Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies.

The aim of the present study was to investigate goal orientations and classroom goal structures and their relationship with strategies of self-regulated learning (SRL) in students with and without learning disabilities (LD) and reading comprehension difficulties (RCD). The sample consisted of 537 students attending the two last grades of primary school, fifth and sixth grade (Mage = 11.28 years, SD = ±0.

The Interaction with Disabled Persons Scale: translation and cross-cultural validation into Greek.

Aim: Cross-cultural adaptation of the Interaction with Disabled Persons Scale (IDPS) into Greek.

Methods: The IDPS was forward and back-translated by two bilingual physiotherapists and a Greek-English translator, respectively. Greek-speaking health professionals provided modifications in order to develop the final version of the Scale.

Review of interventions for the management of anxiety symptoms in children with ASD.

Background: Anxiety is a common accompanying symptom in people with Autism Spectrum Disorder (ASD).

Objectives: To investigate interventions available for the management of anxietyin children with ASD internationally.

Methods: Review was made of relevant studies found through PubMed, the National Institute of Health (NIH) publications and resources in the libraries of the University of Macedoniaand the Greek NationalResearch Foundation.

Views of Teachers on Anxiety Symptoms in Students with Autism Spectrum Disorder.

People with autism spectrum disorder (ASD) exhibit comorbidity with anxiety. The aim of this study was the investigation of the perception of teachers on anxiety in school children with ASD. The Scale Teacher Response (SAS-TR) questionnaire was completed by 291 special education and 118 general education teachers, providing data on students in their classes with ASD and of typical development (TD), respectively.