TY  - JOUR
AB  - Cavalli, E., Colé, P., Leloup, G., Poracchia-George, F., Sprenger-Charolles, L., & El Ahmadi, A. (2017). Screening for dyslexia in French-speaking university students: An evaluation of the detection accuracy of the Alouette test. Journal of Learning Disabilites. Advance online publication. (Original doi: 10.1177/0022219417704637 ) In the version of this article originally published OnlineFirst, the funding statement was incorrect. The correct funding statement is as follows: Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Labex BLRI (ANR-11-LABX-0036), managed by the French National Agency for Research (ANR), under the project title Investments of the Future A*MIDEX (ANR-11-IDEX-0001-02). Subsequent versions of the article will be corrected.
AN  - 28581901
DA  - May/Jun
DO  - 10.1177/0022219417715264
DP  - NLM
ET  - 2017/06/06
J2  - Journal of learning disabilities
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0022-2194
SP  - Np1
ST  - Corrigendum
T2  - J Learn Disabil
TI  - Corrigendum
VL  - 51
ID  - 204817
ER  - 


TY  - JOUR
AB  - Erbeli, F., Hart, S. A., & Taylor, J. (2018). Genetic and environmental influences on achievement outcomes based on family history of learning disabilities status. Journal of Learning Disabilites. Advance online publication. (Original doi: 10.1177/0022219418775116 ) In the version of this article originally published OnlineFirst, an error was made in the coding of missing data for math fluency. The mistake is limited to the math fluency measure only (a miscode of the data resulted in missing data being set to 0), and is limited to the specific numbers reported for the math achievement measure. The mistake did not result in a change in the pattern, or implications, of the results. Tables 1, 2, 3, and 4, Figure 3, as well as a sentence in the Results section, have been corrected online and in subsequent versions of the article. All the other sections of the paper remain intact. The conclusions continue to be supported by the new data and verifiable analyses. The corrected sentence is as follows: Outcomes on all achievement measures, aside from math fluency, were statistically significant indicators of FH+ status, as shown by the p values.
AN  - 30035683
DA  - Mar/Apr
DO  - 10.1177/0022219418791814
DP  - NLM
ET  - 2018/07/24
J2  - Journal of learning disabilities
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0022-2194
SP  - Np1
ST  - Corrigendum
T2  - J Learn Disabil
TI  - Corrigendum
VL  - 52
ID  - 204815
ER  - 


TY  - JOUR
AB  - BACKGROUND: People with unexplained developmental disabilities or multiple congenital anomalies might have had many biochemical, metabolic, and genetic tests for a period of years without receiving a diagnosis. A genetic diagnosis can help these people and their families better understand their condition and may help them to connect with others who have the same condition. Ontario Health (Quality), in collaboration with the Canadian Agency for Drugs and Technologies in Health (CADTH) conducted a health technology assessment about the use of genome-wide sequencing for patients with unexplained developmental disabilities or multiple congenital anomalies. Ontario Health (Quality) evaluated the effectiveness, cost-effectiveness, and budget impact of publicly funding genome-wide sequencing. We also conducted interviews with patients and examined the quantitative evidence of preferences and values literature to better understand the patient preferences and values for these tests. METHODS: Ontario Health (Quality) performed a systematic literature search of the clinical evidence. We assessed the risk of bias of each included study using the Risk of Bias Assessment tool for Non-randomized Studies (RoBANS) and the quality of the body of evidence according to the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) Working Group criteria. We also performed a search of the quantitative evidence and undertook direct patient engagement to ascertain patient preferences for genetic testing for unexplained developmental disabilities or multiple congenital anomalies. CADTH performed a review of qualitative literature about patient perspectives and experiences, and a review of ethical issues.Ontario Health (Quality) performed an economic literature review of genome-wide sequencing in people with unexplained developmental disabilities or multiple congenital anomalies. Although we found eight published cost-effectiveness studies, none completely addressed our research question. Therefore, we conducted a primary economic evaluation using a discrete event simulation model. Owing to its high cost and early stage of clinical implementation, whole exome sequencing is primarily used for people who do not have a diagnosis from standard testing (referred to here as whole exome sequencing after standard testing; standard testing includes chromosomal microarray and targeted single-gene tests or gene panels). Therefore, in our first analysis, we evaluated the cost-effectiveness of whole exome sequencing after standard testing versus standard testing alone. In our second analysis, we explored the cost-effectiveness of whole exome and whole genome sequencing used at various times in the diagnostic pathway (e.g., first tier, second tier, after standard testing) versus standard testing. We also estimated the budget impact of publicly funding genome-wide sequencing in Ontario for the next 5 years. RESULTS: Forty-four studies were included in the clinical evidence review. The overall diagnostic yield of genome-wide sequencing for people with unexplained development disability and multiple congenital anomalies was 37%, but we are very uncertain about this estimate (GRADE: Very Low). Compared with standard genetic testing of chromosomal microarray and targeted single-gene tests or gene panels, genome-wide sequencing could have a higher diagnostic yield (GRADE: Low). As well, for some who are tested, genome-wide sequencing prompts some changes to medications, treatments, and referrals to specialists (GRADE: Very Low).Whole exome sequencing after standard testing cost an additional $3,261 per patient but was more effective than standard testing alone. For every 1,000 persons tested, using whole exome sequencing after standard testing would lead to an additional 240 persons with a molecular diagnosis, 272 persons with any positive finding, and 46 persons with active treatment change (modifications to medications, procedures, or treatment). The resulting incremental cost-effectiveness ratios (ICERs) were $13,591 per additional molecular diagnosis. The use of genome-wide sequencing early in the diagnostic pathway (e.g., as a first- or second-tier test) can save on costs and improve diagnostic yields over those of standard testing. Results remained robust when parameters and assumptions were varied.Our budget impact analysis showed that, if whole exome sequencing after standard testing continues to be funded through Ontario's Out-of-Country Prior Approval Program, its budget impact would range from $4 to $5 million in years 1 to 5. If whole exome sequencing becomes publicly funded in Ontario (not through the Out-of-Country Prior Approval Program), the budget impact would be about $9 million yearly. We also found that using whole exome sequencing as a second-tier test would lead to cost savings ($3.4 million per 1,000 persons tested yearly).Participants demonstrated consistent motivations for and expectations of obtaining a diagnosis for unexplained developmental delay or congenital anomalies through genome-wide sequencing. Patients and families greatly value the support and information they receive through genetic counselling when considering genome-wide sequencing and learning of a diagnosis. CONCLUSIONS: Genome-wide sequencing could have a higher diagnostic yield than standard testing for people with unexplained developmental disabilities or multiple congenital anomalies. Genome-wide sequencing can also prompt some changes to medications, treatments, and referrals to specialists for some people tested; however, we are very uncertain about this. Genome-wide sequencing could be a cost-effective strategy when used after standard testing to diagnose people with unexplained developmental disabilities or multiple congenital anomalies. It could also lead to cost savings when used earlier in the diagnostic pathway. Patients and families consistently noted a benefit from seeking a diagnosis through genetic testing.
AN  - 32194879
C2  - Pmc7080457
DP  - NLM
ET  - 2020/03/21
J2  - Ontario health technology assessment series
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1915-7398
SP  - 1-178
ST  - Genome-Wide Sequencing for Unexplained Developmental Disabilities or Multiple Congenital Anomalies: A Health Technology Assessment
T2  - Ont Health Technol Assess Ser
TI  - Genome-Wide Sequencing for Unexplained Developmental Disabilities or Multiple Congenital Anomalies: A Health Technology Assessment
VL  - 20
ID  - 204726
ER  - 


TY  - JOUR
AD  - University of Michigan Medical School, Ann Arbor, Michigan, USA.
AN  - 19240443
AU  - Abella, I. B.
AU  - Vladescu, I.
AU  - Turgeon, D. K.
AU  - Kumagai, A. K.
DA  - Mar
DO  - 10.1097/ACM.0b013e31819764e4
DP  - NLM
ET  - 2009/02/26
J2  - Academic medicine : journal of the Association of American Medical Colleges
KW  - *Education, Medical
Humans
Imagination
*Medicine in the Arts
Neoplasms/*psychology/therapy
*Social Support
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1040-2446
SP  - 353
ST  - Imagination, art, and learning: a web of support
T2  - Acad Med
TI  - Imagination, art, and learning: a web of support
VL  - 84
ID  - 204307
ER  - 


TY  - JOUR
AB  - Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.
AD  - New York University.
Mathematica Policy Research.
City University of New York.
International Rescue Committee.
University of Pennsylvania.
AN  - 27866501
AU  - Aber, J. L.
AU  - Tubbs, C.
AU  - Torrente, C.
AU  - Halpin, P. F.
AU  - Johnston, B.
AU  - Starkey, L.
AU  - Shivshanker, A.
AU  - Annan, J.
AU  - Seidman, E.
AU  - Wolf, S.
DA  - Feb
DO  - 10.1017/s0954579416001139
DP  - NLM
ET  - 2016/11/22
J2  - Development and psychopathology
KW  - Achievement
Armed Conflicts/*psychology
Child
Cluster Analysis
Democratic Republic of the Congo
*Developing Countries
Developmental Disabilities/*prevention & control/*psychology
Emotional Adjustment
Female
*Health Promotion
Humans
Learning Disabilities/*prevention & control/*psychology
Male
Psychopathology
Reading
School Health Services
Social Environment
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0954-5794
SP  - 53-67
ST  - Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo
T2  - Dev Psychopathol
TI  - Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo
VL  - 29
ID  - 203936
ER  - 


TY  - THES
AB  - The purpose of this action research study was to determine the effectiveness of two online college success courses: CPD 150 (College Success, 3 credits) and CPD 115 (Success Strategies, 1 credit), at Rio Salado College, a Maricopa Community College in Arizona. The goal of these courses is to prepare students to be college-ready by examining college readiness and learning skills. The Motivated Strategies for Learning Questionnaire measured students' perceptions of their own college readiness in a pre-test/post-test format. Understanding students' perceptions of their own college readiness is the college's first step in understanding the effectiveness of these courses. Descriptive statistical analysis was used to compare the pre- and post-tests to determine whether the average student scores changed after completion of the college success course. Paired samples t-tests (or repeated-measures test) were conducted on 2 scales consisting of 13 subscales of the MSLQ of the Motivated Strategies for Learning Questionnaire. Data analysis revealed that students reported that they had better study skills after the course than before completing the course. Particularly, learning strategies, test anxiety, self-efficacy, effort regulation (self-management), control of learning beliefs, study skills, and time and study environment stand out as showing substantial improvement for the students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Abts, Melanie
DB  - ERIC
DP  - EBSCOhost
KW  - Online Courses
Pretests Posttests
Learning Strategies
Instructional Effectiveness
Community Colleges
Statistical Analysis
Action Research
Comparative Analysis
Scores
Student Attitudes
College Preparation
Study Skills
Test Anxiety
Self Efficacy
Metacognition
College Students
Motivated Strategies for Learning Questionnaire
Arizona
Arizona
Motivated Strategies for Learning Questionnaire
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-26368-1
ST  - Effectiveness of Online Community College Success Courses
TI  - Effectiveness of Online Community College Success Courses
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED549289&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3502982
ID  - 205167
ER  - 


TY  - JOUR
AB  - BACKGROUND: Many children with specific language impairment, Down syndrome or autism spectrum disorder have difficulty learning grammatical morphology, especially forms associated with the verb phrase. However, except for Hebrew, the evidence thus far has come from Indo-European languages. AIMS: This study investigates the acquisition of grammatical morphology by Turkish-speaking children with developmental disorders. Syntactic, perceptual and usage features of this non-Indo-European language were predicted to lead to patterns of atypical learning that would challenge and broaden current views. METHODS & PROCEDURES: Language samples were collected from 30 preschoolers learning Turkish: ten with developmental disorders, ten matched by age and ten by length of utterance. T-SALT then generated mean length of utterance, the total number of noun errors, the total number of verb errors and the per cent use in obligatory contexts for noun suffixes. Analyses also looked at the potential effects of input frequency on order of acquisition. OUTCOMES & RESULTS: Turkish children in the MLU-W control group, aged 3;4, used noun and verb suffixes with virtually no errors. Children in the group with atypical language showed more, and more persistent, morphological errors than either age or language peers, especially on noun suffixes. Children in the ALD and MLU-W groups were acquiring noun case suffixes in an order that is strongly related to input frequencies. CONCLUSIONS & IMPLICATIONS: These findings seem to reflect the influence of salience, regularity and frequency on language learning. Typical child-adult discourse patterns as well as the canonical SOV Turkish word order make verb suffixes perceptually salient, available in working memory and frequently repeated. The findings support the view that the language patterns seen in children with atypical development will differ from one language type to the next. They also suggest that regardless of language or syntactic class, children will have greater difficulty with those features of grammar that have higher cognitive processing costs.
AD  - Special Education, Ankara University, TurkeyAudiology and Speech Sciences, University of British Columbia, Vancouver, BC, Canada.
AN  - 22026573
AU  - Acarlar, F.
AU  - Johnston, J. R.
DA  - Nov-Dec
DO  - 10.1111/j.1460-6984.2011.00035.x
DP  - NLM
ET  - 2011/10/27
J2  - International journal of language & communication disorders
KW  - Child Development Disorders, Pervasive/complications/*psychology
*Child Language
Child, Preschool
Developmental Disabilities/etiology/*psychology
Down Syndrome/complications/*psychology
Humans
Language
*Language Development
Language Tests
*Semantics
Turkey
Verbal Learning
Vocabulary
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1368-2822
SP  - 728-738
ST  - Acquisition of Turkish grammatical morphology by children with developmental disorders
T2  - Int J Lang Commun Disord
TI  - Acquisition of Turkish grammatical morphology by children with developmental disorders
VL  - 46
ID  - 204137
ER  - 


TY  - JOUR
AB  - Building on previous research in the area of written expression for individuals with ASD a research synthesis was conducted to identify (1) writing interventions that have been studied and their effect in improving writing skills of individuals with ASD, (2) intervention features that influence the writing skills of learners with ASD, and (3) the quality of the research. A total of 62 participants were represented across the 24 single case design studies meeting inclusion criteria. Nine interventions emerged with a majority focused on self-regulated strategy development. Effective interventions (PND above 70%) are reported, along with the emergent feature of "packages" using co-occurring combinations of visual, motivational, choice, technology, behavioral, peer, auditory, and tactile supports in conjunction with writing interventions.
AD  - College of Education, Rowan University, 3050 James Hall, 201 Mullica Hill Road, Glassboro, NJ, 08028, USA. accardo@rowan.edu.
School of Education, St. Thomas Aquinas College, 125 Route 340, Sparkill, NY, 10976, USA.
College of Education, Rowan University, 3058 James Hall, Glassboro, NJ, 08028, USA.
College of Education, CASE Center, Rowan University, James Hall, Glassboro, NJ, 08028, USA.
AN  - 30838491
AU  - Accardo, A. L.
AU  - Finnegan, E. G.
AU  - Kuder, S. J.
AU  - Bomgardner, E. M.
DA  - Jun
DO  - 10.1007/s10803-019-03955-9
DP  - NLM
ET  - 2019/03/07
J2  - Journal of autism and developmental disorders
KW  - Autism
Autism spectrum disorder
Instruction
Research synthesis
Writing
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0162-3257
SP  - 1988-2006
ST  - Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis
T2  - J Autism Dev Disord
TI  - Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis
VL  - 50
ID  - 204743
ER  - 


