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  • Applying Feuersteins Instrumental Enrichment-Basic programme with special needs children

    2009 Kozulin, Lebeer, Madella-Noja e.a. 1

    Applying Feuersteins Instrumental Enrichment-Basic programme with special needs children

    Alex Kozulin [1], Jo Lebeer [2], Antonia Madella-Noja, Christina Dornini [3], Fernando Gonzalez 4], Ingrid Jeffrey [5], Naama Rosenthal [1] , Mennyi Koslowsky [6]

    [1] Tel Aviv University[2] University of Antwerp Faculty of Medicine, Disability Studies, Antwerp, Belgium[3] AIAS, Associazione Italiana Assistenza Spastici, Milano[4] Diego Portales University, Centre for Cognitive Development, Faculty of Psychology & Education, Santiago de Chile[5] Mediated Learning Academy, Vancouver, Canada[6] Bar ilan University, Ramat Gan, Israel

    DAFFODIL projectDynamic Assessment oF Functioning Oriented at Development and Inclusive Learning

    ICELP

    2

    International FIE-Basic ResearchFeuersteins Instrumental Enrichment Basic Programme

    Project objectives: To pilot FIE-Basic instruments and mediation

    strategies with various populations of special needs children;

    To evaluate the effectiveness of IE-Basic in enhancing different cognitive functions of special needs children

    3

    FIE basic presentation research results

    1. Part 1: Rationale and overview of the FIE-basic programme (J.Lebeer)

    2. Part 2: Results of multinational study (A. Kozulin)3. Part 3: Case studies with children with

    severe intellectual dysfunctioning (A.Madella-Noja & C. Dornini)

    4. Part 4: Results of pilot project with severelySES deprived children in Chile (N. Salas)

  • Applying Feuersteins Instrumental Enrichment-Basic programme with special needs children

    2009 Kozulin, Lebeer, Madella-Noja e.a. 2

    4

    FIE basic presentation research results

    Part 1Rationale and overview of the FIE-basic

    programme (J.Lebeer)

    5

    Intervention programme:FeuersteinsInstrumental Enrichment Programme- Basic

    Authors: Reuven & Rafi Feuerstein Basis: Feuersteins theory of

    Structural Cognitive Modifiability & Mediated Learning Experience

    Cultural constructive theory of cognitive development

    12 criteria of mediated learninginteraction

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    6

    Goals of Instrumental Enrichment-basic

    Enriching Cognitive Development Increase cognitive modifiability Compensate for lack of mediated learning

    experience Equip the child with the necessary cognitive

    functions needed for future development Teach aspects of affective & socio-emotional

    learning via cognitive way

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  • Applying Feuersteins Instrumental Enrichment-Basic programme with special needs children

    2009 Kozulin, Lebeer, Madella-Noja e.a. 3

    7

    FIE-basic target group

    Young children (starting from age4-5)

    Children with special needs with a developmental age of 4

    1. In whom basic knowledge and concepts need to be developped, in order to adapt to the demands of the environment

    2. In whom dysfunction can beprevented or postponed (reducingthe risk of learning disabilities)

    3. in which functions which were lost or inadequately developed must berepaired or maintained(remediation).

    8

    FIE-basic target group

    Children with special needs, more specifically

    1. Learning difficulties: attentiondeficit (ADD ADHD), specificlearning disabilities

    2. Children with autistic spectrum disorder, communication disorder

    3. Children with executivedysfunction problems (DCD, dyspraxia)

    4. Children with mild-moderateintellectual disability

    5. Gifted underachievers withunderdeveloped learning habits

    9

    Procedure of application

    Setting: Work in small groups, individual, classroom Duration -1h Frequency: ideally 3x/week Mostly: paper & pencil exercices ( except TCAL) Bridging & transfer into daily life, school learning &

    social relations Intervention = programme + quality of interaction +

    active modifying environment + dynamic assessment

  • Applying Feuersteins Instrumental Enrichment-Basic programme with special needs children

    2009 Kozulin, Lebeer, Madella-Noja e.a. 4

    10

    FIE basic programme

    1. Perceptual-motor development, attention and planning behaviour :Organization of Dots-B, Tri-Channel AttentionalLearning

    2. Spatial orientation (Orientation in Space-B)3. Decoding emotional expression and

    understanding their social/behavioural correlates :Identifying Emotions; From Empathy to Action

    4. Abstractive/integrative thinking: From Unit to Group; Knowledge; Compare and Discover the Absurd; Thinking to Learn to Prevent Violence; Learning to Question for Reading Comprehension).

