Abstract
The present study was a single-group pre-test and post-test design;
it was conducted to see the effectiveness of academic interventions
(Shaw, 2005) on developmental skills (adaptive, personal-social,
communication, motor, and cognitive) of slow learners having
borderline intelligence. Eight slow learners were identified through
subjective ratings based on teacher’s appraisal and attained
achievement scores in respective grades and scores attained on
Raven’s Colored Progressive Matrices (CPM; Raven, Court, &
Raven, 1977) during screening. Boys (n = 6) and girls (n = 2) of
ages ranging from six years to six years and 11 months of age were
purposefully selected from two private-sector schools of District
and Tehsil Sargodha, Punjab, Pakistan. Developmental skills of
slow learners were measured by Battelle Developmental Inventory
(BDI-2; Newborg, 2004); assessment and screening was followed
by academic intervention. Quantitative analyses revealed that
academic interventions were highly effective in enhancing the
developmental skills of slow learners’ adaptive, communication,
and cognitive developmental skills. However, these interventions
remained silent and failed to show any positive effect on personalsocial
and motor skills.
Najma Iqbal Malik, Ghazala Rehman, Rubina Hanif. (2012) Effect of Academic Interventions on the Developmental Skills of Slow Learners, Pakistan Journal of Psychological Research, Volume-27, Issue-1.
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