Focus group discussions was used to collect data from teachers through using ZOOM online meeting. Qualitative thematic analysis was used to analyze the collected data. The collected data was clustered into themes in line with the study objectives. The findings identified challenges such as lack of remedial learning resources, stigma and discrimination, class size, facilitator expertise, and high teacher-learner ratio. Therefore, the study concluded that remedial education in Zimbabwe's peri-urban primary schools was ineffective. The study recommended that there is need for the government through the Ministry of Education to revise and review the Zimbabwe school remediation policy, train teachers on how to administer remedial lessons, and provide adequate support to promote effective remedial education.

UPAYA GURU DALAM MENGATASI KESULITAN MEMBACA SISWA SEKOLAH DASAR

In facing the challenges students face in reading, teachers need to be proactive in providing guidance to help them overcome obstacles that hinder the learning process. This research aims to explain the reading problems faced by students and the teachers' efforts to solve them in class II of SDN 002 Bagan Besar, Dumai City. The method applied in this research is a qualitative approach. Researchers used various data collection techniques including observation, interviews and document analysis involving research subjects consisting of class II B homeroom teachers and class II B students at SDN 002 Bagan Besar, Dumai City. The research results showed that there were class II B students who experienced difficulties in reading, such as lack of reading fluency, frequent mistakes, difficulty in distinguishing similar letters, and errors in pronouncing words or sound symbols. The efforts taken by teachers to overcome the reading difficulties of class II students at SDN 002 Bagan Besar, Dumai City, have been quite effective. Teachers use interesting and interactive learning methods, such as picture letter books, and strengthen students' self-confidence and motivation through praise. In addition, teachers do not blame students and provide special remedial programs to improve their reading skills