Article 1
Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of learning disabilities, 44(1), 3-17. https://doi.org/10.1177/0022219409359939
1. How were the participants selected? Were the participants representative of the larger population?
This article portrays the findings of a meta-analysis of the evidential research on anxiety symptom severity in school-aged learners with learning disabilities (LD) compared to their non-LD colleagues. The participants of this study were selected based on their school grades. The participants selected for this study were from the kindergarten level to the 12th-grade level. The participants of this study were representative of a larger population since they were randomly selected based on their school grades, both males and females.
2. How were the participants assigned to groups? Did the groups start out the same? Was there any bias in how the participants were assigned to groups?
The studies were divided into primary school, intermediate and high school, and mixed-level to investigate the grade level. The primary school group incorporated kindergarten to sixth grades, while the intermediate and high school group incorporated the 7th to 12th grades. Mixed-group study entailed learners from all grade tiers or a primary and intermediate school combination. The primary, intermediate, and high school groups entailed learners aged between 5 to 12 and 13 to 18 years. The sexual identity was labeled as either male or female. The groups in this study started out the same, and there was no favoritism in how the respondents were designated to groups.
3. What did the researchers do to ensure the experimental procedures were equal across the groups? If they did not ensure the procedures were equal, what should the researchers have done? Did the researchers follow APA ethical guidelines in conducting the research?
To guarantee that the experimental processes were the same for all categories, the researchers permitted both males and females as well as students with LD and non-LD to participate in the experimentations together. The APA ethical guidelines were abided in numerous aspects of this investigation; there was no prejudice in this research. The experimenters provided informed consent to the respondents, and the researchers had permission to undertake studies.
4. What were the independent and dependent variables of the experiment?
The dependent variable in this study is the learning disability, while age and race are the independent variables.
5. What was the outcome of the experiment?
The experiment’s findings support the widely held belief that learners with learning disabilities have more anxiety symptoms than their non-LD colleagues. Moreover, the greater mean anxiousness scores of learners with LD imply that they may be more likely than non-LD learners to encounter clinically substantial anxiousness.
6. How can you use the results of the research in your final paper?
The results of this study can be utilized in my final paper since it focuses on learning disabilities and anxiety. Since learners with learning disabilities have more anxiety symptoms than their non-LD colleagues, I will use these results to determine educational approaches for learners with LD and techniques for managing and reducing anxiety.
Article 2
Irene C. Mammarella, Marta Ghisi, Monica Bomba, Gioia Bottesi, Sara Caviola, Renata Nacinovich, & Fiorenza Broggi. (2014). Anxiety and Depression in Children with Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development. https://doi.org/10.1177/0022219414529336
1. How were the participants selected? Were the participants representative of the larger population?
The primary goal of this research was to study more on the psychological attributes of youngsters with various learning disabilities aged 8 to 11 years and who attend third to sixth grade. The participants were selected based on their disabilities ranging from nonverbal learning disabilities (NLD), reading disabilities (RD), to typical development (TD). The participants of this study were representative of a larger population since they were selected from different aspects of learning disabilities, which comprised 45 participants.
2. How were the participants assigned to groups? Did the groups start out the same? Was there any bias in how the participants were assigned to groups?
The participants of this study were grouped into three categories. First, 15 (8 males and 7 females) of the participants had been diagnosed with NLD. The other group comprised 15 participants (8 males and 7 females) diagnosed with RD. The last group comprised 15 participants (10 males and 5 females) who were TD children. The groups started out the same, and there was no bias in how the respondents were designated to groups.
3. What did the researchers do to ensure the experimental procedures were equal across the groups? If they did not ensure the procedures were equal, what should the researchers have done? Did the researchers follow APA ethical guidelines in conducting the research?
The researchers of this study ensured equitability across the groups during the experimental procedures. The various groups participated in similar tasks during the experiment. Before commencing the research, respondents were mandated to provide informed consent.
4. What were the independent and dependent variables of the experiment?
The dependent variables in this study were nonverbal learning disabilities, reading disabilities, and typical development tests. The independent variables in this study were age and socioeconomic status.
5. What was the outcome of the experiment?
The findings of this study show that youngsters with NLD and RD have more nervous signs than youngsters with TD. Furthermore, compared to the TD category, both clinical categories indicated greater levels of generalized and social anxiousness.
6. How can you use the results of the research in your final paper?
The results of this study can be utilized in my final paper since it focuses on anxiety and depression in children with nonverbal learning disabilities, reading disabilities, and typical development. In addition, I will utilize these results to conduct in-depth research on how to manage depression and anxiety among children with NLD, RD, and TD to enhance their learning abilities.
References
Irene C. Mammarella, Marta Ghisi, Monica Bomba, Gioia Bottesi, Sara Caviola, Renata Nacinovich, & Fiorenza Broggi. (2014). Anxiety and Depression in Children with Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development. https://doi.org/10.1177/0022219414529336
Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of learning disabilities, 44(1), 3-17. https://doi.org/10.1177/0022219409359939
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