TY  - JOUR
AB  - Children with Down syndrome may be at increased risk of problems associated with inactivity. Early intervention to increase physical activity may lead to increased participation in typical activities and long-term increases in quality of life (e.g., decreased likelihood of obesity-related illness). A multi-component intervention, including video modeling, prompting, and behavior-specific praise, was implemented to increase the physical activity behaviors of three young children with Down syndrome on a typical preschool playground. Results, evaluated in the context of an A-B-A-B withdrawal design, showed increases in moderate-to-vigorous physical activity (MVPA) for all children during intervention conditions. To evaluate social validity of behavior changes, average data values in each condition were graphed alongside normative comparison data of typically developing peers, showing that average MVPA for participants during intervention conditions was lower than average peer values but was within the range demonstrated by peers.
AN  - EJ1084878
AU  - Adamo, Elyse K.
AU  - Wu, Jenny
AU  - Wolery, Mark
AU  - Hemmeter, Mary Louise
AU  - Ledford, Jennifer R.
AU  - Barton, Erin E.
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Down Syndrome
Video Technology
Modeling (Psychology)
Positive Reinforcement
Prompting
Physical Activity Level
Physical Activities
Early Intervention
Playgrounds
Validity
Preschool Children
Measures (Individuals)
Fidelity
Program Effectiveness
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 1053-8151
SP  - 270-285
ST  - Using Video Modeling, Prompting, and Behavior-Specific Praise to Increase Moderate-to-Vigorous Physical Activity for Young Children with down Syndrome
T2  - Journal of Early Intervention
TI  - Using Video Modeling, Prompting, and Behavior-Specific Praise to Increase Moderate-to-Vigorous Physical Activity for Young Children with down Syndrome
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1084878&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1053815115620211
VL  - 37
ID  - 205436
ER  - 


TY  - THES
AB  - While the prevalence of autism continues to increase, there is a growing need for techniques that facilitate teaching this challenging population. The use of visual systems and prompting has been prevalent as well as effective; however, the use of auditory systems has been lacking in investigation. Ten children between the chronological ages of 4 and 10 were monitored in learning a specific task. Borrowing an auditory training technique popularly and successfully used with animals, the children were monitored in responding to having their name called followed by a secondary auditory reinforcement. The auditory prompt was a concise click sound. The children's response was further monitored under three increasing levels of distraction. Those levels of distraction included minimal distraction in the same room, moderate distraction being in the next room, and maximum distraction being outside 20 feet away. An assessment of the auditory prompting and number of verbal cues was conducted for each child under each distraction level. It was anticipated that verbal cues would increase with increased distraction, but the differences between distraction settings failed to be determined as statistically significant. While the distraction level increased, the number of verbal cues did not. The number of verbal cues given between each level was not statistically significant. This may suggest that teaching with an auditory prompt may be beneficial in combating distraction. An assessment of the auditory prompt and response time to reach the teacher, who was also the researcher, was also conducted under each distraction level. Again, it was anticipated that the time to reach the teacher in response to verbal cueing would increase with increased distraction levels. A difference in time to reach the teacher between minimum and moderate distraction settings was not detected. As distraction level increased between minimum and moderate distraction settings, the time to reach the teacher did not increase. This finding may indicate that teaching does combat distraction in moderate settings. Knowing more about how person diagnosed with autism may learn is important and has implications for the successful management of this population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Adams, Deborah L.
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Training
Animals
Children
Auditory Training
Prompting
Auditory Stimuli
Responses
Cues
Reaction Time
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-76665-6
ST  - The Application of an Animal Auditory Training Method as an Interchangeable Auditory Processing Learning Method for Children with Autism
TI  - The Application of an Animal Auditory Training Method as an Interchangeable Auditory Processing Learning Method for Children with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED548789&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3533086
ID  - 205355
ER  - 


TY  - JOUR
AB  - BACKGROUND: Dementia is a chronic progressive disease that mostly affects the elderly. There is often a stigma surrounding dementia patients because of poor awareness about the disease. In Nigeria, this stigma and related attitudes have not been fully explored. In this study, we assessed the attitude of people towards demented individuals in a transitional community in Nigeria. METHODS: The study used a mixed methods approach. Focused group discussions exploring the concept of dementia were conducted among six community groups, and quantitative data was obtained from an interviewer-administered questionnaire. A total of 313 respondents were selected with a cluster sampling technique. RESULTS: Only 212 respondents (67.7%) were aware of dementia. 'Memory loss disease', 'ageing disease', 'disease of insanity', 'brain disorder', 'disease of forgetfulness', and 'dull brain' are the common names used to describe dementia in the community. Enacted stigma was evident as 36% of respondents felt dementia was associated with shame and embarrassment in the community. Implied stigma was evident in another third that opined that demented individuals would prefer not to know or let others know that they have the disease. Also, 28% were of the opinion that people do not take those with dementia seriously. Of the 22 (10.4%) that reported having received structured information about dementia, 16 (72.7%) got the information from health facilities. Qualitative data revealed the presence of enacted stigma in the community as some referred to affected individuals by derogatory names such as 'madman'. Some statements from the focus group discussion participants also gave useful insights into the scorn with which demented individuals are sometimes treated. CONCLUSION: The presence of enacted and implied stigma related to dementia within the community calls for concern. More research efforts are needed to unravel the burden of stigma within communities and best practice for stigma-reducing interventions.
AD  - Department of Preventive Medicine and Primary Care, University of Ibadan, Ibadan, Nigeria.
Department of Community Medicine, University College Hospital, Ibadan, Nigeria.
IDEA Project, Institute of Advanced Medical Research, University of Ibadan, Ibadan, Nigeria.
Department of Internal Medicine, University of Ibadan, Ibadan, Nigeria.
AN  - 26551624
AU  - Adebiyi, A. O.
AU  - Fagbola, M. A.
AU  - Olakehinde, O.
AU  - Ogunniyi, A.
DA  - Jul
DO  - 10.1111/psyg.12156
DP  - NLM
ET  - 2015/11/10
J2  - Psychogeriatrics : the official journal of the Japanese Psychogeriatric Society
KW  - Adult
Aged
Aged, 80 and over
Awareness
Community-Based Participatory Research
Cross-Sectional Studies
Dementia/*psychology
Female
Focus Groups
*Health Knowledge, Attitudes, Practice
Humans
Interviews as Topic
Male
Middle Aged
Nigeria
Qualitative Research
Residence Characteristics
*Social Stigma
Surveys and Questionnaires
amnesia
dementia
memory disorder
shame
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1346-3500
SP  - 268-73
ST  - Enacted and implied stigma for dementia in a community in south-west Nigeria
T2  - Psychogeriatrics
TI  - Enacted and implied stigma for dementia in a community in south-west Nigeria
VL  - 16
ID  - 204039
ER  - 


TY  - JOUR
AB  - This article presents a focused analysis of teacher and student interaction in feedback conversations to contribute to an understanding of feedback as a dialogic process. Extending the work of previous research, two new and detailed coding frameworks--one for teacher feedback and another for student feedback--were developed to capture teacher-student interactions in feedback conversations. The codings were used to quantitatively and qualitatively analyse how opportunities were opened or closed for student contribution. The article draws on data from video and audio recordings and transcripts from 12 participants (six teacher/student pairs in Year 9 in secondary schools in a range of discipline areas), involved in one-to-one feedback conversations. The study took place in a standards-based assessment system where criteria and standards (rubrics) are the basis of teacher judgement of student performance. Taking an inclusive research approach, student participants included students who had identified special learning needs. The findings identify how the shifts in teacher-student feedback conversations can be captured to demonstrate the intricacies of these interactions and, in particular, how the development of student self-regulatory skills was supported in some conversations but not in others. The study demonstrates how the dialogic nature of feedback can contribute to learning for both student and teacher.
AN  - EJ1187630
AU  - Adie, Lenore
AU  - van der Kleij, Fabienne
AU  - Cumming, Joy
DA  - 08/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Feedback (Response)
Teacher Student Relationship
Standards
Metacognition
Learning Strategies
Student Attitudes
Teacher Attitudes
Evaluation Methods
Special Needs Students
Discourse Analysis
Video Technology
Audio Equipment
Student Evaluation
Secondary School Students
Secondary School Teachers
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 0141-1926
SP  - 704-723
ST  - The Development and Application of Coding Frameworks to Explore Dialogic Feedback Interactions and Self-Regulated Learning
T2  - British Educational Research Journal
TI  - The Development and Application of Coding Frameworks to Explore Dialogic Feedback Interactions and Self-Regulated Learning
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1187630&site=ehost-live&scope=site
http://dx.doi.org/10.1002/berj.3463
VL  - 44
ID  - 205356
ER  - 


TY  - JOUR
AB  - BACKGROUND: For pregnant women and their partners, the decision to undergo Down syndrome prenatal screening is difficult. Patient decision aids (PtDA) can help them make an informed decision. We aimed to identify behaviour change techniques (BCTs) that would be useful in an intervention to promote the use of a PtDA for Down syndrome prenatal screening, and to identify which of these BCTs pregnant women found relevant and acceptable. METHODS: Using the Behaviour Change Wheel and the Theoretical Domains Framework, we conducted a qualitative descriptive study. First, a group of experts from diverse professions, disciplines and backgrounds (eg. medicine, engineering, implementation science, community and public health, shared decision making) identified relevant BCTs. Then we recruited pregnant women consulting for prenatal care in three clinical sites: a family medicine group, a birthing centre (midwives) and a hospital obstetrics department in Quebec City, Canada. To be eligible, participants had to be at least 18 years old, having recently given birth or at least 16 weeks pregnant with a low-risk pregnancy, and have already decided about prenatal screening. We conducted three focus groups and asked questions about the relevance and acceptability of the BCTs. We analysed verbatim transcripts and reduced the BCTs to those the women found most relevant and acceptable. RESULTS: Our group of experts identified 25 relevant BCTs relating to information, support, consequences, others' approval, learning, reward, environmental change and mode of delivery. Fifteen women participated in the study with a mean age of 27 years. Of these, 67% (n = 10) were pregnant for the first time, 20% (n = 3) had difficulty making the decision to take the test, and 73% had made the decision with their partner. Of the 25 BCTs identified using the Behaviour Change Wheel, the women found the following 10 to be most acceptable and relevant: goal setting (behaviour), goal setting (results), problem solving, action plan, social support (general), social support (practical), restructuring the physical environment, prompts/cues, credible sources and modelling or demonstration of the behaviour. CONCLUSIONS: An intervention to promote PtDA use among pregnant women for Down syndrome prenatal screening should incorporate the 10 BCTs identified.
AD  - Canada Research Chair in Shared Decision Making and Knowledge Translation, Quebec, Canada.
Université Laval Primary Care Research Centre (CERSSPL-UL), Quebec, Canada.
Faculty of Nursing, Université Laval, Quebec, Canada.
Department of Family Medicine and Emergency Medicine, Faculty of Medicine, Université Laval, Quebec, Canada.
Quebec Centre of Excellence on Aging, Quebec, Canada.
Department of Molecular Biology, Medical Biochemistry and Pathology, Faculty of Medicine, Université Laval, Quebec, Canada.
MSSS/FRQS/CHUQ Research Chair in Health Technology Assessment and Evidence Based Laboratory Medicine, CHU de Québec, Quebec, Canada.
School of Epidemiology and Public Health, University of Ottawa, Ottawa, Canada.
Canada Research Chair in Shared Decision Making and Knowledge Translation, Quebec, Canada. france.legare@mfa.ulaval.ca.
Université Laval Primary Care Research Centre (CERSSPL-UL), Quebec, Canada. france.legare@mfa.ulaval.ca.
Department of Family Medicine and Emergency Medicine, Faculty of Medicine, Université Laval, Quebec, Canada. france.legare@mfa.ulaval.ca.
Centre intégré universitaire de santé et services sociaux (CIUSSS) de la Capitale-Nationale, Pavillon Landry-Poulin, entrée A-1-2, bureau A-4574, 2525, Chemin de la Canardière, Quebec, QC, G1J 0A4, Canada. france.legare@mfa.ulaval.ca.
AN  - 29884169
AU  - Agbadjé, T. T.
AU  - Menear, M.
AU  - Dugas, M.
AU  - Gagnon, M. P.
AU  - Rahimi, S. A.
AU  - Robitaille, H.
AU  - Giguère, A. M. C.
AU  - Rousseau, F.
AU  - Wilson, B. J.
AU  - Légaré, F.
C2  - Pmc5994018
DA  - Jun 8
DO  - 10.1186/s12913-018-3244-1
DP  - NLM
ET  - 2018/06/10
J2  - BMC health services research
KW  - Adult
Attitude to Health
Behavior Therapy/methods
Decision Making
*Decision Support Techniques
Down Syndrome/*diagnosis
Family Practice/statistics & numerical data
Female
Focus Groups
Humans
Pregnancy
Pregnant Women/*psychology
Prenatal Care/psychology
Prenatal Diagnosis/psychology/*statistics & numerical data
Procedures and Techniques Utilization
Qualitative Research
Quebec
Referral and Consultation/statistics & numerical data
Reward
Social Support
Young Adult
*Behaviour change techniques
*Behaviour change wheel
*Down syndrome prenatal screening
*Intervention
*Patient decision aid
*Pregnant women
*Promotion
*Shared decision making
*Theoretical domains framework
*Theory of planned behaviour
research ethics boards of the Centre de Santé et de Services Sociaux de la
Vieille-Capitale (#2013–2014-29) in Quebec, and the CHU de Québec (#B14–02-1929).
The project was described to eligible women and they were told that the data was
anonymous and confidential. Those who wished to participate gave written consent.
COMPETING INTERESTS: The authors declare that they have no competing interests.
PUBLISHER’S NOTE: Springer Nature remains neutral with regard to jurisdictional
claims in published maps and institutional affiliations.
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1472-6963
SP  - 434
ST  - Pregnant women's views on how to promote the use of a decision aid for Down syndrome prenatal screening: a theory-informed qualitative study
T2  - BMC Health Serv Res
TI  - Pregnant women's views on how to promote the use of a decision aid for Down syndrome prenatal screening: a theory-informed qualitative study
VL  - 18
ID  - 204632
ER  - 


TY  - JOUR
AB  - The importance of incorporating non-technical skills in surgical training cannot be understated, however, these remain non-core components of training. The aim of our study was to evaluate the effectiveness of a training course in improving residents' non-technical skills performance in the operating room. Twenty-eight eligible Obstetrics and Gynaecology residents were divided into conventional and experimental groups by using blocked randomisation. The experimental group received a training course comprising of 20 h over 5 weeks as an educational intervention. A blinded assessor assessed non-technical skill performance by using non-technical skill for surgeons rating system while performing two procedures evacuation and curettage and elective caesarean section in pretest and post-test phase. The post-test results of experimental training group improved significantly in all four categories: situational awareness, decision-making, communication and leadership than the conventional training group demonstrating the effectiveness of a training course. Participants found the course useful and relevant to their practices and strongly recommended the incorporation of similar courses in early years of training. Impact Statement What is already known on this subject? Operating room is the mainstay of surgeons and the majority of the studies done in the operating room relate to structured courses to teach residents about non-technical skills, with training and evaluation done on the same day. These either explores the perception of trainees, expansion of the cognitive component and/or feasibility of training for non-technical skills. To date, there is a lack of evidence in the literature to address questions regarding the appropriate time to incorporate non-technical skills in the curriculum, due to study designs. This highlights the need for more randomised control trials with different curricular designs to evaluate effectiveness. What do the results of this study add? The results of our study enable a comparative analysis between learning curves of conventional training, with the experimental group demonstrating the effectiveness of a training course. This strongly supports implementation of non-technical training in postgraduate competency-based curricula. What are the implications of these findings for clinical practice and/or further research? This study shall be used as an evidence-based source to design curricula for teaching non-technical skills to residents.
AD  - Department of Obstetrics & Gynaecology, Fatima Memorial Hospital , Lahore , Punjab , Pakistan.
Department of Education, Agha Khan University , Karachi , Sindh , Pakistan.
Department of Medical Education, Fatima Memorial Hospital , Lahore , Punjab , Pakistan.
AN  - 31328599
AU  - Ahmed, F. U.
AU  - Ijaz Haider, S.
AU  - Ashar, A.
AU  - Muzamil, A.
DA  - Nov
DO  - 10.1080/01443615.2019.1587602
DP  - NLM
ET  - 2019/07/23
J2  - Journal of obstetrics and gynaecology : the journal of the Institute of Obstetrics and Gynaecology
KW  - Adult
Awareness
Clinical Competence
Communication
Curriculum
Decision Making
Female
Gynecologic Surgical Procedures/*education
Gynecology/*education
Humans
*Internship and Residency
Leadership
Male
Obstetric Surgical Procedures/*education
Obstetrics/*education
*Operating Rooms
Notss
Non-technical skills
Obstetrics and Gynaecology residents
operation room
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0144-3615
SP  - 1123-1129
ST  - Non-technical skills training to enhance performance of obstetrics and gynaecology residents in the operating room
T2  - J Obstet Gynaecol
TI  - Non-technical skills training to enhance performance of obstetrics and gynaecology residents in the operating room
VL  - 39
ID  - 204541
ER  - 


