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Applying Feuerstein’s Instrumental Enrichment-Basic programme with special needs children

© 2009 Kozulin, Lebeer, Madella-Noja e.a. 1


Alex Kozulin [1], Jo Lebeer [2], Antonia Madella-Noja, Christina Dornini [3], Fernando Gonzalez 4], Ingrid Jeffrey [5], Naama Rosenthal [1] , Mennyi Koslowsky [6]

[1] Tel Aviv University[2] University of Antwerp Faculty of Medicine, Disability Studies, Antwerp, Belgium[3] AIAS, Associazione Italiana Assistenza Spastici, Milano[4] Diego Portales University, Centre for Cognitive Development, Faculty of Psychology & Education, Santiago de Chile[5] Mediated Learning Academy, Vancouver, Canada[6] Bar ilan University, Ramat Gan, Israel

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DAFFODIL projectDynamic Assessment oF Functioning Oriented at Development and Inclusive Learning

ICELP

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International FIE-Basic ResearchFeuerstein’s Instrumental Enrichment Basic Programme

Project objectives:� To pilot FIE-Basic instruments and mediation

strategies with various populations of special needs children;

� To evaluate the effectiveness of IE-Basic in enhancing different cognitive functions of special needs children

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FIE basic presentation research results

1. Part 1: Rationale and overview of the FIE-basic programme (J.Lebeer)

2. Part 2: Results of multinational study (A. Kozulin)

3. Part 3: Case studies with children withsevere intellectual dysfunctioning (A.Madella-Noja & C. Dornini)

4. Part 4: Results of pilot project with severelySES deprived children in Chile (N. Salas)



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FIE basic presentation research results

Part 1Rationale and overview of the FIE-basic

programme (J.Lebeer)

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Intervention programme:Feuerstein’sInstrumental Enrichment Programme- Basic

� Authors: Reuven & Rafi Feuerstein� Basis: Feuerstein’s theory of

Structural Cognitive Modifiability & Mediated Learning Experience

� Cultural constructive theory of cognitive development

� 12 criteria of mediated learninginteraction

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Goals of Instrumental Enrichment-basic

� Enriching Cognitive Development� Increase cognitive modifiability� Compensate for lack of mediated learning

experience� Equip the child with the necessary cognitive

functions needed for future development� Teach aspects of affective & socio-emotional

learning via cognitive way

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FIE-basic target group

� Young children (starting from age4-5)

� Children with special needs with a developmental age of � 4

1. In whom basic knowledge and concepts need to be developped, in order to adapt to the demands of the environment

2. In whom dysfunction can beprevented or postponed (reducingthe risk of learning disabilities)

3. in which functions which were lost or inadequately developed must berepaired or maintained(remediation).

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FIE-basic target group

Children with special needs, more specifically

1. Learning difficulties: attentiondeficit (ADD ADHD), specificlearning disabilities

2. Children with autistic spectrum disorder, communication disorder

3. Children with executivedysfunction problems (DCD, dyspraxia)

4. Children with mild-moderateintellectual disability

5. Gifted underachievers withunderdeveloped learning habits

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Procedure of application

� Setting: Work in small groups, individual, classroom� Duration ¾-1h � Frequency: ideally 3x/week� Mostly: paper & pencil exercices ( except TCAL) � Bridging & transfer into daily life, school learning &

social relations� Intervention = programme + quality of interaction +

active modifying environment + dynamic assessment



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FIE basic programme

1. Perceptual-motor development, attention and planning behaviour :Organization of Dots-B, Tri-Channel AttentionalLearning

2. Spatial orientation (Orientation in Space-B)3. Decoding emotional expression and

understanding their social/behavioural correlates :Identifying Emotions; From Empathy to Action

4. Abstractive/integrative thinking: From Unit to Group; Knowledge; Compare and Discover the Absurd; Thinking to Learn to Prevent Violence; Learning to Question for Reading Comprehension).

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Comparison with existing programmes

� Explicitly based on Feuerstein’s MLE theory Bright Start (Haywood et al.)

� Other transversal programmes: 1. Inductive Reasoning (Klauer et al.)2. Inductive reasoning (Paour et al.)3. Philosophy for Children (Lipman)4. Concept Teaching Model ( Nyborg)5. Trainingsprogramm Teilleistungsschwäche (Sindelar)6. Frostig konzept

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Comparison with existing programmes

� Paper & pencil activities: higher representationactivated

� Cognitive focus on identifyingemotions & understandingsocial interactions

� Content (declarative) + fluidintelligence

Example from Comparisons, Bright Start Programme, Haywood, Brooks & Burns



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FIE-Basic: “Organization of Dots”

� Visuo-motor coordination� Projection of virtual

relationships� Analytic perception of

shapes� conservation of form and

size� Planning� need for precision and

restraint of impulsivity�

© 2005 R.&R.Feuerstein, ICELP, Jerusalem

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Orientation in Space- basic

� Enrichvocabulary to describeobjects in space: above, below,in front of, behind, left, right


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FIE-Basic: Compare and Discover the Absurd

� absurd or incongruous situations

� develop the children’s ability to use selected criteria as a basis for comparison

� develop a system of sub- and super-ordinate concepts: size, shape, direction, quantity

� aimed at developing higher cognitive functions, expressive language, and coordination of pictorial analysis with verbal responses.


