By contrast, an initial study of the consortia by CRESST in 2013 shows promising results for the consortia's ability to measure students» ability «mastering and being able to apply core academic content and
cognitive strategies related to complex thinking, communication, and problem solving.»
Not exact matches
In particular, common neurological conditions such as stroke, Alzheimer's disease, Parkinson's disease and other chronic neurodegenerative diseases, age -
related cognitive impairment, epilepsy, mood disorders and schizophrenia call for new therapeutic
strategies.
Cognitive strategies are
related by creating plans and making ways to achieve a goal.
This is likely to include «prototypical» or emblematic
strategies for major domains of SEL development in different grades / stages (e.g., focus on EF /
cognitive regulation and
related strategies in the younger grades, and on more complex forms of planning / goal setting and social problem solving in the older grades).
Executive processes are used to monitor and modify the
cognitive strategies that
relate to information processing, while non-executive processes are the tasks that set these plans into motion.
Many
strategies for teaching self - regulated behaviors
relate specifically to Shulman's notion of PCK, in that they involve the use of
cognitive strategies such as modeling, analogies, and metaphors to aid in understanding the content -
related material.
«I specialize in utilizing evidence - based
cognitive strategies, motivational
strategies, and mindfulness techniques to change thinking patterns, addictive habits, stress and pain reactions, and trauma symptoms
related to anxiety and fear.
I also use
Cognitive Behavioral
Strategies in my work in helping clients reach their personal goals
related to anxiety, depression and other mood and behavioral disorders.
As implied by its definition, PNS is closely
related to
strategies for reducing
cognitive load, such as using schemata, prototypes, and stereotypes.
Based on social
cognitive strategies, the Accommodations Planning Team (APT) Seminar offers the skill training required for increasing employment -
related efficacy and outcome expectations.
Attachment theory and affect regulation: the dynamics, development, and
cognitive consequences of attachment -
related strategies.
The groups follow a manualized curriculum that combines
cognitive - behavioral
strategies with activities designed to help children process experiences
related to placement in out - of - home care.
[jounal] Mikulincer, M. / 2003 / Attachment theory and affect regulation: The dynamics, development, and
cognitive consequences of attachment -
related strategies / Motivation and Emotion 27 (2): 77 ~ 102
We encourage the development of social learning and self - regulation through the teachings of Social Thinking ® frameworks and
related strategies as well as utilize other professionals» work that adheres to a social
cognitive behavioral treatment approach.
Attachment theory and affect regulation: The dynamics, development, and
cognitive consequences of attachment -
related strategies.
Early training courses addressed to preschool children would help them to develop self - regulation skills (emotional,
cognitive, relational, behavioural)(Perricone Briulotta, 2012; Perricone et al. 2012a); when addressed to parents they would help to develop their parental competencies in order to face their child behavioural problems
related to everyday life; specific preschool and school educational paths addressed to teachers would help develop didactical
strategies oriented to the development of
cognitive and meta -
cognitive competencies in children.
Psychosocial factors that were positively
related to distress include personality traits, coping
strategies, social situations and
cognitive appraisals of the situation.
Type of disorder and
Cognitive Avoidance were positively and significantly (p <.05)
related to the Emotional Discharge coping
strategy, explaining a 20.9 % of the variance.