Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies.

The aim of the present study was to investigate goal orientations and classroom goal structures and their relationship with strategies of self-regulated learning (SRL) in students with and without learning disabilities (LD) and reading comprehension difficulties (RCD). The sample consisted of 537 students attending the two last grades of primary school, fifth and sixth grade (Mage = 11.28 years, SD = ±0.59). Of these, 58 students were diagnosed with LD, and 70 students, after individually administered assessments in reading accuracy and reading comprehension, were assigned to the RCD group. Self-reported questionnaires were administered, assessing students' personal goal orientations, classroom goal structures, and strategies of SRL. The results showed that students with LD and students with RCD scored lower in mastery orientation and higher in performance avoidance compared to their peers without difficulties (ND). LD students reported lower scores of adaptive strategies than their peers. In addition, the results confirmed the adaptive character of mastery-approach goals and mastery goal structures and the negative effects of performance-avoidance goals and performance goal structures on the adaptive strategies of SRL. Performance-approach goals predicted adaptive behaviors for all students, confirming the argument of an adaptive type of motivation. The findings of the current study highlight the importance of goal orientations and classroom goal structures for students' SRL. Implications of the findings for enhancing motivation for students with LD and students with RCD are discussed.

The Interaction with Disabled Persons Scale: translation and cross-cultural validation into Greek.

AIM: Cross-cultural adaptation of the Interaction with Disabled Persons Scale (IDPS) into Greek. METHODS: The IDPS was forward and back-translated by two bilingual physiotherapists and a Greek-English translator, respectively. Greek-speaking health professionals provided modifications in order to develop the final version of the Scale. Health professionals filled in the Greek version of the IDPS and the Caring Behaviors Inventory (for criterion validity). The factors of the Greek IDPS were extracted as well. After 8-10 days, the scale was re-distributed to the same health professionals (test-retest reliability) and to a general population sample (discriminant validity). RESULTS: Eighty-seven health professionals (36 ± 7.6 years) and 80 general population participants (44 ± 11.6 years) participated. There was a trend for the Greek IDPS variability to predict the variability of the Caring Behaviors Inventory (r2 = 0.05; p = 0.054), but the coefficient of determination was low. An explanatory factor analysis extracted four factors explaining 66.66% of the total variance, confirmed by reliability analysis. The health care professionals had a significantly lower score than the general population in the Greek IDPS (mean difference: -11.0; confidence interval: -7.3 to -14.7), indicating familiarisation with the management of people with disability. The scale reliability and internal consistency were excellent; ICC(2,1) = 0.92 (confidence interval: 0.87-0.95) and Cronbach's α = 0.96 respectively. No ceiling or floor effects were observed. CONCLUSIONS: Substantial validity and reliability were observed for the Greek IDPS to assess Greek health professionals' attitudes towards people with disabilities.Implications for rehabilitationThe Greek IDPS version was shown to be comprehensible, and has demonstrated a sufficient amount of validity and reliability for assessing the perceptions and attitudes of Greek health professionals towards people with disabilities.Exploring attitudes towards people with disabilities in Greek-speaking populations, especially health professionals, with a scale such as the Greek IDPS is very important as it can help promote positive changes in approaches towards disability.

Views of Teachers on Anxiety Symptoms in Students with Autism Spectrum Disorder.

People with autism spectrum disorder (ASD) exhibit comorbidity with anxiety. The aim of this study was the investigation of the perception of teachers on anxiety in school children with ASD. The Scale Teacher Response (SAS-TR) questionnaire was completed by 291 special education and 118 general education teachers, providing data on students in their classes with ASD and of typical development (TD), respectively. According to the total scores on SAS-TR, 46.8% of the children with ASD presented levels of anxiety within the clinical spectrum compared with 15.3% of the children of TD. Gender and age were not associated with the anxiety scores, but in the children with ASD, higher intelligence quotient (IQ) was weakly, and better verbal skills more strongly correlated with a higher anxiety level. Teachers' awareness of anxiety symptoms in children with ASD may contribute to their social inclusion.

Review of interventions for the management of anxiety symptoms in children with ASD.

BACKGROUND: Anxiety is a common accompanying symptom in people with Autism Spectrum Disorder (ASD). OBJECTIVES: To investigate interventions available for the management of anxietyin children with ASD internationally. METHODS: Review was made of relevant studies found through PubMed, the National Institute of Health (NIH) publications and resources in the libraries of the University of Macedoniaand the Greek NationalResearch Foundation. RESULTS: Of the 372 studies retrieved dealing withinterventionsfor children with ASD who have anxiety disorders published from the 1980s to 2017, 137 were included in this review.Interventions includepharmacological intervention, cognitive behavioral therapy(CBT),socialrecreational (SR)programs,other psychosocial therapies, teaching social skillsand combinations of educational, psychological and medical treatment. CONCLUSIONS: Various methods for coping with anxiety in children with ASD have been applied, including pharmacotherapy, psychosocial andCBT interventions, parent education and school-based programs. A combination of approachesshould be selected, based onassessment of each child's particular characteristics.