Language: English

ISSN: 0889-5643

Abstract/Notes: Mobile technologies used for education may offer advantages for children with Communication Disorders, among which we can find language disorders and speech disorders, which are identified in DSM-V. In this research, we have introduced two educational activities, “Matching Cards” and “Cards & Sounds”, based on the Montessori Method and which deal with the first stages of reading and writing. We have tested these two activities with children with and without Communication Disorders in order to study how they interact. These groups of children use a Tablet to perform the two activities, which vary in visual and auditory stimuli. The activities employ two touch interactions: tap and drag & drop. Based on Montessori, the activity and the interaction do not produce either positive or negative feedback. The analysis performed with the variables of time, interaction and mistake has shown that children from both groups change their efficiency of use. Differences regarding the interaction of children with and without Communication Disorders have also been observed. Additionally, children with Communication Disorders need additional strategies as explicit indicators in the interaction which may be a guide to be able to carry out specific actions.

Language: English

DOI: 10.1007/s00779-020-01471-7

ISSN: 1617-4909, 1617-4917

Abstract/Notes: The purpose of the present study was to investigate the effectiveness of Montessori method education on the visual-motor abilities of students with nonverbal learning disorders. For the purpose of this study, 4 first grade male students with nonverbal learning disabilities who were studying at Nabi Akram primary school in Bonab, during the academic year of 2019-2020, were selected based on the bender visual - motor gestalt test. In this research, which is a single-subject design with multi-baselines (ABA), each participant was first carefully observed according to the criteria of nonverbal learning disability and their visual-motor cognitive abilities accurately measured and recorded. Then, during the intervention phase, each participant received the Montessori method education during the 10 sessions for 45 minutes separately. The performance of the participants is also observed in the follow-up sessions. Finally, the data was analyzed by analyzing the visual diagrams, percentage of all non-overlapping data (PAND), calculating the effect size index and recovery percentage. The results of the research showed that the Montessori method education increased the visual-motor abilities of all four participants. As a result, Montessori education can be used as part of empowerment programs for students with nonverbal learning disabilities.

Language: English, Persian

ISSN: 2383-353X

Abstract/Notes: This case study describes an older adult war veteran who served during World War II (WWII) and later developed disruptive behaviors related to psychosomatic symptoms, dementia, and his war-related fear of dying. While in the service, he developed lifelong gastrointestinal problems and was subsequently diagnosed with undifferentiated somatization disorder (USD). USD is a mental illness characterized by medically unexplained physical symptoms originating from psychological or emotional distress. The geropsychology team who worked with the veteran postulated the association of WWII experiences to his somatic symptoms; however, this veteran never received treatment for posttraumatic stress disorder (PTSD), and only a couple of notes in his computerized medical record referenced his wartime experiences. A stepwise approach to care was necessitated to identify a successful, individualized treatment. Phase I of treatment was aimed to reduce attachment anxiety and related behavioral disturbances when the veteran moved into the nursing home. In Phase II, cognitive behavioral therapy and acceptance and commitment therapy were used to help the veteran cope with somatic symptoms. In Phase III, Montessori-based interventions were used to minimize distress associated with dementia-related cognitive impairment and associated war-related somatization and fear of dying. We contemplate the possibility that the veteran’s presentation is a variant of PTSD that has not been described in the literature. We hope that you find this case study to be not the story of someone enduring a life of chronic mental and physical illnesses, but instead our discoveries about the man who persevered with courage and dignity.

Language: English

DOI: 10.1177/1534650112461848

ISSN: 1534-6501, 1552-3802

Abstract/Notes: Madam Montessori believed that training and sharpening of the child’s senses are crucial for their continued learning; she, therefore, developed specific sensorial materials to be used in Montessori preschools for such a purpose. The Montessori Method of education is a system of education for young children that seeks to spread natural interests and activities rather than use formal teaching methods. Maria Montessori exhibited Various Teaching-Learning Aids for refining the senses called sensorial materials. Sensorial training/learning is a teaching approach that stimulates the child’s five senses; taste, touch, smell, sight, and hearing. It allows children to use their senses to explore and understand the world around them. It includes activities that assist them to study objects, colors, textures, tastes, numbers, and situations. This article addresses the knowledge and understanding needed by teachers working with children on the autism spectrum. Montessori methods are very operative in developing effective teaching-learning aid for sensory training. Effective practice depends largely on an understanding of autism and of the individual child rather than on specialist skills. It will explain how children with autism develop the sensory issues in various Teaching-Learning Aids and to boost children express, classify and enlarge their sensory experiences with the help of the Montessori Method.

Language: English

ISSN: 2581-5415

Abstract/Notes: includes references

Language: English

ISSN: 1470-8647

Abstract/Notes: Montessori is a learning method that uses the surrounding environment as a learning resource. This research is aimed at describing how the Montessori method is applied to Mathematics for students who survive Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS). The research method used is descriptive qualitative. The research subjects were PDD-NOS grade V SD students in inclusive schools. The research instruments were documentation, observation, and interviews. The results showed that students with PDD-NOS who have delays in communication can more easily accept mathematics learning using the Montessori method. This is supported by the Montessori concept which allows PDD-NOS students to use lego in learning fractions.

Language: English

DOI: 10.31000/prima.v6i1.5300

ISSN: 2580-2216

Language: English

Language: English

Language: English