Case Studies (English)

The following three Case Studies were selected to provide examples of the variety of individuals that can and have benefitted from the implementation of the Systematic Concept Teaching (SCT) approach. Case Study A is an individual study of a student who showed positive changes in his prerequisites for learning, his performance in school subjects, and social functioning, as well as a marked increase in IQ scores following SCT. Case Study 1 and 2 come from our text, Intelligent & Effective Learning Based on the Model for Systematic Concept Teaching (Hansen and Morgan, 2019), and present two different examples of the implementation of the Systematic Concept teaching approach in the school setting, utilizing both regular education and special education resources and services. In addition to Case Studies 1 and 2 presented here, five more Case Studies are presented in the text mentioned above. These studies are: A case study of Systematic Concept Teaching of Ann, a girl diagnosed as having a Non-verbal Learning Disability – Grades 3 and 4; Ragnhild Hope Nyborg’s presentation of a repetition and extension of a three-year field experiment  - A case study report on an intervention with Systematic Concept Teaching (SCT) over three years (1976–1979) for 4 students with learning difficulties.; A presentation of Basic Conceptual Systems as tools for the remediation of a non-native speaker’s language inadequacy in order to promote the growth of personality (a girl 6–8 years old); A pedagogical treatment approach for young Schizophrenics; and, A description of the use of Systematic Concept Teaching (SCT) with a student born without sight.