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The FRIENDS programs incorporate physiological, cognitive and behavioural strategies to assist children, youths and adults in coping with stress and worry. [3] Studies have demonstrated the effectiveness of FRIENDS in addressing mental health issues such as OCD , anxiety , depression , autism and stress in children, [ 4 ] adolescents, [ 5 ...
The progressive time delay procedure was developed first, [12] and the constant time delay procedure was developed as a more parsimonious procedure for teaching students with disabilities. [13] CTD and PTD are systematic procedures that use the teaching strategy of waiting on a learner's response that has likely been used haphazardly for years. [6]
"The Learning Strategy of the Total Physical Response: A Review" by James J. Asher The Modern Language Journal, Vol. 50, No. 2 (Feb., 1966), pp. 79–84 JSTOR "The strategy of the Total Physical Response: an application to learning Russian" ERIC ED011378 by JJ Asher, 1965; Asher, James (1996). Learning Another Language Through Actions (5th ed ...
He set about finding a way to combine TPR with stories, with input from Krashen and from other foreign language teachers, and the result was Total Physical Response Storytelling. [ 4 ] This new method continued to evolve with the input of teachers, and by 2000 there was a greater emphasis on reading and the spoken class story, with the time ...
Although the exact origin of depression is unclear, it is believed to involve biological, psychological, and social aspects. [2] Socioeconomic status, life experience, genetics, and personality traits are believed to be factors in the development of depression and may represent an increased risk of developing a major depressive episode. [3]
The comprehension approach is most strongly associated with the linguists Harris Winitz, Stephen Krashen, [2] Tracy D. Terrell and James J. Asher.The comprehension-based methodology most commonly found in classrooms is Asher's Total Physical Response approach; [3] Krashen and Terrell's Natural Approach [4] has not been widely applied.
Active student response strategies can be either low- or high-tech. High-tech strategies, which use electrical devices, may utilize mobile phones, clickers, or other devices. Low-tech strategies do not require any electrical devices and may not require anything more than pencil and paper. Examples include guided notes and response cards. [1]
Stephen M. Stahl, renowned academician in psychopharmacology, has stated resorting to a dynamic psychostimulant, in particular, d-amphetamine is the "classical augmentation strategy for treatment-refractory depression". [84] However, the use of stimulants in cases of treatment-resistant depression is relatively controversial. [85] [86]