TY  - JOUR
AB  - AIM: After the Great East Japan Earthquake of 2011, we investigated the safety of residents in the affected communities. Most of the people requiring help were elderly and had previously been assessed as Clinical Dementia Rating (CDR) 0.5 (i.e. as having mild cognitive impairment (MCI)). We examined how well they understood the television news and whether they could make appropriate decisions. METHODS: This community-based study of dementia and difficulties following a disaster started in Tome, northern Japan. The subjects were 188 randomly selected older residents who underwent CDR, blood tests, magnetic resonance imaging, and cognitive tests, including an original visual risk cognition task. They were shown NHK news broadcasts from the day of the earthquake to determine whether they could understand the content. RESULTS: Neither the CDR 0 (healthy) nor the CDR 0.5 (MCI) subjects fully understood the television news. Some subjects did not recognize the danger of aftershocks and engaged in risky behaviour. CDR 0.5 subjects who exhibited such behaviour scored lower on the visual risk cognition task. CONCLUSIONS: It is noteworthy that television news is difficult to understand, even for healthy older adults. We found that MCI subjects had particular difficulties due to the disaster and suggest that risk cognition could be evaluated using visually presented materials.
AD  - Division of Geriatric Behavioral Neurology, Tohoku University CYRIC, Sendai, Japan.
Tome Citizen's Hospital, Tome, Japan.
International Research Institute of Disaster Science, Tohoku University, Sendai, Japan.
AN  - 26756451
AU  - Akanuma, K.
AU  - Nakamura, K.
AU  - Meguro, K.
AU  - Chiba, M.
AU  - Gutiérrez Ubeda, S. R.
AU  - Kumai, K.
AU  - Kato, Y.
AU  - Oonuma, J.
AU  - Kasai, M.
AU  - Nakatsuka, M.
AU  - Seki, T.
AU  - Tomita, H.
DA  - Nov
DO  - 10.1111/psyg.12175
DP  - NLM
ET  - 2016/01/13
J2  - Psychogeriatrics : the official journal of the Japanese Psychogeriatric Society
KW  - Aged
Case-Control Studies
Cognition/physiology
Cognitive Dysfunction/diagnosis/*epidemiology/psychology
Community-Based Participatory Research
Dementia/diagnosis/*epidemiology/psychology
*Earthquakes
Female
Humans
Incidence
Japan/epidemiology
*Judgment
Magnetic Resonance Imaging
Male
Middle Aged
Neuropsychological Tests/statistics & numerical data
Pattern Recognition, Visual/*physiology
Prevalence
*Risk Management
Television
Great East Japan Earthquake 2011
Mci
earthquake
risk management
social judgement
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1346-3500
SP  - 349-354
ST  - Disturbed social recognition and impaired risk judgement in older residents with mild cognitive impairment after the Great East Japan Earthquake of 2011: the Tome Project
T2  - Psychogeriatrics
TI  - Disturbed social recognition and impaired risk judgement in older residents with mild cognitive impairment after the Great East Japan Earthquake of 2011: the Tome Project
VL  - 16
ID  - 203997
ER  - 


TY  - JOUR
AB  - A multiple probe design was used to assess the combined effects of videomodeling, graduated guidance and community-based instruction for teaching children with autism how to protect themselves from the lures of strangers. Parental opinions were also assessed in the study. Three children with autism (aged 6 to 11 years) participated in the study. Data indicated that videomodeling with graduated guidance and community-based instruction was effective for teaching children with autism how to protect themselves from the lures of strangers. Also it can be seen that participants maintained the acquired skill over time and applied it to novel settings. Furthermore, generalization was maintained over time. The parents of the participants reported positive opinions regarding the aims, procedures, and results of the study. Based on an evaluation of the findings, implications and future research needs are discussed.
AD  - Research Institute for the Handicapped, Anadolu University, Eskisehir, Turkey. nakmanoglu@anadolu.edu.tr
AN  - 21339247
AU  - Akmanoglu, N.
AU  - Tekin-Iftar, E.
DA  - Mar
DO  - 10.1177/1362361309352180
DP  - NLM
ET  - 2011/02/23
J2  - Autism : the international journal of research and practice
KW  - Autistic Disorder/*psychology
Child
Female
Humans
Intellectual Disability/psychology
Learning
Male
Safety
Social Behavior
Social Perception
Teaching/*methods
Video Recording
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1362-3613
SP  - 205-22
ST  - Teaching children with autism how to respond to the lures of strangers
T2  - Autism
TI  - Teaching children with autism how to respond to the lures of strangers
VL  - 15
ID  - 204189
ER  - 


TY  - JOUR
AB  - Teaching play skills is important for children with autism. The purpose of the present study was to compare effectiveness and efficiency of providing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. The study was conducted with four students. The study was conducted by using adapted alternative treatments design. Four kinds of data were collected during the study: effectiveness, efficiency, social validity, and reliability. Both teaching methods were found to be effective in teaching target skills to children with autism. Results of the study were compared with the literature and some recommendations were addressed in the study.
AN  - EJ1016610
AU  - Akmanoglu, Nurgul
AU  - Yanardag, Mehmet
AU  - Batu, E. Sema
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Modeling (Psychology)
Prompting
Teaching Methods
Role Playing
Preschool Children
Autism
Pervasive Developmental Disorders
Instructional Effectiveness
Efficiency
Validity
Parent Attitudes
Graduate Students
Student Attitudes
Foreign Countries
Turkey
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 2154-1647
SP  - 17-31
ST  - Comparing Video Modeling and Graduated Guidance Together and Video Modeling Alone for Teaching Role Playing Skills to Children with Autism
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Comparing Video Modeling and Graduated Guidance Together and Video Modeling Alone for Teaching Role Playing Skills to Children with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1016610&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETADDArchives.aspx
VL  - 49
ID  - 205115
ER  - 


TY  - JOUR
AB  - In the USA, many states have adopted response to intervention or multi-tiered systems of supports to provide early intervention. However, there is considerable variability in how states and schools implement RTI. Teachers are responsible for using student data from RTI to inform instructional decisions for students with or at risk for dyslexia, so it is necessary to understand the knowledge they have about the structure of RTI in their individual schools. This study reviews the results of an exploratory factor analysis of a survey aimed at measuring teachers' knowledge about RTI implementation and their understanding of RTI implementation within their school. The 52-item survey was administered online to 139 general and special education teachers. The three final factors from this factor analytic work were (1) Teacher Knowledge about Tier 1 Implementation, (2) Teacher Knowledge about Leadership and School Systems, and (3) Teacher Knowledge about Data-Based Decision Making. Factor determinacy scores demonstrated that the survey had high internal consistency. On average, teachers' survey scores were higher on the first two factors and slightly lower on the third factor. Implications of the findings for teachers of students with learning disabilities, including dyslexia, and directions for future research were discussed.
AD  - Southern Methodist University, Suite 1010, 6116 N. Central Expy., Dallas, TX, 75206, USA. salotaiba@smu.edu.
Southern Methodist University, Suite 301, 6116 N. Central Expy., Dallas, TX, 75206, USA.
Southern Methodist University, Suite 1010, 6116 N. Central Expy., Dallas, TX, 75206, USA.
Southern Methodist University, Suite 400, 6116 N. Central Expy., Dallas, TX, 75206, USA.
AN  - 30617942
AU  - Al Otaiba, S.
AU  - Baker, K.
AU  - Lan, P.
AU  - Allor, J.
AU  - Rivas, B.
AU  - Yovanoff, P.
AU  - Kamata, A.
C2  - Pmc7141440
C6  - Nihms1518165
DA  - Apr
DO  - 10.1007/s11881-018-00171-5
DP  - NLM
ET  - 2019/01/09
J2  - Annals of dyslexia
KW  - Adolescent
Child
Dyslexia/psychology/*therapy
Early Intervention, Educational/methods/*standards
Factor Analysis, Statistical
Female
Humans
Male
School Teachers/psychology/*standards
Schools/standards
*Students/psychology
Surveys and Questionnaires
Teacher Training/methods/*standards
*Factor analysis
*Multi-tiered systems of support
*Response to intervention
*Teacher knowledge survey
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0736-9387 (Print)
0736-9387
SP  - 34-53
ST  - Elementary teacher's knowledge of response to intervention implementation: a preliminary factor analysis
T2  - Ann Dyslexia
TI  - Elementary teacher's knowledge of response to intervention implementation: a preliminary factor analysis
VL  - 69
ID  - 204057
ER  - 


TY  - JOUR
AB  - It has been argued that research that employs qualitative methods among vulnerable groups, such as people with learning disabilities, must reconcile the conflict between meeting recognized academic criteria, or measures of research 'strength', while at the same time appropriately and effectively representing the experiences and needs of vulnerable respondents. This article explores some of the tensions that lie within these objectives and looks at the use of more appropriate, participatory research methods, in this case photographic participation and elicitation techniques, as a way of including vulnerable respondents more effectively in social research studies. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Aldridge, Jo, Department of Social Sciences, Loughborough University, Loughborough, LEC, United Kingdom, LE11 3TU
AN  - 2006-22554-001
AU  - Aldridge, Jo
DB  - APA PsycInfo
DO  - 10.1080/09687590601056006
DP  - EBSCOhost
KW  - photographic research methods
learning disabilities
social research
Mental Retardation
Experimental Methods
Photographs
Social Processes
Qualitative Methods
Developmental Disabilities
Intellectual Development Disorder
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2007
SN  - 0968-7599
1360-0508
SP  - 1-17
ST  - Picture this: The use of participatory photographic research methods with people with learning disabilities
T2  - Disability & Society
TI  - Picture this: The use of participatory photographic research methods with people with learning disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-22554-001&site=ehost-live&scope=site
j.aldridge@lboro.ac.uk
VL  - 22
ID  - 204998
ER  - 


TY  - JOUR
AB  - BACKGROUND: Raising public awareness and knowledge about glaucoma is a key for early case identification and prevention of blindness. However, awareness and knowledge about glaucoma is unknown at community level, making provision of interventions difficult. This study was intended to assess the awareness and knowledge of adults about glaucoma and the factors affecting it in Gondar town, Northwest Ethiopia. METHODS: Community based cross - sectional study was conducted on 701 adults 35 and above years in Gondar from April 12-30, 2016. Multistage sampling technique was used to select study participants. Interviewer administered pretested structured questionnaire was used to collect data after verbal informed consent. Data were entered into EpiData version 3.1 and analyzed by Statistical Package for Social Sciences version 20. Bivariate and multivariate logistic regression models and Odds ratio with 95% interval were used to identify factors. P-value <0.05 was considered statistically significant. RESULTS: Seven hundred one adults age 35 and above years were participated with a response rate of 99.3%. The male to female ratio was 1:1.6 with median age of 48 years with interqurtile range of 20. The proportion of awareness was 35.1% (95% CI: 31.5%, 38.6%). Good knowledge was demonstrated in 49.6% (95%CI: 43.3%, 55%) of glaucoma aware participants. Education (primary [AOR: 3.21; 1.73, 5.95], secondary [AOR: 4.34; 2.30, 8.22]; college and above [AOR: 9.82; 4.27, 22.60]) and having eye examination [AOR: 2.78; 1.86, 4.15] were positively associated with awareness of glaucoma whereas older age (65 -74 years [AOR: 0.31(0.21, 0.76]) was inversely related. Level of Education (primary[AOR:2.83;1.04,7.71],secondary[AOR:3.45;1.33,9.41],college and above [AOR: 4.86;1.82,12,99] and having eye examination [AOR: 2.61;1.53,4.45] were significantly associated with knowledge. CONCLUSION: The study has indicated higher level of awareness and knowledge about glaucoma in urban communities than previous studies. It has also identified educational status, eye examination at least once in life are related with better awareness and knowledge. The present awareness and knowledge should be enhanced through public oriented glaucoma education via mass media and incorporating eye check up as a routine in older people.
AD  - Department of Optometry, College of Medicine and Health Sciences, University of Gondar, P.O. BOX: 196, Gondar, Ethiopia. destayest@gmail.com.
Department of Optometry, College of Medicine and Health Sciences, University of Gondar, P.O. BOX: 196, Gondar, Ethiopia.
AN  - 28836945
AU  - Alemu, D. S.
AU  - Gudeta, A. D.
AU  - Gebreselassie, K. L.
C2  - Pmc5571668
DA  - Aug 24
DO  - 10.1186/s12886-017-0542-z
DP  - NLM
ET  - 2017/08/25
J2  - BMC ophthalmology
KW  - Adult
Aged
Awareness
Cross-Sectional Studies
Educational Status
Ethiopia
Female
*Glaucoma
*Health Knowledge, Attitudes, Practice
Humans
Logistic Models
Male
Middle Aged
Odds Ratio
Risk Factors
Glaucoma
Gondar
Knowledge
review committee of University of Gondar. Support letter from respective
administrative areas (kebeles) was obtained. Participants were informed the purpose
of the study and participation was voluntary. Confidentiality was kept by coding
personal identity and locking data with password. Data collectors gave education to
those participants who were not aware and those who had misunderstood information
about glaucoma. CONSENT FOR PUBLICATION: Not Applicable COMPETING INTERESTS: The
authors declare that they have no any competing interests. PUBLISHER’S NOTE:
Springer Nature remains neutral with regard to jurisdictional claims in published
maps and institutional affiliations.
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1471-2415
SP  - 154
ST  - Awareness and knowledge of glaucoma and associated factors among adults: a cross sectional study in Gondar Town, Northwest Ethiopia
T2  - BMC Ophthalmol
TI  - Awareness and knowledge of glaucoma and associated factors among adults: a cross sectional study in Gondar Town, Northwest Ethiopia
VL  - 17
ID  - 204514
ER  - 


TY  - JOUR
AB  - OBJECTIVES: To understand the level of knowledge, a community based study conducted with the objectives as follows: To estimate the proportion of common facilities available and accessible and frequency of utilizing of it. To estimate the proportion of female adolescent utilizing the availability of facilities. To assess the level of understanding related to puberty and related health problems among female adolescents. METHODS: This cross-sectional study was conducted to determine the understanding and level of knowledge related to puberty and related health problems among female adolescents of Karachi, Pakistan. Data was collected from 150 female adolescents between 10-19 years of age. The pre-coded questionnaire was used to collect the data which was double entered and analyzed in SPSS. RESULTS: Sixty six percent (66%) of the participants were aware of the names of reproductive organs. Majority of the participants received information related to sexuality from their mothers. Sixty seven percent (67%) of the participants did not know about self breast examination. Cable and internet were cited as a major source of puberty and sexual health related information. CONCLUSION: The study concluded that there is a lack of knowledge related to puberty and related health problems among female adolescents. This study recommends that the adolescents should be provided with health education before and during their puberty period to make them confident in dealing with their body changes during puberty effectively.
AD  - Aga Khan University School of Nursing, Karachi.
AN  - 16555638
AU  - Ali, T. S.
AU  - All, P. A.
AU  - Waheed, H.
AU  - Memon, A. A.
DA  - Feb
DP  - NLM
ET  - 2006/03/25
J2  - JPMA. The Journal of the Pakistan Medical Association
KW  - Adolescent
Child
Comprehension
Cross-Sectional Studies
Female
*Health Knowledge, Attitudes, Practice
*Health Services Accessibility
Humans
Pakistan
Puberty/*physiology/psychology
Reproductive Health Services/statistics & numerical data
*Sex Education/methods
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0030-9982 (Print)
0030-9982
SP  - 68-72
ST  - Understanding of puberty and related health problems among female adolescents in Karachi, Pakistan
T2  - J Pak Med Assoc
TI  - Understanding of puberty and related health problems among female adolescents in Karachi, Pakistan
VL  - 56
ID  - 204461
ER  - 


