Self Regulation, Cognitive Abilities and Motor Disabilities
Research in Developmental Disabilities published research on secondary and post-secondary student with congenital motor disabilities. By examining a task of throwing a ball at a target, data was collected on self-regulatory aspects (i.e., goal-setting, self-efficacy and self-evaluation). Participants were divided into four subgroups: 1.) normal cognitive development and mild physical disabilities 2.)normal cognitive development and severe physical disabilities 3.) mild-to-moderate intellectual disability and mild physical disabilities, and 4.) mild-to-moderate intellectual disability and severe physical disabilities.
Results showed the following:
- students presenting mild motor disabilities showed a positive self-concept and self-regulation profile, with or without cognitive challenges.
- students with considerable motor disabilities without cognitive challenges, had a negative, though realistic self-concept and self-regulation profile.
- students with considerable motor disabilities and mild-to-moderate cognitive disabilities showed a positive, but unrealistic, self-regulation profile.
Reference: Panagiotis Varsamis, Ioannis Agaliotis. Relationships between gross- and fine motor functions, cognitive abilities, and self-regulatory aspects of students with physical disabilities. Research in Developmental Disabilities. Volume 47, December 2015, Pages 430–440
Positive Affirmation Posters and Cards
By: Your Therapy Source
Summary: Download of electronic book of 25 positive affirmation posters and 25 small cards of the posters.
