Depressive mood in students with mild intellectual disability: students' reports and teachers' evaluations.
The present study examined 310 students with mild intellectual disability (ID) who attended special schools and self-contained classes in mainstream schools with regard to their reports of depressive mood, and loneliness and social skills, and teachers' perception of the students' academic, social a...
| Publicado en: | Journal of Intellectual Disability Research Vol. 45; no. 6; pp. 526 - 535 |
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| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Dec2001
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106916952&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106916952 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09642633 EUL jtl: Journal of Intellectual Disability Research issn: 09642633 maglogo: Y pubinfo: dt: Dec2001 vid: 45 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106916952 106916952 2002044459 10.1046/j.1365-2788.2001.00363.x 106916952 ppf: 526 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Depressive mood in students with mild intellectual disability: students' reports and teachers' evaluations. aug: au: Heiman T affil: Department of Education and Psychology, The Open University of Israel, 15 Klausner Street, Ramat Aviv, Tel Aviv, 61392, Israel (talihe@oumail.openu.ac.il) sug: subj: Depression In Infancy and Childhood Depression In Adolescence Intellectual Disability In Infancy and Childhood Intellectual Disability In Adolescence Mainstreaming (Education) Social Adjustment In Infancy and Childhood Social Adjustment In Adolescence Loneliness Multivariate Analysis of Variance Sex Factors Questionnaires Scales Regression Interviews Chi Square Test Convenience Sample Teachers Comparative Studies Child Adolescence Male Female Human Child: 6-12 years Adolescent: 13-18 years Male Female ab: The present study examined 310 students with mild intellectual disability (ID) who attended special schools and self-contained classes in mainstream schools with regard to their reports of depressive mood, and loneliness and social skills, and teachers' perception of the students' academic, social and behavioural competencies. A multivariate analysis of variance (MANOVA) revealed that: students in special schools reported higher levels of depression and felt lonelier than mainstream school students; girls exhibited a greater sense of depressive mood than boys; teachers assessed boys as having higher academic competencies than girls; and boys were considered more easily distracted and less independent. However, teachers considered girls to have more adequate social adjustment, and be more task-oriented and more independent. For both groups, depressive mood can be predicted by distractibility and loneliness; by gender and lower academic competencies for special school students; or mainly by difficulties in social adjustment in the case of mainstream school students. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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