TY  - JOUR
AB  - BACKGROUND: Computer-based teaching (CBT) is a well-known educational device, but it has never been applied systematically to the teaching of a complex, rare, genetic disease, such as Hunter disease (MPS II). AIM: To develop interactive teaching software functioning as a virtual clinic for the management of MPS II. IMPLEMENTATION AND RESULTS: The Hunter disease eClinic, a self-training, user-friendly educational software program, available at the Lysosomal Storage Research Group (http://www.lysosomalstorageresearch.ca), was developed using the Adobe Flash multimedia platform. It was designed to function both to provide a realistic, interactive virtual clinic and instantaneous access to supporting literature on Hunter disease. The Hunter disease eClinic consists of an eBook and an eClinic. The eClinic is the interactive virtual clinic component of the software. Within an environment resembling a real clinic, the trainee is instructed to perform a medical history, to examine the patient, and to order appropriate investigation. The program provides clinical data derived from the management of actual patients with Hunter disease. The eBook provides instantaneous, electronic access to a vast collection of reference information to provide detailed background clinical and basic science, including relevant biochemistry, physiology, and genetics. In the eClinic, the trainee is presented with quizzes designed to provide immediate feedback on both trainee effectiveness and efficiency. User feedback on the merits of the program was collected at several seminars and formal clinical rounds at several medical centres, primarily in Canada. In addition, online usage statistics were documented for a 2-year period. Feedback was consistently positive and confirmed the practical benefit of the program. The online English-language version is accessed daily by users from all over the world; a Japanese translation of the program is also available. CONCLUSIONS: The Hunter disease eClinic employs a CBT model providing the trainee with realistic clinical problems, coupled with comprehensive basic and clinical reference information by instantaneous access to an electronic textbook, the eBook. The program was rated highly by attendees at national and international presentations. It provides a potential model for use as an educational approach to other rare genetic diseases.
AD  - Division of Clinical and Metabolic Genetics, Toronto, Ontario, Canada.
AN  - 20973983
AU  - Al-Jasmi, F.
AU  - Moldovan, L.
AU  - Clarke, J. T.
C2  - Pmc2987933
DA  - Oct 25
DO  - 10.1186/1472-6920-10-72
DP  - NLM
ET  - 2010/10/27
J2  - BMC medical education
KW  - Attitude of Health Personnel
Canada
Child
Computer-Assisted Instruction/*methods
Cross-Cultural Comparison
Curriculum
Feedback
Genetics/*education
Humans
*Internet
*Internship and Residency
Japan
Mucopolysaccharidosis II/*diagnosis/genetics/*therapy
Pediatrics/*education
Problem-Based Learning/*methods
Programmed Instructions as Topic
*Rare Diseases
Software
Transfer, Psychology
Translating
User-Computer Interface
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1472-6920
SP  - 72
ST  - Hunter disease eClinic: interactive, computer-assisted, problem-based approach to independent learning about a rare genetic disease
T2  - BMC Med Educ
TI  - Hunter disease eClinic: interactive, computer-assisted, problem-based approach to independent learning about a rare genetic disease
VL  - 10
ID  - 204108
ER  - 


TY  - THES
AB  - Individuals with autism spectrum disorder (ASD) experience difficulties with learning age-appropriate daily living skills (DLS) at their homes, schools, and in the community. Such skills are significant for independent life, post-school education, employment, and overall quality of life. Video prompting (VP) is a teaching practice that has demonstrated positive outcomes in teaching a variety of DLS to individuals with ASD. The overarching purpose of this collected papers dissertation was to investigate the effects of VP interventions on improving DLS of individuals with ASD. This dissertation included two separate papers. The first paper was a meta-analysis that examined the overall effect of VP when teaching DLS to individuals with ASD across single-case research design (SCRD) studies. An analysis of potential moderators was also examined: VP intervention types, participants' ages, and participants' disabilities. There were 54 participants across 17 studies meeting the study's inclusion criteria. The results demonstrated a high-moderate effect size (ES) for VP on the acquisition of DLS across 17 studies including 54 participants. The analysis of potential moderators showed no significant differences across all moderator variables. Limitations and implications for research and practices are provided in Chapter II. The second paper was a SCRD study comparing the effects of VP alone to least-to-most prompting alone on improving three office-related tasks to secondary-aged children with developmental disabilities. An adapted alternating treatment design (AATD), including baseline, comparison, best treatment, and final treatment phases was used to examine the interventions. Data related to the effects, efficiency, and social validity of both interventions were collected to address the research questions. Video prompting was effective for all participants, while least-to-most promoting was effective for two participants. Also, VP was more efficient than least-to-most prompting in terms of sessions-to-criterion and percent of errors for all participants. Least-to-most prompting was more efficient than VP in terms of the total duration of teaching time for all participants. Finally, all participants and their teachers reported positive perspectives regarding the study's procedures and outcomes. Limitations, future research, and implications for practices are discussed in Chapter III. Lastly, the summary of the entire dissertation and extended discussions of both papers are presented in Chapter IV. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Aljehany, Mashal Salman
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Prompting
Daily Living Skills
Autism
Pervasive Developmental Disorders
Intervention
Instructional Effectiveness
Children
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2018
SN  - 978-0-438-89927-8
ST  - The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder
TI  - The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED600278&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13428641
ID  - 205371
ER  - 


TY  - JOUR
AB  - We conducted a meta-analysis of the single-case research design data on the effects of video prompting (VP) on the acquisition of daily living skills (DLS) among individuals with autism spectrum disorder (ASD). An analysis of potential moderators was conducted, and these included VP implemented alone versus VP with additional response prompting or error correction procedures, the effects of VP across participants' age range, and the effects of VP among participants with ASD versus those with ASD and intellectual disability. There were 54 participants across 17 studies meeting our inclusion criteria. The results from the included studies demonstrated a moderate effect size for VP on the acquisition of DLS among the targeted population. The analysis of potential moderators showed no significant differences. These results and implications for research and practice are discussed.
AN  - EJ1204430
AU  - Aljehany, Mashal Salman
AU  - Bennett, Kyle D.
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Prompting
Autism
Pervasive Developmental Disorders
Daily Living Skills
Teaching Methods
Age Differences
Intellectual Disability
Comorbidity
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 0162-6434
SP  - 17-26
ST  - Meta-Analysis of Video Prompting to Teach Daily Living Skills to Individuals with Autism Spectrum Disorder
T2  - Journal of Special Education Technology
TI  - Meta-Analysis of Video Prompting to Teach Daily Living Skills to Individuals with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1204430&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0162643418780495
VL  - 34
ID  - 205268
ER  - 


TY  - JOUR
AB  - The validity and reliability of the Test of Gross Motor Development-3 (TGMD-3) were measured, taking into consideration the preference for visual learning of children with autism spectrum disorder (ASD). The TGMD-3 was administered to 14 children with ASD (4-10 years) and 21 age-matched typically developing children under two conditions: TGMD-3 traditional protocol, and TGMD-3 visual support protocol. Excellent levels of internal consistency, test-retest, interrater and intrarater reliability were achieved for the TGMD-3 visual support protocol. TGMD-3 raw scores of children with ASD were significantly lower than typically developing peers, however, significantly improved using the TGMD-3 visual support protocol. This demonstrates that the TGMD-3 visual support protocol is a valid and reliable assessment of gross motor performance for children with ASD.
AD  - Department of Rehabilitation Sciences, Faculty of Kinesiology and Rehabilitation Sciences, KU Leuven, O&N IV, bus 1510, 3000, Leuven, Belgium.
School of Kinesiology, University of Michigan, 1402 Washington Hts, Ann Arbor, MI, USA.
Department of Rehabilitation Sciences, Faculty of Kinesiology and Rehabilitation Sciences, KU Leuven, O&N IV, bus 1510, 3000, Leuven, Belgium. johan.simons@kuleuven.be.
AN  - 28091840
AU  - Allen, K. A.
AU  - Bredero, B.
AU  - Van Damme, T.
AU  - Ulrich, D. A.
AU  - Simons, J.
DA  - Mar
DO  - 10.1007/s10803-016-3005-0
DP  - NLM
ET  - 2017/01/17
J2  - Journal of autism and developmental disorders
KW  - *Audiovisual Aids
Autism Spectrum Disorder/complications/*physiopathology
Case-Control Studies
Child
Child Development/*physiology
Child, Preschool
Female
Humans
Male
Motor Skills/*physiology
Motor Skills Disorders/diagnosis/psychology
*Neuropsychological Tests
Photic Stimulation/methods
Reproducibility of Results
*Autism spectrum disorder
*Gross motor performance
*Reliability
*Test of Gross Motor Development-3
*Validity
*Visual supports
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0162-3257
SP  - 813-833
ST  - Test of Gross Motor Development-3 (TGMD-3) with the Use of Visual Supports for Children with Autism Spectrum Disorder: Validity and Reliability
T2  - J Autism Dev Disord
TI  - Test of Gross Motor Development-3 (TGMD-3) with the Use of Visual Supports for Children with Autism Spectrum Disorder: Validity and Reliability
VL  - 47
ID  - 203986
ER  - 


TY  - JOUR
AB  - We evaluated audio cuing to facilitate community employment of individuals with autism and intellectual disability. The job required promoting products in retail stores by wearing an air-inflated WalkAround[R] costume of a popular commercial character. Three adolescents, ages 16-18, were initially trained with video modeling. Audio cuing was then used by an attendant who delivered prompts regarding when to perform job skills. The two interventions were evaluated in an interrupted time series withdrawal design during training and then again in an actual job setting. Results show video modeling was not effective. However, the audio cuing produced job performances well above the designated criteria during training and when on the job. These changes were replicated with each participant, demonstrating clear experimental control. The changes proved statistically significant as well. Participants and parents reported high job satisfaction. The challenges of competitive employment for individuals with autism and intellectual disabilities are discussed. (Contains 1 table and 1 figure.)
AN  - EJ983184
AU  - Allen, Keith D.
AU  - Burke, Raymond V.
AU  - Howard, Monica R.
AU  - Wallace, Dustin P.
AU  - Bowen, Scott L.
DA  - 11/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Adolescents
Autism
Video Technology
Job Satisfaction
Job Skills
Employment Opportunities
Mental Retardation
Prompting
Pervasive Developmental Disorders
Retailing
Job Performance
M1  - 11
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 0162-3257
SP  - 2410-2419
ST  - Use of Audio Cuing to Expand Employment Opportunities for Adolescents with Autism Spectrum Disorders and Intellectual Disabilities
T2  - Journal of Autism and Developmental Disorders
TI  - Use of Audio Cuing to Expand Employment Opportunities for Adolescents with Autism Spectrum Disorders and Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ983184&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10803-012-1519-7
VL  - 42
ID  - 205402
ER  - 


TY  - JOUR
AB  - The authors examined the benefits of video modeling to teach a unique vocational skill set to an adolescent and two young adults with Autism Spectrum Disorders. Video modeling was used to teach skills necessary to entertain customers and promote products in a retail setting while wearing a WalkAround® costume. The three participants were observed before and after watching a video model perform the skills in the costume in scripted and naturalistic scenes. Data can be interpreted to conclude that all participants learned to use the skills in combination or sequence after watching the video model. The skills generalized to an actual job opportunity. The participants reported they enjoyed the work, and comments from supervisors were positive. Implications are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Allen, Keith D., Munroe-Meyer Institute, Nebraska Medical Center, 985450, Omaha, NE, US, 68198-5450
AN  - 2010-16774-007
AU  - Allen, Keith D.
AU  - Wallace, Dustin P.
AU  - Greene, Diana J.
AU  - Bowen, Scott L.
AU  - Burke, Raymond V.
DB  - APA PsycInfo
DO  - 10.1177/1088357610377318
DP  - EBSCOhost
KW  - community based vocational instruction
videotaped modeling
autism spectrum disorders
air inflated mascots
Videotapes
Vocational Evaluation
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2010
SN  - 1088-3576
1538-4829
SP  - 186-192
ST  - Community-based vocational instruction using videotaped modeling for young adults with Autism Spectrum Disorders performing in air-inflated mascots
T2  - Focus on Autism and Other Developmental Disabilities
TI  - Community-based vocational instruction using videotaped modeling for young adults with Autism Spectrum Disorders performing in air-inflated mascots
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-16774-007&site=ehost-live&scope=site
kdallen@unmc.edu
VL  - 25
ID  - 204900
ER  - 


TY  - JOUR
AB  - A wide variety of tests are available to assess the central nervous system (CNS) function of the toddler and preschool-aged child. These tests vary as to function; qualities and abilities tapped; facility with which they can be learned, administered, and scored; availability of test materials and manuals or training videos; and strength of standardization and validation data. Some were developed to screen development of large numbers of children. Others were developed to evaluate a child for diagnosis of disability or delineation of a child's strengths and weaknesses. Some broadly screen or assess multiple aspects of development, while some focus on specific abilities. A limitation of all these tests is that they tap only a small portion of a child's abilities at a given point in time. Administration of a variety of different tests provides a more complete evaluation of a child's abilities. Tests that can follow a child's development over time tap into the continuum of human development. The ability to measure various aspects of CNS functional development is a first step in addressing our greatest challenge, how to promote and support a child's development.
AD  - The Johns Hopkins School of Medicine, Baltimore, MD 21287-3200, USA. mcallen@jhmi.edu
AN  - 16161098
AU  - Allen, M. C.
DO  - 10.1002/mrdd.20080
DP  - NLM
ET  - 2005/09/15
J2  - Mental retardation and developmental disabilities research reviews
KW  - Child, Preschool
Developmental Disabilities/*diagnosis
Humans
Mass Screening/trends
*Neuropsychological Tests
Psychomotor Disorders/*diagnosis
Psychomotor Performance
*Review Literature as Topic
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 1080-4013 (Print)
1080-4013
SP  - 274-5
ST  - Neurodevelopmental assessment of the young child: the state of the art
T2  - Ment Retard Dev Disabil Res Rev
TI  - Neurodevelopmental assessment of the young child: the state of the art
VL  - 11
ID  - 204205
ER  - 


TY  - JOUR
AB  - Purpose: To investigate the implementation of a web-based survey for involving children in the design of assistive technology devices within the primary school environment. Method: Children were recruited within their normal school environment. They completed tasks within the survey that sought to gather their personal preferences about assistive technology devices. From six primary schools, 257 children (mean age = 9 years and 8 months, SD = 1.51; 123 males, 134 females) including children with cerebral palsy (N = 11), varying levels of deafness (N = 7), global developmental delay (N = 2) and Down’s syndrome (N = 1) participated. Observations were taken whilst the children completed the survey tasks. Results: All children were able to complete the tasks from the survey, although children with disabilities had higher completion times and most required a form of assistance from support assistants and/or sign language interpreters. Conclusions: The use of the web-based survey provided a novel means with which to involve children with and without disabilities in the design of assistive technology devices within a primary school environment. In order for the survey to be utilised more widely, issues that arose when involving children with disabilities need to be addressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Wilkie, R. M., Institute of Psychological Science, University of Leeds, Woodhouse Lane, Leeds, United Kingdom, LS2 9JT
AN  - 2011-04607-008
AU  - Allsop, M.
AU  - Gallagher, J.
AU  - Holt, R.
AU  - Bhakta, B.
AU  - Wilkie, R. M.
DB  - APA PsycInfo
DO  - 10.3109/17483107.2010.510178
DP  - EBSCOhost
KW  - assistive technology devices
children
product design
Down syndrome
global developmental delay
cerebral palsy
deafness
Child
Community-Based Participatory Research
Disabled Children
Female
Humans
Internet
Male
Patient Preference
Self-Help Devices
User-Computer Interface
Assistive Technology
Child Attitudes
Childhood Development
Developmental Disabilities
Deaf
Down's Syndrome
Elementary Schools
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2011
SN  - 1748-3107
1748-3115
SP  - 148-156
ST  - Involving children in the development of assistive technology devices
T2  - Disability and Rehabilitation: Assistive Technology
TI  - Involving children in the development of assistive technology devices
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-04607-008&site=ehost-live&scope=site
ORCID: 0000-0003-4299-7171
r.m.wilkie@leeds.ac.uk
VL  - 6
ID  - 204961
ER  - 