    11

    Comparison with existing programmes

    Explicitly based on Feuersteins MLE theory Bright Start (Haywood et al.)

    Other transversal programmes: 1. Inductive Reasoning (Klauer et al.)2. Inductive reasoning (Paour et al.)3. Philosophy for Children (Lipman)4. Concept Teaching Model ( Nyborg)5. Trainingsprogramm Teilleistungsschwche (Sindelar)6. Frostig konzept

    12

    Comparison with existing programmes

    Paper & pencil activities: higher representationactivated

    Cognitive focus on identifyingemotions & understandingsocial interactions

    Content (declarative) + fluidintelligence

    Example from Comparisons, Bright Start Programme, Haywood, Brooks & Burns

  • Applying Feuersteins Instrumental Enrichment-Basic programme with special needs children

    2009 Kozulin, Lebeer, Madella-Noja e.a. 5

    13

    FIE-Basic: Organization of Dots

    Visuo-motor coordination Projection of virtual

    relationships Analytic perception of

    shapes conservation of form and

    size Planning need for precision and

    restraint of impulsivity

    2005 R.&R.Feuerstein, ICELP, Jerusalem

    14

    Orientation in Space- basic

    Enrichvocabulary to describeobjects in space: above, below,in front of, behind, left, right

    2005 R.&R.Feuerstein, ICELP, Jerusalem

    15

    FIE-Basic: Compare and Discover the Absurd

    absurd or incongruous situations

    develop the childrens ability to use selected criteria as a basis for comparison

    develop a system of sub- and super-ordinate concepts: size, shape, direction, quantity

    aimed at developing higher cognitive functions, expressive language, and coordination of pictorial analysis with verbal responses.

    2005 R.&R.Feuerstein, ICELP, Jerusalem

  • Applying Feuersteins Instrumental Enrichment-Basic programme with special needs children

    2009 Kozulin, Lebeer, Madella-Noja e.a. 6

    16

    Identifying emotions

    Learn to decode an emotion on a stimulus picture

    Learn to recognize social situationin which this emotion is appropriate, and grade appropriateness

    Learn to decode and code withcolour

    Learn to compare intensity & appropriateness of emotions

    17

    Identifying emotions

    18

    From empathy to action

    1. Identify the emotion of a person in a problemsituation

    2. Learn to choose the best alternativeamong 4 choices

    3. Learn to provide logical evidence as to why people choose a certain alternative

    2005 R.&R.Feuerstein, ICELP, Jerusalem

  • Applying Feuersteins Instrumental Enrichment-Basic programme with special needs children

    2009 Kozulin, Lebeer, Madella-Noja e.a. 7

    19

    From unit to groups

    Learn to count in representationalway

    Concept of unit = part of a group Teach part-whole relationships Learn to group units according to

    number Beginning of classification

    according to shape, number & colour

    Flexibility of classification Beginning of mathematical

    operations (addition, subtraction, multiplication & division) 2005 R.&R.Feuerstein, ICELP, Jerusalem

    20

    From unit to groups

    2005 R.&R.Feuerstein, ICELP, Jerusalem

    21

    Learning to ask questions for reading comprehension

    Learn to analyse events Anticipate what could happen Reading information from a picture Learn to ask key questions: who, what, where, why, how, etc.

    2005 R.&R.Feuerstein, ICELP, Jerusalem

  • Applying Feuersteins Instrumental Enrichment-Basic programme with special needs children

    2009 Kozulin, Lebeer, Madella-Noja e.a. 8

    22

    Further reading

    23

    Study population

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  • Applying Feuersteins Instrumental Enrichment-Basic programme with special needs children

    2009 Kozulin, Lebeer, Madella-Noja e.a. 9

    25

    Pre- and post-test instruments:

    WISC-R (raw scores)SimilaritiesArithmeticPicture completionPicture arrangementBlock design

    Raven Colored Matrices

    26

    Results

    In all subtests cognitive gains in the experimental groups (N = 95) were greater than in comparison groups (N=49); the difference reached statistically significant level in Similarities (t = 2.69; p = .008), Picture Completion (t = 2.98; p = .003) and Raven Matrices (t = 2.38; p = 019).

    27

    Effect size in experimental groups(N =95)

    Similarities: 0.64Arithmetic: 0.54Picture completion: 0.59Block design:0.49Raven Colored Matrices:

    0.56

  • Applying Feuersteins Instrumental Enrichment-Basic programme with special needs children

    2009 Kozulin, Lebeer, Madella-Noja e.a. 10

    28

    The greatest gains

    Setting: The