National Academy of Agricultural Sciences (NAAS)
|
PRINT ISSN : 2319-7692
Online ISSN : 2319-7706 Issues : 12 per year Publisher : Excellent Publishers Email : editorijcmas@gmail.com / submit@ijcmas.com Editor-in-chief: Dr.M.Prakash Index Copernicus ICV 2018: 95.39 NAAS RATING 2020: 5.38 |
The present study has an attempt to find out the impact of early intervention on learning achievements of children (9 to 10 years) with learning disabilities (LD). The learning disability found among LD children both in control group and experimental group was assessed using standard scales such as Behavior Checklist for Screening Learning Disabled children (B.C.S.L.D), Checklist for writing error-National institute of mental health and neurosciences (NIMHANS) tool and self esteem by Battle’s Self-Esteem Inventory for children. The learning interventions including phonology, morphology, semantics, syntax and pragmatics were given to experimental group consisted of 60 LD children for six months period. The control group was not given intervention. It was observed that there was a significant difference between the mean scores for behavioral characteristics before and after intervention in control and experimental group. It was concluded that learning intervention improved the behavior of the LD children. The results revealed that the lowest percentage of occurrence of writing error in LD children was found under the category of high frequency of mistakes after intervention. The self esteem total score for control group and experimental group were low as 14.21 and 14.20 before intervention respectively, and it was low (14.20) in control group and intermediate (24.01) in experimental group after intervention. From the above findings, it was concluded that the behavioral characteristics, writing ability and self esteem were improved in experimental group when compared to the control group after leaning intervention.
Citations |
 |
 |
 |
 |