TY  - JOUR
AB  - Special education teachers’ perceptions towards community-based vocational instruction (CBVI) are critical for effective implementation of related activities for students with intellectual disability (ID). This paper examines special education teachers’ perceptions towards CBVI in preparing secondary students with ID for postschool employment in Saudi Arabia. A web-based survey was used for data collection. The survey was distributed to the population of special education teachers in public high schools in Riyadh city, Saudi Arabia. Based on the survey results, this study examines educators’ perceptions about the components, the benefits, and the barriers to implementing CBVI. The results indicate that teachers are generally confident about the importance of CBVI components and show positive perceptions toward the benefits of implementing CBVI. Additionally, the results reveal some barriers to implementing CBVI in Saudi Arabia. Implications and recommendations are also discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
AD  - Almalky, Hussain A., School of Education, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia
AN  - 2018-58980-007
AU  - Almalky, Hussain A.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - autism
vocational instruction
special education
intellectual disabilities
Autism Spectrum Disorders
Intellectual Development Disorder
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2018
SN  - 2154-1647
SP  - 415-427
ST  - Investigating components, benefits, and barriers of implementing community-based vocational instruction for students with intellectual disability in Saudi Arabia
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Investigating components, benefits, and barriers of implementing community-based vocational instruction for students with intellectual disability in Saudi Arabia
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-58980-007&site=ehost-live&scope=site
h.almalky@psau.edu.sa
VL  - 53
ID  - 204959
ER  - 


TY  - THES
AB  - Research has shown that special education teachers' beliefs about community-based vocational instruction (CBVI) are important for the effective implementation of vocational education for students with intellectual disabilities (ID). This is important because CBVI is rarely implemented in Saudi Arabian special education institutes and regular high schools for secondary students with ID. Addressing this practice within a Saudi context might draw more attention to this population's need for CBVI to be prepared for postschool employment. This study utilized web-based survey methodology for data collection. The survey, which was adapted from the American context, was designed to investigate special educators' perceptions toward the implementation of CBVI. Significant changes were made to the survey based on the theory of planned behavior and in order to fit the Saudi context. The survey was distributed across Saudi Arabia to all secondary special education teachers in special education institutes and public high schools that have programs serving students with ID, and the response rate was 38%. The results indicated teachers' positive perceptions toward implementing CBVI. They believed that CBVI is an effective strategy to prepare students with ID. Teachers believed that implementing CBVI could increase training and employment opportunities for those students. The findings indicated that the majority of special educators have not implemented CBVI for different reasons, such as lack of administrator support, not enough staff and funding, and not enough cooperation with employers. However, the findings predicted that teachers have the intention to implement CBVI if they can access more training, experience, resources, and support. The results indicated statistically significant differences among respondent groups' mean scores when it comes to implementing CBVI based on gender and teaching setting. Implications and recommendations are also discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AN  - 2019-41126-154
AU  - Almalky, Hussain A.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - secondary special educators
community-based vocational instruction
intellectual disabilities
High Schools
Intellectual Development
Special Education
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2019
SN  - 0419-4209
978-0438809017
ST  - Secondary special educators' perceptions of community-based vocational instruction for students with intellectual disabilities in Saudi Arabia
TI  - Secondary special educators' perceptions of community-based vocational instruction for students with intellectual disabilities in Saudi Arabia
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2019-41126-154&site=ehost-live&scope=site
VL  - 80
ID  - 205014
ER  - 


TY  - JOUR
AB  - We conducted two studies to examine how interviewers' nonverbal behaviors affect children's perceptions and suggestibility. In the first study, 42 8- to 10-year-olds watched video clips showing an interviewer displaying combinations of supportive and nonsupportive nonverbal behaviors and were asked to rate the interviewer on six attributes (e.g., friendliness, strictness). Smiling received high ratings on the positive attributes (i.e., friendly, helpful, and sincere), and fidgeting received high ratings on the negative attributes (i.e., strict, bored, and stressed). For the second study, 86 8- to 10-year-olds participated in a learning activity about the vocal chords. One week later, they were interviewed individually about the activity by an interviewer adopting either the supportive (i.e., smiling) or nonsupportive (i.e., fidgeting) behavior. Children questioned by the nonsupportive interviewer were less accurate and more likely to falsely report having been touched than were those questioned by the supportive interviewer. Children questioned by the supportive interviewer were also more likely to say that they did not know an answer than were children questioned by the nonsupportive interviewer. Participants in both conditions gave more correct answers to questions about central, as opposed to peripheral, details of the activity. Implications of these findings for the appropriate interviewing of child witnesses are discussed.
AD  - Department of Psychology, University of Portsmouth, King Henry Building, Portsmouth, Hampshire, UK. jehanne.almerigogna@port.ac.uk
AN  - 18316091
AU  - Almerigogna, J.
AU  - Ost, J.
AU  - Akehurst, L.
AU  - Fluck, M.
DA  - May
DO  - 10.1016/j.jecp.2008.01.006
DP  - NLM
ET  - 2008/03/05
J2  - Journal of experimental child psychology
KW  - *Affect
*Attention
Child
Comprehension
Culture
Facial Expression
Female
Humans
*Interview, Psychological
Male
Mental Recall
*Nonverbal Communication
Self Disclosure
Smiling
Social Perception
*Social Support
*Suggestion
Touch
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0022-0965 (Print)
0022-0965
SP  - 17-39
ST  - How interviewers' nonverbal behaviors can affect children's perceptions and suggestibility
T2  - J Exp Child Psychol
TI  - How interviewers' nonverbal behaviors can affect children's perceptions and suggestibility
VL  - 100
ID  - 204538
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To explore the characteristics of Arabic websites with information on autism spectrum disorder (ASD). METHODS: The word autism in Arabic was entered into 2 popular search engines in September 2013 to locate the top 80 websites featuring the term. Websites were sorted using 10 characteristics, previously used to evaluate the characteristics of English websites with information on ASD. RESULTS: Most websites were registered using a .com top-level domain (69%), were an individual`s site, forum, or blog (44%), and were updated after September 2012 (60%); they contained images or texts that seemed to persuade viewers to purchase products (43%); they provided information with the name of author(s) (64%); they described the basic characteristics of ASD; and they promoted various types of treatments, most of which lack empirical support (63%). However, few websites contained information with references to peer review resources (3%) or a warning statement that such information should not replace the opinion of a qualified professional (8%). CONCLUSION: Internet users may not find Arabic websites to be reliable sources to obtain information on ASD. Given the increased use of the internet, creation of websites that contain trusted information on ASD could potentially aid parents in accessing available services, help them learn about empirically validated interventions, and enable them to advocate for their children`s rights.
AD  - University of California, Los Angeles, California,United States of America. E-mail: falnema2@ucla.edu.
AN  - 28416788
AU  - Alnemary, F. M.
AU  - Alnemary, F. M.
AU  - Alamri, A. S.
AU  - Alamri, Y. A.
C2  - Pmc5726822
DA  - Apr
DO  - 10.17712/nsj.2017.2.20160574
DP  - NLM
ET  - 2017/04/19
J2  - Neurosciences (Riyadh, Saudi Arabia)
KW  - Arabia/epidemiology
Autistic Disorder/*epidemiology
Humans
*Internet
Search Engine/*methods
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1319-6138 (Print)
1319-6138
SP  - 143-145
ST  - Characteristics of Arabic Websites with information on autism
T2  - Neurosciences (Riyadh)
TI  - Characteristics of Arabic Websites with information on autism
VL  - 22
ID  - 204077
ER  - 


TY  - JOUR
AB  - BACKGROUND: The oral diseases of people with disabilities are the same as those observed in the general population but occur earlier and more intensely. Primary prevention, especially toothbrushing, is at the forefront of the appropriate management of these patients. The aim of this study is to evaluate the use of a digital application on iPad(®) as mediator for learning toothbrushing in children with disabilities. METHODS: Twelve children from a care-center were included in this preliminary study. A training program for toothbrushing was conducted, using a visual activity schedule on iPad(®). Quotation grids enabled to assess the initial situation and the program efficacy over an 11-month period. RESULTS: The children progressed over time in their autonomy and in their compliance during toothbrushing. Wilcoxon's analysis showed that these progresses were significant, although some steps remained more difficult to achieve. Three months after the end of the program, the children maintained their skills. CONCLUSIONS: The integration of the iPad(®) as a support for visual pedagogy and learning is useful in a dental context, for children with cognitive disabilities.
AD  - UFR d'odontologie, département de pédodontie, université de Nantes, 1, place Alexis-Ricordeau, BP 44042, Nantes cedex 1, France.
Centre de recherche en éducation de Nantes (EA 2661), Nantes, France.
UFR d'odontologie, département de pédodontie, université de Nantes, 1, place Alexis-Ricordeau, BP 44042, Nantes cedex 1, France; Centre de recherche en éducation de Nantes (EA 2661), Nantes, France; Service d'odontologie conservatrice et pédiatrique, CHU de Nantes, Nantes, France. Electronic address: serena.lopez-cazaux@univ-nantes.fr.
AN  - 29530440
AU  - Althuizius, M.
AU  - Lefer, G.
AU  - Bourdon, P.
AU  - Lopez Cazaux, S.
DA  - Mar
DO  - 10.1016/j.respe.2017.11.008
DP  - NLM
ET  - 2018/03/14
J2  - Revue d'epidemiologie et de sante publique
KW  - *Audiovisual Aids
Child
*Cognition Disorders/psychology
*Computers, Handheld
Disabled Children/*education/psychology
Female
France
Humans
Male
Mouth Diseases/prevention & control
Oral Health/*education
Patient Compliance
Patient Education as Topic/*methods
Pilot Projects
Primary Prevention/methods
*Toothbrushing/methods/standards
Touch
Brossage bucco-dentaire
Children with disabilities
Enfants porteurs de handicap cognitif
IPad(®)
Prevention
Prévention
Toothbrushing
LA  - fre
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
OP  - Intégration de la tablette tactile dans les programmes de prévention bucco-dentaire destinés aux personnes en situation de handicap cognitif : étude exploratoire chez l’enfant.
PY  - 2018
SN  - 0398-7620 (Print)
0398-7620
SP  - 107-116
ST  - [Integrating the touch-screen into oral health prevention programs for people with cognitive disabilities: An exploratory study in children]
T2  - Rev Epidemiol Sante Publique
TI  - [Integrating the touch-screen into oral health prevention programs for people with cognitive disabilities: An exploratory study in children]
VL  - 66
ID  - 203981
ER  - 


TY  - THES
AB  - Social communication impairment is one of the key diagnostic features of ASD, with communication deficits being the earliest symptom reported by most parents of children with ASD (Filipek et al., 1999; Landa & Garrett-Meyer, 2006). From differences in babble (Trevarthen & Daniel, 2005; Yirmiya, et al., 2006) and gesture inventories (Landa et al., 2007; Wetherby et al., 1998) to delayed onset or atypical development of verbal language (Luyster, 2009) and social-communication deficits (Landa et al., 2007; Wetherby, 1998; Zwaigenbaum, 2005), children with ASD present with a unique profile of early communication behaviors. One aspect of early communication development that has received limited attention is communication spontaneity (CS). CS has been conceptualized as the level of environmental support required for a child to initiate a communication act (Carter, Hotchkis & Cassar, 1996). While CS has been discussed as an important aspect of communication, additional research is needed to better understand CS's nature (i.e., how CS changes over time) and relevance (i.e., relationship to other developmental domains) in typically developing children as well as children with developmental disabilities such as ASD. Given the limitations of retrospective report, prospective studies are necessary to determine if early risk signs are related to later development of ASD or broader autism phenotype (BAP) features. The purpose of the present study was to examine CS in a cohort of infants at high and low genetic risk for ASD at 12 and 24 month of age. Results indicated that CS is associated with existing measures of language and social communication. A specific component of CS which captures how a child responds to direct communication prompts (CS-SP-Direct Prompts), was found to be particularly associated with outcomes, including ADOS diagnostic group and symptom severity. In contrast, children's CS during Free Play conditions or in response to non-social prompts was not significantly related to ASD outcomes. These findings suggest that previous discussions of potential differences in CS may be better conceptualized as differences in Social Prompt Responsiveness. At 12 months of age, CS-SP-Direct Prompts differentiated ASD from NonASD children and uniquely predicted both diagnostic group and ASD symptom severity. CS-SP-Direct Prompts may also be associated with the broader autism phenotype, though differences may not become clear until 24 months of age in high risk (HR), NonASD siblings. Results from the present study suggest that structured measurement of Social Prompt Responsiveness is possible and may contribute important information regarding a child's social-communication development, particularly in monitoring infants at high genetic risk for ASD. Findings also provide support for the social salience framework of ASD and its application to early communication development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Alvarez, Shanna L.
DB  - ERIC
DP  - EBSCOhost
KW  - Infants
Genetics
Autism
Pervasive Developmental Disorders
Interpersonal Communication
Communication Problems
Symptoms (Individual Disorders)
Nonverbal Communication
Profiles
Risk
Correlation
Prompting
Severity (of Disability)
Diagnostic Tests
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2013
SN  - 978-1-303-67359-7
ST  - Early Communication Development in Infants at High and Low Genetic Risk for Autism Spectrum Disorders: An Examination of Communication Spontaneity
TI  - Early Communication Development in Infants at High and Low Genetic Risk for Autism Spectrum Disorders: An Examination of Communication Spontaneity
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED565503&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3608876
ID  - 205160
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To define the natural history of X-linked myotubular myopathy (MTM). METHODS: We performed a cross-sectional study that included an online survey (n = 35) and a prospective, 1-year longitudinal investigation using a phone survey (n = 33). RESULTS: We ascertained data from 50 male patients with MTM and performed longitudinal assessments on 33 affected individuals. Consistent with existing knowledge, we found that MTM is a disorder associated with extensive morbidities, including wheelchair (86.7% nonambulant) and ventilator (75% requiring >16 hours of support) dependence. However, unlike previous reports and despite the high burden of disease, mortality was lower than anticipated (approximate rate 10%/y). Seventy-six percent of patients with MTM enrolled (mean age 10 years 11 months) were alive at the end of the study. Nearly all deaths in the study were associated with respiratory failure. In addition, the disease course was more stable than expected, with few adverse events reported during the prospective survey. Few non-muscle-related morbidities were identified, although an unexpectedly high incidence of learning disability (43%) was noted. Conversely, MTM was associated with substantial burdens on patient and caregiver daily living, reflected by missed days of school and lost workdays. CONCLUSIONS: MTM is one of the most severe neuromuscular disorders, with affected individuals requiring extensive mechanical interventions for survival. However, among study participants, the disease course was more stable than predicted, with more individuals surviving infancy and early childhood. These data reflect the disease burden of MTM but offer hope in terms of future therapeutic intervention.
AD  - From the Division of Neurology (K.A., E.T., C.-T.N., J.J.D.) and Program for Genetics and Genome Biology (E.T., J.J.D.), Hospital for Sick Children; Departments of Paediatrics (K.A., J.J.D.), Computer Science (M.G.), and Molecular Genetics (J.J.D.), University of Toronto, Ontario, Canada; Cure CMD (R.A., S.d.C., A.R.), Torrance, CA; Autodesk Research (M.G.), Toronto, Ontario, Canada; Kaiser SCPMG (A.R.), Torrance, CA; Physical Medicine and Rehabilitation (J.H.), University of Michigan, Ann Arbor; and Division of Genetics and Genomics (A.H.B.), The Manton Center for Orphan Disease Research, Boston Children's Hospital, Harvard Medical School, MA.
From the Division of Neurology (K.A., E.T., C.-T.N., J.J.D.) and Program for Genetics and Genome Biology (E.T., J.J.D.), Hospital for Sick Children; Departments of Paediatrics (K.A., J.J.D.), Computer Science (M.G.), and Molecular Genetics (J.J.D.), University of Toronto, Ontario, Canada; Cure CMD (R.A., S.d.C., A.R.), Torrance, CA; Autodesk Research (M.G.), Toronto, Ontario, Canada; Kaiser SCPMG (A.R.), Torrance, CA; Physical Medicine and Rehabilitation (J.H.), University of Michigan, Ann Arbor; and Division of Genetics and Genomics (A.H.B.), The Manton Center for Orphan Disease Research, Boston Children's Hospital, Harvard Medical School, MA. james.dowling@sickkids.ca.
AN  - 28842446
AU  - Amburgey, K.
AU  - Tsuchiya, E.
AU  - de Chastonay, S.
AU  - Glueck, M.
AU  - Alverez, R.
AU  - Nguyen, C. T.
AU  - Rutkowski, A.
AU  - Hornyak, J.
AU  - Beggs, A. H.
AU  - Dowling, J. J.
C2  - Pmc5649758
DA  - Sep 26
DO  - 10.1212/wnl.0000000000004415
DP  - NLM
ET  - 2017/08/27
J2  - Neurology
KW  - Adolescent
Adult
Child
Child, Preschool
Comorbidity
Cost of Illness
Cross-Sectional Studies
Humans
Incidence
Infant
Infant, Newborn
Internet
Learning Disabilities/epidemiology/genetics/physiopathology
Longitudinal Studies
Male
Myopathies, Structural, Congenital/*epidemiology/genetics/physiopathology/therapy
Prospective Studies
Respiratory Insufficiency/mortality
Surveys and Questionnaires
Survival Analysis
Telephone
Young Adult
LA  - eng
M1  - 13
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0028-3878 (Print)
0028-3878
SP  - 1355-1364
ST  - A natural history study of X-linked myotubular myopathy
T2  - Neurology
TI  - A natural history study of X-linked myotubular myopathy
VL  - 89
ID  - 203851
ER  - 