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Identifying emotions

� Learn to decode an emotion on a stimulus picture

� Learn to recognize social situationin which this emotion is appropriate, and grade appropriateness

� Learn to decode and code withcolour

� Learn to compare intensity & appropriateness of emotions

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Identifying emotions

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From empathy to action

1. Identify the emotion of a person in a problemsituation

2. Learn to choose the best alternativeamong 4 choices

3. Learn to provide logical evidence as to why people choose a certain alternative


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From unit to groups

� Learn to count in representationalway

� Concept of unit = part of a group� Teach part-whole relationships� Learn to group units according to

number� Beginning of classification

according to shape, number & colour

� Flexibility of classification� Beginning of mathematical

operations (addition, subtraction, multiplication & division)© 2005 R.&R.Feuerstein, ICELP, Jerusalem

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From unit to groups


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Learning to ask questions for reading comprehension

� Learn to analyse events� Anticipate what could happen� Reading information from a picture� Learn to ask key questions: who, what, where, why, how, etc.


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Further reading

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Study population

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Intervention program

� Experimental groups (27 to 90 hours, 1-3x/week; 27 -45 weeks):“Organization of Dots”“From units to group”“Orientation in space”“Detecting absurd”“Tri-channel attention learning”

� Comparison groups (90 hours):Standard occupational therapy and compensatory education methods



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Pre- and post-test instruments:

� WISC-R (raw scores)SimilaritiesArithmeticPicture completionPicture arrangementBlock design

� Raven Colored Matrices

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Results

� In all subtests cognitive gains in the experimental groups (N = 95) were greater than in comparison groups (N=49); the difference reached statistically significant level in “Similarities” (t = 2.69; p = .008), “Picture Completion” (t = 2.98; p = .003) and Raven Matrices (t = 2.38; p = 019).

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Effect size in experimental groups(N =95)

Similarities: 0.64Arithmetic: 0.54Picture completion: 0.59Block design:0.49Raven Colored Matrices:

0.56



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The greatest gains

� Setting: The greatest gains were achieved in Vancouver (Canada) school that had its entire staff trained in the principles of mediated learning experience.

� Age and initial performance level: The difference between gain scores of Vancouver sample and other experimental groups remained after controlling for age and initial performance level.

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Gains of children with very low initial performance level

� Down syndrome group: Twelve children with Down syndrome who received program at ICELP in Jerusalem

� Effect size: The program effect size for this group (in “Picture Completion” and Raven Matrices) was significantly higher than that of the total experimental sample, though the children were significantly younger

� Interpretation: parents’ choice + more mediation in transfer

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Cross-sectional data of developmental trends: Raven Matrices in DS children

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R Sq Linear = 0.027



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Developmental trends: Analysis

� Developmental data in children with genetic syndromes demonstrate very large dispersion.

� In some cases preservation of the same performance level can be interpreted as “progress”.

� The issue of developmental trends in special needs populations requires systematic study.

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Conclusions

� IE-Basic cognitive enhancement program proved to be effective in producing significant cognitive change in special needs children, including those with very low initial performance level;

� The effect size of cognitive gain is medium; � The best results are achieved in the educational

framework where the entire staff in trained in mediated learning approach

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Further research

� Research on more homogeneous groups� Look at transfer outcome measures:

academic learning, behaviour, other learning� Look at teacher/parent mediation effect� Look at behavioural modification possibilities� Long-term effects



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Acknowledgements

� Fondazione Mariani per la Neurologia Infantile, Milano

� International Centre for the Enhancement of Learning Potential, Jerusalem

� University of Antwerp, Daffodilproject� Centro Desarrollo Cognitivo, Diego Portales

University, Santiago de Chile� AIAS, Associazione Italiani Aiuta Spastici,

Milano� Mediated Learning Academy Vancouver, CND� Public school for SEN Children, Balderschool,

Lier & Ritmica, Hove (Ann Neetens & Dany Devooght)

� Bar Ilan University, Dept. Of Psychology, RamatGan, Israel

� Tel Aviv University, School of OccupationalMedicine

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