Documents found
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421.More information
La trisomie 21 (T21), le Syndrome X Fragile (SXF), la Sclérose tubéreuse de Bourneville (STB) et les mutations SYNGAP1 sont causés par des dysfonctionnements des voies moléculaires qui entraînent notamment un déséquilibre dans l’excitation et l’inhibition de l’activité neuronale qui aurait des impacts sur le développement et le fonctionnement du cerveau. Toutefois, il est difficile de faire le pont entre les déséquilibres moléculaires observés dans les modèles animaux et les particularités structurelles, fonctionnelles et cognitives observées dans ces syndromes chez l’humain. À notre connaissance, peu d’études ont comparé différents syndromes génétiques sur les processus sensoriels, l’apprentissage de base ou encore leurs caractéristiques comportementales en utilisant des paradigmes similaires et translationnels, permettant de mieux comprendre leurs particularités. Le premier volet de cette thèse vise à identifier …
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422.More information
Children who are victims of parental maltreatment are at risk of various developmental problems, namely learning difficulties and academic problems. This review of the literature (2007-2014) highlights the impact of parental maltreatment on children's school trajectories and school achievement. During preschool years, these children present deficits in school readiness which predict reading problems upon entering primary school. In primary grades, they have difficulties acquiring skills in reading and mathematics and already present lower school achievement. These difficulties tend to increase over time. These children are more likely to present cognitive, emotional and behavioural difficulties that impair their ability to cope with learning situations and succeed in school. Results suggest that intervention aimed at supporting parents or foster care parents in their capacity to work with children in learning situations may contribute to the acquisition of learning skills and greater school achievement of these children.
Keywords: parcours scolaire, maltraitance parentale, autorégulation, parent, enfant, School trajectories, parental maltreatment, self-regulation, parents, children
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423.More information
Mainstreaming of behavior disorder students is a challenging task for teachers, particularly at secondary schools. A collaborative school consulting program (ACES), using functional behavior assessment and applied behavioral techniques, was offered to teachers working with adolescents with behavioral difficulties in regular classrooms. Its goal was to facilitate integration of adolescents with behavior difficulties in mainstream classes of secondary schools. ACES proposes five to six consultation meetings throughout the school year, between November and May, and is offered in two ways, either individually or in groups. One hundred and twenty-nine teachers (88 women and 41 men) participated in the project allocated into two treatment groups (n = 85), and one comparison group (n = 44). The results showed no significant difference in the quality of the master-pupil relationship, but a significant decrease in teacher stress for the treatment groups compared to the comparison group. While attitudes toward inclusive education become more negative at the end of the school year for the control group, they remain stable for treatment groups.
Keywords: accompagnement, difficultés de comportement, école secondaire, stress à enseigner, relation maître-élève, school consultation, behavior difficulties, secondary school, teaching stress, teacher-student relationship
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424.More information
The meta-analysis is becoming more and more popular among researchers as a way of resuming results from multiples studies. This text reviews both conceptual and methodological aspects of this technique. The context used to discuss on meta-analysis is the one of prevention and intervention programs for children. The meta-analysis is presented as a useful tool to find the most effective programs and their success' conditions. This technique has statistical considerations and weaknesses that the reader has to be aware of in order to appreciate its results. A table resume the content and the results of 19 meta-analysis of prevention and intervention studies on externalized and internalized behaviour problems.
Keywords: méta-analyse, applications, enjeux, prévention, intervention, meta-analysis, statistical consideration, prevention, intervention
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425.More information
In order to make students aware of the reality of people with special needs during inclusive recreation activities, this study experiments with experiential immersive pedagogy to arouse the curiosity and interest of future recreologists enrolled in the “inclusive recreation” course. Learners were immersed in the reality of a nursing home resident. The contact was articulated around a leisure activity based on painting, self-expression, and group exchange with the support of a painter. Twenty-seven students experienced immersive experiential learning in an atmosphere of respect and empathy. Qualitative analysis of experience narratives, evaluation questionnaires and direct observation notes demonstrates the formative impact of the immersive experiential pedagogical approach. Indeed, the results reveal the initial apprehensions related to the stereotypes conveyed in relation to mental health and the effect of the encounters and human interactions that helped to challenge them.
