کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6013160 | 1185910 | 2013 | 5 صفحه PDF | دانلود رایگان |
This study constitutes a preliminary test of a theoretical model proposed by Sexson and Madan-Swain to explain the school status of students with epilepsy. Sixty-six classroom teachers participated in the study, as did 74 of their students with epilepsy. Three predictor variables-teachers' attitude towards persons with epilepsy, teachers' training in instructing students with epilepsy, and students' seizure frequency-were examined. Consistent with the model, the three variables collectively predicted attendance (F = 54.48, p < .001, R2 = 0.70), reading (F = 21.40, p < .001, R2 = .48), math (F = 12.61, p < .001, R2 = 0.35), writing (F = 12.61, p < .001, R2 = 0.35), and special education usage (Ï2 = 30.96, p < .001). Moreover, both seizure frequency and teachers' attitude, but not teachers' training, uniquely predicted some outcome variables. Limitations and potential advantages of the model are discussed.
⺠The school status of students with epilepsy is understudied. ⺠Based on a theoretical model, we studied 74 students with epilepsy. ⺠The theoretical model was supported using multivariate statistics. ⺠Seizure frequency and teachers' attitudes were successful predictors.
Journal: Epilepsy & Behavior - Volume 27, Issue 1, April 2013, Pages 4-8