TY  - JOUR
AB  - This paper describes a discrete wavelet transform-based feature extraction scheme for the classification of EEG signals. In this scheme, the discrete wavelet transform is applied on EEG signals and the relative wavelet energy is calculated in terms of detailed coefficients and the approximation coefficients of the last decomposition level. The extracted relative wavelet energy features are passed to classifiers for the classification purpose. The EEG dataset employed for the validation of the proposed method consisted of two classes: (1) the EEG signals recorded during the complex cognitive task--Raven's advance progressive metric test and (2) the EEG signals recorded in rest condition--eyes open. The performance of four different classifiers was evaluated with four performance measures, i.e., accuracy, sensitivity, specificity and precision values. The accuracy was achieved above 98 % by the support vector machine, multi-layer perceptron and the K-nearest neighbor classifiers with approximation (A4) and detailed coefficients (D4), which represent the frequency range of 0.53-3.06 and 3.06-6.12 Hz, respectively. The findings of this study demonstrated that the proposed feature extraction approach has the potential to classify the EEG signals recorded during a complex cognitive task by achieving a high accuracy rate.
AD  - Department of Electrical & Electronic Engineering, Centre for Intelligent Signal & Imaging Research (CISIR), Universiti Teknologi PETRONAS, Bandar Seri Iskandar, 31750, Tronoh, Perak, Malaysia, hafeezullahamin@gmail.com.
AN  - 25649845
AU  - Amin, H. U.
AU  - Malik, A. S.
AU  - Ahmad, R. F.
AU  - Badruddin, N.
AU  - Kamel, N.
AU  - Hussain, M.
AU  - Chooi, W. T.
DA  - Mar
DO  - 10.1007/s13246-015-0333-x
DP  - NLM
ET  - 2015/02/05
J2  - Australasian physical & engineering sciences in medicine
KW  - Adult
Cognition/physiology
Electroencephalography/*classification
Humans
*Machine Learning
Male
Reproducibility of Results
Task Performance and Analysis
*Wavelet Analysis
Young Adult
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0158-9938
SP  - 139-49
ST  - Feature extraction and classification for EEG signals using wavelet transform and machine learning techniques
T2  - Australas Phys Eng Sci Med
TI  - Feature extraction and classification for EEG signals using wavelet transform and machine learning techniques
VL  - 38
ID  - 204122
ER  - 


TY  - JOUR
AB  - BACKGROUND: Adults with intellectual disability are more likely to experience a range of physical and mental health problems in comparison to the general population. However with access to appropriate health care and promotion, many of these health problems can be prevented. OBJECTIVE: To explore the perspectives of stakeholders of a health promotion program established for adults with intellectual disability. METHODS: Semi-structured interviews were conducted with 12 stakeholders of a health promotion program. Stakeholders included adults with intellectual disability (n = 6), their support persons (n = 4) and program presenters (n = 2). Adults with intellectual disability included three males and three females with a mean age of 45.5 years (range 37-51 years). Interviews were digitally recorded and transcribed verbatim. Transcripts were analysed using thematic analysis. RESULTS: Four main themes emerged from the data. The first theme highlights the positive feedback all stakeholders, especially adults with intellectual disability, had for the program and the second focuses on suggestions for changes to improve it. The third and final themes explore how having input from adults with intellectual disability and their support persons, who have a unique understanding of their needs, could be better incorporated into the development of the program. CONCLUSIONS: This health promotion program has been well received by people with intellectual disability when incorporated into their weekly social club meetings With encouragement and training, people with intellectual disability and their support workers could be more involved in the development of the program to ensure it is relevant to their needs.
AD  - Queensland Centre for Intellectual and Developmental Disability, Mater Research Institute-UQ, The University of Queensland, Mater Misericordiae Hospital, Raymond Terrace, South Brisbane, Q. 4101, Australia. Electronic address: andrea.an@uq.net.au.
Queensland Centre for Intellectual and Developmental Disability, Mater Research Institute-UQ, The University of Queensland, Mater Misericordiae Hospital, Raymond Terrace, South Brisbane, Q. 4101, Australia. Electronic address: lyn.mcpherson@griffith.edu.au.
Queensland Centre for Intellectual and Developmental Disability, Mater Research Institute-UQ, The University of Queensland, Mater Misericordiae Hospital, Raymond Terrace, South Brisbane, Q. 4101, Australia. Electronic address: a.urbanowicz@uq.edu.au.
AN  - 29661683
AU  - An, A.
AU  - McPherson, L.
AU  - Urbanowicz, A.
DA  - Oct
DO  - 10.1016/j.dhjo.2018.03.007
DP  - NLM
ET  - 2018/04/18
J2  - Disability and health journal
KW  - Adult
Disabled Persons/*education/*psychology
Education of Intellectually Disabled/*methods
Female
Health Promotion/*methods
Humans
Intellectual Disability/*psychology
Male
Middle Aged
*Coproduction
*Health promotion
*Inclusive research
*Intellectual disability
*Research design
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1876-7583
SP  - 606-611
ST  - Healthy living: A health promotion program for adults with intellectual disability
T2  - Disabil Health J
TI  - Healthy living: A health promotion program for adults with intellectual disability
VL  - 11
ID  - 204037
ER  - 


TY  - JOUR
AB  - An on-line survey of 102 (51 females; undergraduate and graduate) university students with ASD across Australia and New Zealand examined student characteristics and satisfaction with academic and non-academic supports. A broad range of disciplines were studied, and the participants' reported strengths included a passion for learning, strong technology skills, and creative thoughts. The participants' greatest concerns were academic requirements and mental health, including high rates of self-harm and suicidal ideation. Despite support satisfaction ratings being high, support usage was low, possibly indicating a mismatch of supports and needs, lack of awareness of available supports, and/or poor advocacy skills.
AD  - Department of Educational Studies, Faculty of Human Sciences, Macquarie University, Building X5A, North Ryde, NSW, 2109, Australia. anastasia.anderson@hdr.mq.edu.au.
Department of Educational Studies, Faculty of Human Sciences, Macquarie University, Building X5A, North Ryde, NSW, 2109, Australia.
AN  - 31659596
AU  - Anderson, A. H.
AU  - Carter, M.
AU  - Stephenson, J.
DA  - Feb
DO  - 10.1007/s10803-019-04259-8
DP  - NLM
ET  - 2019/10/30
J2  - Journal of autism and developmental disorders
KW  - Attitude
Australia
Autism Spectrum Disorder/epidemiology/*psychology
Education, Special/standards
Female
Humans
Male
Mental Health/statistics & numerical data
New Zealand
*Personal Satisfaction
*Psychosocial Support Systems
Students/*psychology/statistics & numerical data
Suicidal Ideation
*Surveys and Questionnaires
Universities/standards/*statistics & numerical data
Young Adult
Advocacy
Autism spectrum disorder
Educational supports and services
On-line survey
University students
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0162-3257
SP  - 440-454
ST  - An On-Line Survey of University Students with Autism Spectrum Disorder in Australia and New Zealand: Characteristics, Support Satisfaction, and Advocacy
T2  - J Autism Dev Disord
TI  - An On-Line Survey of University Students with Autism Spectrum Disorder in Australia and New Zealand: Characteristics, Support Satisfaction, and Advocacy
VL  - 50
ID  - 204139
ER  - 


TY  - JOUR
AB  - PURPOSE: This pilot project was intended to introduce an authentic interprofessional education experience with students from Communication Sciences & Disorders (CSD) and Dental Hygiene (DH) to develop and apply strategies to assist children diagnosed with autism spectrum disorder (ASD) to decrease their anxiety and improve their ability to participate in an oral screening and prophylaxis appointment. The second purpose was for students to learn each other's scope of practice. METHODS: Four children diagnosed with ASD were identified as having dental anxiety and unmet dental needs. The students collaborated to develop visual support strategies to support the implementation of an oral screening and prophylaxis. RESULTS: Three participants were able to participate in the oral screening, instruction for brushing teeth, and prophylaxis. The students reported having a better understanding of each other's roles and responsibilities and feeling more confident working with a child with ASD. CONCLUSION: The DH students were better able to identify the characteristics associated with ASD and to develop and use visual supports to assist children with ASD control anxiety during dental prophylaxis procedures. The CSD students learned techniques that hygienists use and how to help parents prepare their children for dental hygiene treatments.
AD  - School of Oral Health, Department of Dental Hygiene, Wichita State University, 1845 Fairmount St., Wichita, KS 67260-0144, USA. Tel 316-978-5488. kelly.anderson@wichita.edu.
AN  - 29202172
AU  - Anderson, K. L.
AU  - Self, T. L.
AU  - Carlson, B. N.
DA  - Winter
DP  - NLM
ET  - 2017/12/05
J2  - Journal of allied health
KW  - Autism Spectrum Disorder/*psychology
Child
Dental Hygienists/*education
Female
Humans
*Interdisciplinary Studies
Male
*Oral Health
Oral Hygiene/education
Parents/psychology
Pilot Projects
Speech-Language Pathology/*education
Students
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0090-7421
SP  - e97-e101
ST  - Interprofessional Collaboration of Dental Hygiene and Communication Sciences & Disorders Students to Meet Oral Health Needs of Children with Autism
T2  - J Allied Health
TI  - Interprofessional Collaboration of Dental Hygiene and Communication Sciences & Disorders Students to Meet Oral Health Needs of Children with Autism
VL  - 46
ID  - 203957
ER  - 


TY  - JOUR
AB  - This viewpoint commentary focuses on a proposal for integrated anatomy education in undergraduate college from Dr. Darda published in the Anatomical Sciences Education. Although the proposal is for college level education, the proposal echoes some ideas proposed a century ago by Abraham Flexner when he wrote his report titled "Medical Education in the United States and Canada." It begins with an acknowledgement of the author's status as an outsider. There have been numerous calls for change in basic science education, particularly in medical education. Interestingly, however, the monumental reforms of the "Flexner Report" were impelled largely from outside the specific discipline of medical education. The commentary discussion then moves to observations about the proposal for Integrative Anatomy and support for the proposal from both the Flexner Report and the 2009 report from the Association of American Medical Colleges and the Howard Hughes Medical Institute, "Scientific Foundations for Future Physicians." The essay considers the benefits of the research on the learning sciences that now inform our work in education; the influence of competency-based education that frees education from a lock-step approach of course completion to a student-focused integrative approach to learning; and the availability of online resources for anatomy education through repositories, such as MedEdPORTAL. The final observation is that the changes underway in education and in the sciences basic to medicine, in particular, are substantial and will require the dialogue that Dr. Darda is promoting with his provocative proposal.
AD  - Division of Medical Education, Association of American Medical Colleges, Washington, DC 20037, USA. mbanderson@aamc.org
AN  - 20213852
AU  - Anderson, M. B.
DA  - Mar-Apr
DO  - 10.1002/ase.144
DP  - NLM
ET  - 2010/03/10
J2  - Anatomical sciences education
KW  - Anatomy/*education
Comprehension
Curriculum
Education, Medical, Undergraduate/*methods
Faculty
Humans
Interdisciplinary Communication
Models, Educational
Program Development
*Schools, Medical
*Students, Medical
Teaching/*methods
Teaching Materials
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1935-9772
SP  - 101-2
ST  - An outsider's perspective on a provocative proposal: what would Flexner think?
T2  - Anat Sci Educ
TI  - An outsider's perspective on a provocative proposal: what would Flexner think?
VL  - 3
ID  - 204510
ER  - 


TY  - JOUR
AB  - AIMS: Describe the implementation and uses of fuzzy cognitive mapping (FCM) as a constructive method for meeting the unique and rapidly evolving needs of nursing inquiry and practice. DESIGN: Discussion paper. DATA SOURCES: Drawing on published scholarship of cognitive mapping from the fields of ecological management, information technology, economics, organizational behaviour and health development, we consider how FCM can contribute to contemporary challenges and aspirations of nursing research. IMPLICATIONS FOR NURSING: Fuzzy cognitive mapping can generate theory, describe knowledge systems in comparable terms and inform questionnaire design and dialogue. It can help build participant-researcher partnerships, elevate marginalized voices and facilitate intercultural dialogue. As a relatively culturally safe and foundational approach in participatory research, we suggest that FCM should be used in settings of transcultural nursing, patient engagement, person- and family-centred care and research with marginalized populations. FCM is amenable to rigorous analysis and simultaneously allows for greater participation of stakeholders. CONCLUSION: In highly complex healthcare contexts, FCM can act as a common language for defining challenges and articulating solutions identified within the nursing discipline. IMPACT: There is a need to reconcile diverse sources of knowledge to meeting the needs of nursing inquiry. FCM can generate theory, describe knowledge systems, facilitate dialogue and support questionnaire design. In its capacity to engage multiple perspectives in defining problems and identifying solutions, FCM can contribute to advancing nursing research and practice.
AD  - CIET-Participatory Research at McGill, Faculty of Medicine, McGill University, Montreal, QC, Canada.
Centro de Investigación de Enfermedades Tropicales, Universidad Autónoma de Guerrero, Acapulco, México.
Department of Family Medicine, Faculty of Medicine, McGill University, Montreal, QC, Canada.
AN  - 31486102
AU  - Andersson, N.
AU  - Silver, H.
DA  - Dec
DO  - 10.1111/jan.14192
DP  - NLM
ET  - 2019/09/06
J2  - Journal of advanced nursing
KW  - *Cognition
Data Collection
Delivery of Health Care
Female
*Fuzzy Logic
Humans
Male
Models, Theoretical
*Nursing Research
applied research
cognitive mapping
nursing knowledge
nursing research
participatory research
patient engagement
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0309-2402
SP  - 3823-3830
ST  - Fuzzy cognitive mapping: An old tool with new uses in nursing research
T2  - J Adv Nurs
TI  - Fuzzy cognitive mapping: An old tool with new uses in nursing research
VL  - 75
ID  - 204446
ER  - 


