Theory of Constraints Handbook - James Cox Iii [533]
As noted, one of the strengths of the TOC tools is that they can be taught and made relevant in classrooms—and with other groups—of people who have very divergent levels of knowledge, skills, and interests. This relevance has led to diversification within the TOCfE network in terms of specialized applications and interventions, particularly to enable those with special behavioral needs. For example, in The Netherlands, a TOCfE consultant, Fiet Muris, is using TOC with groups of children and parents who are part of the Romani population. They live in caravans and feel the sting of isolation, prejudice, and low academic achievement of these children who attend local schools. The TOC intervention is so effective that local schools and supportive government agencies have joined in creating solutions that are beneficial to all concerned.30
Other such specialized TOCfE applications include:
Children and adults who have dyslexia
Children considered to be gifted
Children at risk to develop addictive behaviors
Students in dropout prevention programs
Children diagnosed with Down syndrome and cerebral palsy
Children with Asperger syndrome
Children considered to be asocial and with other significant behavior disorders
Adult inmates in the penal system31
The TOC interventions with all these special interest groups have been very effective, as evidenced by the many case studies presented in TOCfE conferences and posted to the TOCfE Website, as well as by a growing amount of research. The research of Edyta Sinacka-Kubik (2006-2007), a PhD student at the Psychology Institute at the University of Gdansk, Poland, who was trained in the tools in a 3-day seminar in 2006, is one such example. Her stated hypothesis is: “There is a possibility to overcome school-educational difficulties when it comes to asocial children by applying the TOC for Education support program.” The research involved an experimental group consisting of 22 children regularly attending four sociotherapeutic centers; the implementation of the 18-month TOCfE project; and regular meetings at least once a week for 1.5 hours. The control group contained 22 children regularly attending four sociotherapeutic centers.
Some of her findings are presented in Fig. 26-13 and Fig. 26-14.32 These results are considered statistically significant and they include this summary presented at the 10th TOCfE Conference in Fort Walton Beach, Florida:
“TOC group gained significantly lower results in Antisocial Behavior Scale after the experiment.
TOC group gained significantly lower results in Withdrawal Scale after the experiment.
TOC group gained significantly higher results in Socialization Scale after the experiment.
TOC group gained significantly higher results in Motivation to Learning Scale after the experiment.
TOC group made much bigger progress than control group did during the experiment.” (PowerPoint summary)
FIGURE 26-13 Comparison of aggression research. (Graphics by Edyta Sinacka -Kubik. Source: TOCfE, used with permission.)
FIGURE 26-14 Antisocial behavior research. (Graphics by Edytak Sinacka-Kubik. Source: TOCfE, used with permission.)
Sinacka-Kubik concludes, “On the grounds of these optimistic results, visible even in a small group, we can think that in much bigger groups, the effect would be more significant. This research has encouraged us to start a new, much wider project.”33
Improvements in not only communication and behavioral skills but also in performance were validated in the PhD research of Dr. Jenilyn Corpuz, principal of a high school of more than 3600 students in Quezon City, Philippines. Research for her dissertation looked at “The Impact of the TOC Tools to Determine the Effects of the Theory of Constraints for Education (TOCfE) Tools as Intervention Instruments in the Teaching-Learning Processes in Technology and Livelihood Education.” The study, as shared at the 8th TOCfE