Keywords: étudiants, students, apprentissage immersif, immersive learning, apprentissage expérientiel, experiential learning, loisir inclusif, inclusive recreation, therapeutic recreation, loisir thérapeutique, people with special needs, personnes à besoins spéciaux
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426.More information
We will address the concept of forest school and how this approach is adapted in different countries. The majority of the research that we will present involves mostly children and schools. First, we explain the different approaches underlying education in nature, as well as the basic principles of these approaches found around the world. We will explore in more detail the physical, cognitive, emotional, and mental health benefits that have been found in the literature. Then, this article will address certain limits present in various studies in connection with semantics and empirical validity.
Keywords: école en nature, nature school, école en forêt, forest school, outdoor education, éducation à l’extérieur, learning through nature, éducation par la nature
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427.
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428.More information
This article reviews the available studies on factors that may play a role in initial parental engagement in parenting skill programs to prevent and treat externalizing behaviors in children. A systematic review following the Center for Reviews and Dissemination (CRD) and PRISMA guidelines for study selection was conducted for studies published in English and French between January 2000 and June 2020. Of more than 830 articles identified, seven studies examining the differences between parents who accept or decline to initially engage in different programs were selected. The quality of the studies was analyzed with the Mixed Methods Appraisal Tool. The results were then grouped into themes, broadly addressing child-related factors, family ecological context, socio-demographic characteristics, and recruitment barriers and strategies. Results suggest that more severe and frequent externalizing behaviors, higher socioeconomic status (SES), better social support, and program conditions that limit scheduling conflicts are associated with higher initial parental engagement. This study provides some insights into the characteristics and recruitment strategies that could be used to reduce participation barriers, such as financial compensation, use of the group program, child care as well as offering program at various times.
Keywords: Programmes d'habiletés parentales, comportements extériorisés, recrutement, engagement initial et participation des parents, Parenting programs, externalizing behaviors, recruitment, initial engagement, and parent involvement
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429.More information
This quantitative and cross-sectional study aims to verify the links between maltreatments by educational staff on students and the school climate in primary schools. The research proposal, which considers the school as a unit of analysis, uses data from the survey aimed at drawing up a portrait of the situation of violence in Quebec schools. The sample is made up of 141 elementary schools, that is, 19,675 students from the fourth to sixth year of elementary school (ages 9 to 12) from Quebec elementary schools. Participants completed the Questionnaire sur la Sécurité et la Violence à l'école Révisé (QSVE-R/ Beaumont, Paquet, Leclerc et Frenette, 2017) to generate a portrait of the situation of school climate and violence in Quebec schools. The results show that nearly one in six students per school reported having been the victim of at least one year of maltreatment by an educational staff member and that a pupil suffers on average up to 0.79. This research suggests that the maltreatment of school staff towards young people contributes to a more negative perception of the different dimensions of the school climate among students who are victims. Almost all of the maltreatment behaviors studied were also significantly and negatively related to the perceived dimensions of school climate for all students in the school. These results exhibit the importance of efforts to be made from primary school onwards to improve the educational practices of school personnel in order to reduce student abuse by adults.
Keywords: mauvais traitements, maltraitance, personnel scolaire, climat scolaire, maltreatment, abuse, educational staff, school climate
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430.More information
In Québec, the number of students with learning disabilities (LD) or attention deficit disorder with or without hyperactivity (ADD/ADHD) is growing in our universities. To help them persevere in their studies, we were interested in identifying specific difficulties they experience with learning strategies in order to target ways to help them. For three study sessions, 205 students experimented with a study perseverance aid, SAMI-Perseverance, to identify the problems they encounter. The traces left in the device helped identify the learning strategies least used by students with a LD, ADD/ADHD, and those with both disorders. Among the learning strategies, reading strategies, written production, memorization management, time management and stress management seemed to be the least used by these students. They appeared to favour oral production and emotional management strategies.