TY  - JOUR
AB  - The authors present a perspective on emerging bilingual deaf students who are exposed to, learning, and developing two languages--American Sign Language (ASL) and English (spoken English, manually coded English, and English reading and writing). The authors suggest that though deaf children may lack proficiency or fluency in either language during early language-learning development, they still engage in codeswitching activities, in which they go back and forth between signing and English to communicate. The authors then provide a second meaning of codeswitching--as a purpose-driven instructional technique in which the teacher strategically changes from ASL to English print for purposes of vocabulary and reading comprehension. The results of four studies are examined that suggest that certain codeswitching strategies support English vocabulary learning and reading comprehension. These instructional strategies are couched in a five-pronged approach to furthering the development of bilingual education for deaf students.
AD  - Lamar University, Beaumont, TX, USA.
AN  - 21305977
AU  - Andrews, J. F.
AU  - Rusher, M.
DA  - Fall
DO  - 10.1353/aad.2010.0036
DP  - NLM
ET  - 2011/02/11
J2  - American annals of the deaf
KW  - Child
Comprehension
Curriculum
*Education of Hearing Disabled
Education, Special/*methods
Evidence-Based Practice
Humans
*Language Development
Mainstreaming, Education/*methods
*Multilingualism
Persons With Hearing Impairments/psychology
Reading
*Sign Language
Terminology as Topic
United States
Verbal Learning
Vocabulary
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0002-726X (Print)
0002-726x
SP  - 407-24
ST  - Codeswitching techniques: evidence-based instructional practices for the ASL/English bilingual classroom
T2  - Am Ann Deaf
TI  - Codeswitching techniques: evidence-based instructional practices for the ASL/English bilingual classroom
VL  - 155
ID  - 204561
ER  - 


TY  - JOUR
AB  - The objective of our research is to find out if gamification increases motivation for self-directed learning (SDL) of human anatomy among year 1 medical students, and more importantly, their academic grades (n = 120). At the NUS Yong Loo Lin School of Medicine, anatomy teaching has traditionally been delivered via didactic means. To encourage more active learning, suitable games (non-digital) and the script concordance test were utilized to enhance the process. The flipped classroom approach was also introduced to further trigger active learning. In addition, the use of mobile apps (digital) was also initiated as supplements for SDL. Feedback was collected based on the previously validated PRO-SDL scale. Results from the research yielded inconclusive evidence to support enhanced motivation among our students due to gamification (P > 0.05). However, it did help to encourage active participation for a "fun learning" experience supported by numerous positive comments. More importantly, the participant's continuous assessment (CA1, CA2, and CA3) and objective specific practical exam results were better than the cohort's average (P < 0.05), suggesting that enhanced meta-cognition, and factual recall had taken place. While it is positive, there are some caveats to note with gamification, first and foremost, that it is tutor dependent. Taken together, gamification could represent a new paradigm for anatomy education, and also an opportune time to change the prevailing culture in the healthcare and education industry. Clin. Anat. 31:997-1005, 2018. © 2018 Wiley Periodicals, Inc.
AD  - Department of Anatomy, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
Department of Statistics and Applied Probability, National University of Singapore, Singapore.
Department of Otolaryngology, National University Hospital, Singapore.
AN  - 30168609
AU  - Ang, E. T.
AU  - Chan, J. M.
AU  - Gopal, V.
AU  - Li Shia, N.
DA  - Oct
DO  - 10.1002/ca.23249
DP  - NLM
ET  - 2018/09/01
J2  - Clinical anatomy (New York, N.Y.)
KW  - Anatomy/*education
*Games, Experimental
Humans
Motivation
*Problem-Based Learning
Self-Directed Learning as Topic
anatomy
education
gamification
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0897-3806
SP  - 997-1005
ST  - Gamifying anatomy education
T2  - Clin Anat
TI  - Gamifying anatomy education
VL  - 31
ID  - 204739
ER  - 


TY  - JOUR
AB  - PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms.
AD  - Department of Physiology and Department of Community Medicine, S. Nijalingappa Medical College, Bagalkot, Karnataka, India roopabalu07@gmail.com.
Department of Physiology and Department of Community Medicine, S. Nijalingappa Medical College, Bagalkot, Karnataka, India.
AN  - 26628661
AU  - Ankad, R. B.
AU  - Shashikala, G. V.
AU  - Herur, A.
AU  - Manjula, R.
AU  - Chinagudi, S.
AU  - Patil, S.
DA  - Dec
DO  - 10.1152/advan.00119.2015
DP  - NLM
ET  - 2015/12/03
J2  - Advances in physiology education
KW  - *Audiovisual Aids
*Auditory Perception
Comprehension
Curriculum
Education, Professional/*methods
Educational Measurement
Educational Status
Female
Humans
*Learning
Male
Physiology/*education
Reading
Sex Factors
Students, Health Occupations/*psychology
Surveys and Questionnaires
Teaching/*methods
*Visual Perception
Writing
PowerPoint presentation
learning styles
sensory modality
students' performance
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1043-4046
SP  - 367-71
ST  - PowerPoint presentation in learning physiology by undergraduates with different learning styles
T2  - Adv Physiol Educ
TI  - PowerPoint presentation in learning physiology by undergraduates with different learning styles
VL  - 39
ID  - 203984
ER  - 


TY  - JOUR
AB  - Using video records of everyday life in a residential home, we report on what interactional practices are used by people with severe and profound intellectual disabilities to initiate encounters. There were very few initiations, and all presented difficulties to the interlocutor (support staff; the recording researcher); one (which we call 'blank recipiency') gave the interlocutor virtually no information at all on which to base a response. Only when the initiation was of a new phase in an interaction already under way (for example, the initiation of an alternative trajectory of a proposed physical move) was it likely to be successfully sustained. We show how interlocutors responded to initiations verbally, as if to neuro-typical speakers - but inappropriately for people unable to comprehend, or to produce well-fitted next turns. This mis-reliance on ordinary speakers' conversational practices was one factor that contributed to residents abandoning the interaction in almost all cases. We discuss the dilemma confronting care workers.
AD  - Department of Social Sciences, Loughborough University, UK.
Limehurst Academy, Loughborough, UK.
Department of Psychology, Lancaster University, UK.
Department of Psychology, Anglia Ruskin University, Cambridge, UK.
AN  - 27761912
AU  - Antaki, C.
AU  - Crompton, R. J.
AU  - Walton, C.
AU  - Finlay, W. M. L.
DA  - May
DO  - 10.1111/1467-9566.12500
DP  - NLM
ET  - 2016/10/21
J2  - Sociology of health & illness
KW  - Adult
*Communication
Female
Humans
Intellectual Disability/*psychology
*Interpersonal Relations
Male
Middle Aged
Severity of Illness Index
Sociology
*conversation
*initiation
*intellectual impairment
*interaction
*learning disability
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0141-9889
SP  - 581-598
ST  - How adults with a profound intellectual disability engage others in interaction
T2  - Sociol Health Illn
TI  - How adults with a profound intellectual disability engage others in interaction
VL  - 39
ID  - 204229
ER  - 


TY  - JOUR
AB  - The interaction between people with intellectual disabilities and professional carers is often influenced by communicative difficulties contributing challenging behaviours. The aims of this study were to evaluate to a web-based training program aimed at improving carers' abilities to interact with people with learning disabilities who exhibit challenging behaviours and to explore carers' experiences of participating in such a program. A single-subject experimental design and mixed methods were used to integrate qualitative and quantitative data. Triangulation of questionnaires, interviews with carers, and assessments of one woman's behaviour was performed. The participants were professional carers aged 20 to 55 years. The web-based training program increased carers' abilities to handle challenging behaviours and decreased challenging behaviours in daily care. The program improved the opportunities to offer training to carers who work in community-based accommodations with limited time to receive training.
AD  - a University of Umeå , Department of Nursing , Umeå , Sweden.
b Umeå University , Department of Nursing , Umeå , Sweden , University West , Department of Health Sciences , Trollhättan , Sweden.
c University West , Department of Health Sciences , Trollhättan , Sweden.
AN  - 27351080
AU  - Antonsson, H.
AU  - Graneheim, U. H.
AU  - Isaksson, U.
AU  - Åström, S.
AU  - Lundström, M. O.
DA  - Oct
DO  - 10.1080/01612840.2016.1189636
DP  - NLM
ET  - 2016/06/29
J2  - Issues in mental health nursing
KW  - Adult
Caregivers/*education
*Computer-Assisted Instruction
Female
Humans
*Internet
Learning Disabilities/psychology/*therapy
Male
Middle Aged
Pilot Projects
Program Evaluation
Sweden
Young Adult
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0161-2840
SP  - 734-743
ST  - Evaluation of a Web-Based Training Program for Professional Carers Working With People With Learning Disabilities and Challenging Behavior: A Pilot Study with SSED-Design
T2  - Issues Ment Health Nurs
TI  - Evaluation of a Web-Based Training Program for Professional Carers Working With People With Learning Disabilities and Challenging Behavior: A Pilot Study with SSED-Design
VL  - 37
ID  - 203891
ER  - 


TY  - JOUR
AB  - Autism is a developmental disorder evident from infancy. Yet, its clinical identification requires expert diagnostic training. New evidence indicates disruption to motor timing and integration may underpin the disorder, providing a potential new computational marker for its early identification. In this study, we employed smart tablet computers with touch-sensitive screens and embedded inertial movement sensors to record the movement kinematics and gesture forces made by 37 children 3-6 years old with autism and 45 age- and gender-matched children developing typically. Machine learning analysis of the children's motor patterns identified autism with up to 93% accuracy. Analysis revealed these patterns consisted of greater forces at contact and with a different distribution of forces within a gesture, and gesture kinematics were faster and larger, with more distal use of space. These data support the notion disruption to movement is core feature of autism, and demonstrate autism can be computationally assessed by fun, smart device gameplay.
AD  - Jan Matejko Academy of Fine Arts, Kraków, Poland; Jagiellonian University, Krakow, Poland.
Harimata Sp. z.o.o., Kraków, Poland.
University of Strathclyde, Glasgow, UK.
AN  - 27553971
AU  - Anzulewicz, A.
AU  - Sobota, K.
AU  - Delafield-Butt, J. T.
C2  - PMC4995518 options agreements. J.D.B. declares no competing financial interests.
DA  - Aug 24
DO  - 10.1038/srep31107
DP  - NLM
ET  - 2016/08/25
J2  - Scientific reports
KW  - Algorithms
Autistic Disorder/*diagnosis/*physiopathology/psychology
Biomechanical Phenomena
Case-Control Studies
Child
Child, Preschool
Computers, Handheld
Diagnosis, Computer-Assisted/*methods
Early Diagnosis
Female
*Gestures
Humans
Machine Learning
Male
Psychomotor Performance/*physiology
*Video Games
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 2045-2322
SP  - 31107
ST  - Toward the Autism Motor Signature: Gesture patterns during smart tablet gameplay identify children with autism
T2  - Sci Rep
TI  - Toward the Autism Motor Signature: Gesture patterns during smart tablet gameplay identify children with autism
VL  - 6
ID  - 204070
ER  - 


TY  - JOUR
AB  - Children with high-functioning autism spectrum disorders (ASD) typically exhibit a lack of social reciprocity skills. They often struggle to maintain conversations, especially with topics of little or no interest to them, and to create meaningful relationships. By giving compliments to others, children with ASD have a means by which to show approval for issues of interest to others. Video modeling has been shown to be effective in teaching social behaviors, particularly when it is followed by additional practice, prompts, and role playing. This study, involving two experiments, focused on teaching compliment-giving responses and initiations through video modeling with embedded, explicit rules for giving compliments in the place of additional procedures following video viewing. A multiple-baseline design across participants revealed that video modeling with explicit rules served to produce and maintain compliments of the "response" type. Video modeling with the addition of contrived reinforcement contingencies served to produce compliment-giving initiations in the presence of a teacher who monitored the children's behavior. The results of Experiment 2 showed that the inclusion of self-management strategies increased the children's independence in the monitoring of their compliment-giving initiations. Experimental results pointed to the use of self-management as a means by which to produce social initiations when video modeling alone fails. (Contains 3 figures.)
AN  - EJ806871
AU  - Apple, Allison Lowy
AU  - Billingsley, Felix
AU  - Schwartz, Ilene S.
AU  - Carr, Edward G.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Role Playing
Autism
Positive Reinforcement
Self Control
Pervasive Developmental Disorders
Interpersonal Competence
Interpersonal Communication
Communication Skills
Peer Relationship
Social Behavior
Prompting
Social Development
Males
Young Children
Inclusive Schools
Mainstreaming
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2005
SN  - 1098-3007
SP  - 33-46
ST  - Effects of Video Modeling Alone and with Self-Management on Compliment-Giving Behaviors of Children with High-Functioning ASD
T2  - Journal of Positive Behavior Interventions
TI  - Effects of Video Modeling Alone and with Self-Management on Compliment-Giving Behaviors of Children with High-Functioning ASD
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ806871&site=ehost-live&scope=site
http://dx.doi.org/10.1177/10983007050070010401
VL  - 7
ID  - 205183
ER  - 


TY  - JOUR
AB  - Dyslexic and non-dyslexic readers engaged in a short training aimed at learning eight basic letter-speech sound correspondences within an artificial orthography. We examined whether a letter-speech sound binding deficit is behaviorally detectable within the initial steps of learning a novel script. Both letter knowledge and word reading ability within the artificial script were assessed. An additional goal was to investigate the influence of instructional approach on the initial learning of letter-speech sound correspondences. We assigned children from both groups to one of three different training conditions: (a) explicit instruction, (b) implicit associative learning within a computer game environment, or (c) a combination of (a) and (b) in which explicit instruction is followed by implicit learning. Our results indicated that dyslexics were outperformed by the controls on a time-pressured binding task and a word reading task within the artificial orthography, providing empirical support for the view that a letter-speech sound binding deficit is a key factor in dyslexia. A combination of explicit instruction and implicit techniques proved to be a more powerful tool in the initial teaching of letter-sound correspondences than implicit training alone.
AD  - Department of Developmental Psychology, University of Amsterdam, Amsterdam 1018 XA, The Netherlands. s.aravena@uva.nl
AN  - 23708733
AU  - Aravena, S.
AU  - Snellings, P.
AU  - Tijms, J.
AU  - van der Molen, M. W.
DA  - Aug
DO  - 10.1016/j.jecp.2013.03.009
DP  - NLM
ET  - 2013/05/28
J2  - Journal of experimental child psychology
KW  - Case-Control Studies
Child
Dyslexia/*psychology
Female
Games, Experimental
Humans
Intelligence
Language
Learning
Male
Phonetics
Reading
Speech
*Speech Perception
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0022-0965
SP  - 691-707
ST  - A lab-controlled simulation of a letter-speech sound binding deficit in dyslexia
T2  - J Exp Child Psychol
TI  - A lab-controlled simulation of a letter-speech sound binding deficit in dyslexia
VL  - 115
ID  - 204299
ER  - 


TY  - JOUR
AB  - Caregivers of persons with dementia need anticipatory guidance about the stages of dementia in order to prepare for the caregiving situations they will face. The study objective was to develop a set of pictograms representing the functional stages of dementia for eventual inclusion in a tailored, educational web application. We used a hybrid iterative participatory design process. A graphic designer prepared prototypes in a flat, minimalistic style. These were then culled and refined based on feedback from 16 Hispanic caregivers in six design sessions in English and Spanish. The resulting 19 pictograms representing the functional stages and substages of dementia were acceptable to and easily comprehended by participants. Short, plain-language captions support comprehension and aid discrimination between similar scenarios. Our participants preferred candid depictions of all aspects of dementia, including bodily functions, but acceptability may vary by population so further testing is warranted prior to deployment with a new population.
AD  - School of Nursing, Columbia University, New York, NY, USA.
School of Nursing and Department of Biomedical Informatics, Columbia University, New York, NY, USA.
AN  - 31438098
AU  - Arcia, A.
AU  - Suero-Tejeda, N.
AU  - Bakken, S.
C2  - Pmc6785034
C6  - Nihms1052060
DA  - Aug 21
DO  - 10.3233/shti190399
DP  - NLM
ET  - 2019/08/24
J2  - Studies in health technology and informatics
KW  - *Caregivers
Comprehension
*Dementia
Hispanic Americans
Humans
Language
Consumer Health Information
Health Literacy
Patient Participation
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0926-9630 (Print)
0926-9630
SP  - 1116-1120
ST  - Development of Pictograms for an Interactive Web Application to Help Hispanic Caregivers Learn About the Functional Stages of Dementia
T2  - Stud Health Technol Inform
TI  - Development of Pictograms for an Interactive Web Application to Help Hispanic Caregivers Learn About the Functional Stages of Dementia
VL  - 264
ID  - 204033
ER  - 


