Berg, 1994, Adult age differences in
cognitive strategies Adaptive or deficient?
Not exact matches
Strategies teachers may use for addressing the instructional needs of students whose
cognitive abilities are significantly below average and who exhibit deficits in
adaptive behavior include: (1) repetition of key content; (2) including a functional component to lessons, that is, emphasizing skills needed for success in day - to - day adult life; 17 and (3) making concepts concrete.
• Assist the teacher in classroom activities while catering for emotional, psychological, social and
cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional
strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional
strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate
adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them
Individuals seek my help for a variety of reasons: in order to resolve emotional unrest due to relationship issues, to gain insight into themselves and develop more
adaptive ways of coping with psychological conflicts and life challenges, and to learn
cognitive / behavioral
strategies for pain and stress management.
It is unaffected by the situation or moment, and maturing individuals develop
adaptive internal working models (i.e.
cognitive strategies) to inform their relationships with other individuals, groups or organizations through the life span (Bowlby, 1982; Fonagy, 1997; Lewis et al., 2000; Weber & Frederico, 2007).
The
adaptive strategies consist of Problem Solving, Distraction, Forgetting, Acceptance, Humor Enhancement,
Cognitive Problem Solving, and Revaluation.
The
Cognitive Emotion Regulation Questionnaire (CERQ), for instance, measures 5 adaptive and 4 non-adaptive cognitive emotion regulation strategies that children and adolescents use when they experience negative life events
Cognitive Emotion Regulation Questionnaire (CERQ), for instance, measures 5
adaptive and 4 non-
adaptive cognitive emotion regulation strategies that children and adolescents use when they experience negative life events
cognitive emotion regulation
strategies that children and adolescents use when they experience negative life events [16,25].
The use of
adaptive cognitive strategies such as putting into perspective, on the other side, was associated with children psychological well - being [8].
Once these problems have been addressed,
cognitive behavioral techniques can be applied to reduce the use of maladaptive
strategies and increase the use of
adaptive strategies based on the emotion regulation profile derived from the FEEL - KJ.