The Development of Self‐Determination and Implications for Educational Interventions with Students with Disabilities

Self‐determination is, increasingly, recognised as an important educational outcome if students with disabilities are to succeed both in and out of school. This article presents a definitional framework of self‐determination, describes the development of this outcome, and discusses the implications of this research for educators.     

Reading comprehension and strategy use in fourth- and fifth-grade French immersion students

Reading and Writing - Reading comprehension performance is predicted by decoding skill and linguistic comprehension (e.g., Hoover & Gough, 1990; Joshi & Aaron, 2012; Scarborough,...     

Into the Unknown: Examining Neural Representations of Parent–Adolescent Interactions

The parent–adolescent relationship is important for adolescents’ emotion regulation (ER), yet little is known regarding the neural patterns of dyadic ER that occur during parent–adolescent interactions. A novel measure that can be used to examine such patterns is cross-brain connectivity (CBC)—concurrent and time-lagged connectivity between two individuals’ brain regions. This study sought to provide evidence of CBC and explore associations between CBC, parenting, and adolescent internalizing symptoms. Thirty-five adolescents (mean age = 15 years, 69% female, 72% Non-Hispanic White, 17% Black, 11% Hispanic or Latino) and one biological parent (94% female) completed an fMRI hyperscanning conflict discussion task. Results revealed CBC between emotion-related brain regions. Exploratory analyses indicated CBC is associated with parenting and adolescent depressive symptoms.     

Using Sociodrama to Help Young Children Problem Solve

Sociodrama is an arts-based, action-oriented tool of individual and collective social exploration and creative problem solving that allows participants to explore and find potential resolutions to issues of concern and conflict in their lives. This article describes how Early Years educators can begin to implement basic sociodrama into their existing programs in order to help children represent, explore, and reflect upon issues and problems of social importance.