DIANA ALVES, MARIANA SOUSA, STEPHANIE ROWCLIFF, MARGARIDA HENRIQUES, & MARINA LEMOS
This paper aims to explore the potential of a triadic model of intervention in dealing with children with learning disabilities (LD). The triadic model proposed is based on the assumption that intervention with children with LD should focus on three interconnected domains of functioning (i.e., academic, cognitive and socioemotional) leading to the need to consider not only the individual, but also the contextual levels, in line with the bioecological model of human development. The model was used throughout a two-year intervention with Maria, an 8 year-old, Portuguese girl, initially attending 3rd grade. Maria was referred by her regular teacher due to difficulties in reading and writing, lack of autonomy in routines, and difficulties in relating to peers. Intervention aimed to 1) promote Maria’s social skills, 2) increase her autonomy in daily and school routines and 3) promote reading and writing processes. The intervention was based on three modalities: 1) individual counseling with the child, 2) psychoeducation with the parents and 3) school consultation. Academic and socio-emotional functioning was assessed before and after the intervention. An increase in the child’s verbal and reading fluency, and a decrease in social-emotional problems were observed. The intervention based on the triadic model proved to be effective in promoting Maria’s reading and writing skills and socioemotional adjustment of the child.
Learning disabilities, socio-emotional adjustment, intervention, Cognitive Behavioural Therapy.
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