TY  - JOUR
AB  - PURPOSE: The purpose of this tutorial is to explain how learning to read can be thought of as learning statistical regularities and to demonstrate why this is relevant for theory, modeling, and practice. This tutorial also shows how triangulation of methods and cross-linguistic research can be used to gain insight. METHOD: The impossibility of conveying explicitly all of the regularities that children need to acquire in a deep orthography, such as English, can be demonstrated by examining lesser-known probabilistic orthographic cues to lexical stress. Detection of these kinds of cues likely occurs via a type of implicit learning known as statistical learning (SL). The first part of the tutorial focuses on these points. Next, studies exploring how individual differences in the capacity for SL relate to variability in word reading accuracy in the general population are discussed. A brief overview of research linking impaired SL and dyslexia is also provided. The final part of the tutorial focuses on how we might supplement explicit literacy instruction with implicit learning methods and emphasizes the value of testing the efficacy of new techniques in the classroom. The basic and applied research reviewed here includes corpus analyses, behavioral testing, computational modeling, and classroom-based research. Although some of these methods are not commonly used in clinical research, the depth and breadth of this body of work provide a compelling case for why reading can be thought of as SL and how this view can inform practice. CONCLUSION: Implicit methods that draw on the principles of SL can supplement the much-needed explicit instruction that helps children learn to read. This synergy of methods has the potential to spark innovative practices in literacy instruction and remediation provided by educators and clinicians to support typical learners and those with developmental disabilities.
AD  - Faculty of Health Sciences, University of Sydney, Australia.
AN  - 30120442
AU  - Arciuli, J.
DA  - Aug 14
DO  - 10.1044/2018_lshss-stlt1-17-0135
DP  - NLM
ET  - 2018/08/19
J2  - Language, speech, and hearing services in schools
KW  - Child
Computer Simulation
Dyslexia/*therapy
Humans
*Learning
Linguistics
*Literacy
Probability
*Reading
Speech Therapy/*methods
LA  - eng
M1  - 3s
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0161-1461
SP  - 634-643
ST  - Reading as Statistical Learning
T2  - Lang Speech Hear Serv Sch
TI  - Reading as Statistical Learning
VL  - 49
ID  - 203910
ER  - 


TY  - JOUR
AB  - Illiterates represent a significant proportion of the world's population. Written language not only plays a role in mediating cognition, but also extends our knowledge of the world. Two major reasons for illiteracy can be distinguished, social (e.g., absence of schools), and personal (e.g., learning difficulties). Without written language, our knowledge of the external world is partially limited by immediate sensory information and concrete environmental conditions. Literacy is significantly associated with virtually all neuropsychological measures, even though the correlation between education and neuropsychological test scores depends on the specific test. The impact of literacy is reflected in different spheres of cognitive functioning. Learning to read reinforces and modifies certain fundamental abilities, such as verbal and visual memory, phonological awareness, and visuospatial and visuomotor skills. Functional imaging studies are now demonstrating that literacy and education influence the pathways used by the brain for problem-solving. The existence of partially specific neuronal networks as a probable consequence of the literacy level supports the hypothesis that education impacts not only the individual's day-to-day strategies, but also the brain networks. A review of the issues related to dementia in illiterates is presented, emphasizing that the association between the education level and age-related cognitive changes and education remains controversial. The analysis of the impact of illiteracy on neuropsychological test performance represents a crucial approach to understanding human cognition and its brain organization under normal and abnormal conditions.
AD  - Department of Communication Sciences and Disorders, Florida International University, Miami, USA. ardilaa@fiu.edu
AN  - 21075867
AU  - Ardila, A.
AU  - Bertolucci, P. H.
AU  - Braga, L. W.
AU  - Castro-Caldas, A.
AU  - Judd, T.
AU  - Kosmidis, M. H.
AU  - Matute, E.
AU  - Nitrini, R.
AU  - Ostrosky-Solis, F.
AU  - Rosselli, M.
DA  - Dec
DO  - 10.1093/arclin/acq079
DP  - NLM
ET  - 2010/11/16
J2  - Archives of clinical neuropsychology : the official journal of the National Academy of Neuropsychologists
KW  - *Cognition
*Educational Status
Humans
Intelligence
Learning
Neuropsychological Tests
*Reading
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0887-6177
SP  - 689-712
ST  - Illiteracy: the neuropsychology of cognition without reading
T2  - Arch Clin Neuropsychol
TI  - Illiteracy: the neuropsychology of cognition without reading
VL  - 25
ID  - 204372
ER  - 


TY  - JOUR
AB  - Children with autism typically have a limited repertoire of activities they engage in during their free time and are often observed to engage in inappropriate or non-functional play. Previous research has suggested that deficits in leisure skills are not only a factor of the diagnosis, but also influenced by structural constraints such as lack of resources, support, and opportunity. This study used a multiple probe across participants design to assess the effects of video prompting and error correction on the acquisition of a leisure activity and social initiation for three children with autism. Results indicate that video prompting may be effective in increasing appropriate engagement in a leisure activity. However, findings are mixed concerning the use of video prompting to teach a social initiation. This study expands on previous research by systematically selecting a leisure activity to teach and by including a social component.
AN  - EJ1234606
AU  - Armendariz, Valeria
AU  - Hahs, Adam D.
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Children
Autism
Leisure Time
Recreational Activities
Teaching Methods
Skill Development
Video Technology
Technology Uses in Education
Prompting
Error Correction
Interpersonal Competence
Social Development
Play
Instructional Effectiveness
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 1053-0819
SP  - 479-492
ST  - Teaching Leisure Activities with Social Initiations through Video Prompting
T2  - Journal of Behavioral Education
TI  - Teaching Leisure Activities with Social Initiations through Video Prompting
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1234606&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10864-019-09320-1
VL  - 28
ID  - 205348
ER  - 


TY  - JOUR
AB  - This study examined the use of the Apple iPad for learning by children with developmental disabilities (DD), including those on the autism spectrum. A single case design was used to record the participation of four students with DD when taught with their standard computer at baseline, followed by the introduction of the iPad. A six-component participation scale was developed to quantify observations of these students during the learning sessions. Visual analysis of data indicated no differences in participation with the iPad as compared to the computer for three of the four subjects. One subject appeared to have notably higher participation with the iPad. Individual variations were identified in each student along with some common concerns with attention, task persistence, and goal directed behavior with use of the iPad. Student academic scores improved during the course of iPad use. Nevertheless, the findings drawn from this pilot study do not justify the use of the iPad over the computer (and vice versa) for achieving academic goals in students with DD. The need to document best practices and barriers in use of emerging touch-tablet devices to support individualized education was clearly evident.
AN  - 24620703
AU  - Arthanat, S.
AU  - Curtin, C.
AU  - Knotak, D.
DA  - Winter
DO  - 10.1080/10400435.2012.761293
DP  - NLM
ET  - 2013/01/01
J2  - Assistive technology : the official journal of RESNA
KW  - Adolescent
Child
Computer-Assisted Instruction/*instrumentation
Developmental Disabilities/*psychology
Humans
*Learning
Male
*Microcomputers
*Minicomputers
Pilot Projects
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1040-0435 (Print)
1040-0435
SP  - 204-13; quiz 214-5
ST  - Comparative observations of learning engagement by students with developmental disabilities using an Ipad and computer: a pilot study
T2  - Assist Technol
TI  - Comparative observations of learning engagement by students with developmental disabilities using an Ipad and computer: a pilot study
VL  - 25
ID  - 203921
ER  - 


TY  - JOUR
AB  - PURPOSE: Visual supports are widely used and generally regarded as an effective resource for intervention with individuals who function on the autism spectrum. More cross-contextual research into their efficacy is required. METHOD AND OUTCOMES: In this article, we selectively review the research literature around visual supports based on an original conceptual model that highlights their contribution in the interpersonal social and communicative milieu of classrooms, homes and other daily living contexts. Attention is drawn to a range of practical and research issues and challenges in the use of visual supports as well as evidence of their effectiveness in enhancing participation, learning and social membership in this population. CONCLUSIONS: Areas for further research relating to the introduction and use of visual supports with the autism spectrum disorder population are identified.
AD  - Faculty of Education and Arts, The University of Newcastle, Callaghan, Australia. michael.arthur-kelly@newcastle.edu.au
AN  - 19296313
AU  - Arthur-Kelly, M.
AU  - Sigafoos, J.
AU  - Green, V.
AU  - Mathisen, B.
AU  - Arthur-Kelly, R.
DO  - 10.1080/09638280802590629
DP  - NLM
ET  - 2009/03/20
J2  - Disability and rehabilitation
KW  - Activities of Daily Living
Child
Child Development Disorders, Pervasive/*rehabilitation
Child, Preschool
*Communication Aids for Disabled
Humans
*Nonverbal Communication
Schools
Social Adjustment
*Teaching Materials
LA  - eng
M1  - 18
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0963-8288 (Print)
0963-8288
SP  - 1474-86
ST  - Issues in the use of visual supports to promote communication in individuals with autism spectrum disorder
T2  - Disabil Rehabil
TI  - Issues in the use of visual supports to promote communication in individuals with autism spectrum disorder
VL  - 31
ID  - 203951
ER  - 


TY  - JOUR
AB  - Behavior analysts play an important role in supporting the behavior and learning of young children with disabilities in natural settings. However, there is very little research related specifically to developing the skills and competencies needed by pre-service behavior analysts. This study examined the effects of "bug-in-ear" (BIE) coaching on pre-service behavior analysts' implementation of functional communication training with pre-school children with autism in their classrooms. BIE coaching was associated with increases in the rate of functional communication training trials each intern initiated per session and in the fidelity with which interns implemented functional communication training. Adults created more intentional opportunities for children to communicate, and adults provided more systematic instruction around those opportunities.
AD  - College of Education, University of Washington, Box 353600, Seattle, WA 98195 USA. ISNI: 0000000122986657. GRID: grid.34477.33
University of Washington Autism Center, Seattle, WA 98195 USA. ISNI: 0000000122986657. GRID: grid.34477.33
AN  - 29021934
AU  - Artman-Meeker, K.
AU  - Rosenberg, N.
AU  - Badgett, N.
AU  - Yang, X.
AU  - Penney, A.
C2  - Pmc5622001
DA  - Sep
DO  - 10.1007/s40617-016-0166-4
DP  - NLM
ET  - 2017/10/13
J2  - Behavior analysis in practice
KW  - Bug-in-ear
Coaching
Feedback
Functional communication training
Pre-service
Technology
researcher by the lead researcher’s institution. This research received no direct
grants or funding. CONFLICT OF INTEREST: The authors declare that they have no
conflict of interest. ETHICAL APPROVAL: All procedures performed in studies
involving human participants were in accordance with the ethical standards of the
institutional and/or national research committee and with the 1964 Helsinki
Declaration and its later amendments or comparable ethical standards. INFORMED
CONSENT: Informed consent was obtained from all individual participants included in
the study.
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1998-1929 (Print)
1998-1929
SP  - 228-241
ST  - The Effects of Bug-in-Ear Coaching on Pre-Service Behavior Analysts' Use of Functional Communication Training
T2  - Behav Anal Pract
TI  - The Effects of Bug-in-Ear Coaching on Pre-Service Behavior Analysts' Use of Functional Communication Training
VL  - 10
ID  - 204767
ER  - 


TY  - JOUR
AB  - Each year, around half a million children aged under 15 become infected with HIV and more than 90% are the result of mother-to-child transmission. Services to prevent mother-to-child HIV transmission (PMTCT) are therefore important entry points for HIV/AIDS prevention, treatment and care services for women, their children and families. The study aimed at identifying level of awareness and knowledge of PMTCT services that can be utilized in improving access. The methodology consisted of 20 individual in-depth interviews spread over Adabeji, Adeoyo/Agbadagbudu, Jakiru/Onipasan and Eleta communities, in Ibadan among household heads, religious and community based leaders. Key factors identified were low knowledge of mother to child transmission, lack of knowledge of the PMTCT services, inadequate community sensitization, inadequate healthcare facilities. The success of PMTCT programmes demands a shift towards a more community-based approach which calls for strong advocacy, enlightenment and community mobilization for improved awareness and utilization of PMTCT services.
AD  - Department of Health Promotion and Education, College of Medicine, University of Ibadan. omoyisola2002@yahoo.com
AN  - 17982949
AU  - Arulogun, O. S.
AU  - Adewole, I. F.
AU  - Olayinka-Alli, L.
AU  - Adesina, A. O.
DA  - Apr
DP  - NLM
ET  - 2007/11/07
J2  - African journal of reproductive health
KW  - Awareness
Female
HIV Infections/diagnosis/*transmission
*Health Knowledge, Attitudes, Practice
Humans
Infectious Disease Transmission, Vertical/*prevention & control
*Leadership
Male
Maternal Health Services/*organization & administration
Nigeria
Perception
Pregnancy
Qualitative Research
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 1118-4841 (Print)
1118-4841
SP  - 67-75
ST  - Community gate keepers' awareness and perception of prevention of mother-to-child transmission of HIV services in Ibadan, Nigeria
T2  - Afr J Reprod Health
TI  - Community gate keepers' awareness and perception of prevention of mother-to-child transmission of HIV services in Ibadan, Nigeria
VL  - 11
ID  - 204453
ER  - 


TY  - JOUR
AB  - Previous research has focused on the prevalence of bullying of students with autism spectrum disorder (ASD), with little attention given to its emotional effect. This mixed methods study examined levels of worry about bullying and bullying experiences reported by students and parents. To determine whether some students with ASD are differentially affected, we explored associations between students' characteristics (understanding of bullying, age and co-morbid conditions) and their bullying experiences and worries. Surveys exploring bullying experiences and levels of worry about bullying were completed by 89 students with ASD without intellectual disability aged 11-16 years and their parents. We also qualitatively explored parents' perceptions of how bullying affects their children, through semi-structured interviews of nine parents. Students with comorbid anxiety disorders were more likely to report face-to-face victimization and were more troubled by both face-to-face bullying and cyberbullying, while students with depression were more likely to report cyber victimization. Parental concerns included the impact of victimization on school attendance, self-esteem, mental health, social participation, academic performance, and behaviour. The significantly higher levels of worry about bullying and higher victimization rates reported by students with internalizing symptoms suggest that these students may be disproportionately at risk of psychological harm.
AN  - EJ1210626
AU  - Ashburner, Jill
AU  - Saggers, Beth
AU  - Campbell, Marilyn A.
AU  - Dillon-Wallace, Julie A.
AU  - Hwang, Yoon-Suk
AU  - Carrington, Suzanne
AU  - Bobir, Natasha
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Bullying
Student Attitudes
Early Adolescents
Parents
Correlation
Parent Attitudes
Victims
Computer Mediated Communication
Anxiety Disorders
Depression (Psychology)
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 1471-3802
SP  - 27-44
ST  - How Are Students on the Autism Spectrum Affected by Bullying? Perspectives of Students and Parents
T2  - Journal of Research in Special Educational Needs
TI  - How Are Students on the Autism Spectrum Affected by Bullying? Perspectives of Students and Parents
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1210626&site=ehost-live&scope=site
http://dx.doi.org/10.1111/1471-3802.12421
VL  - 19
ID  - 205226
ER  - 


TY  - JOUR
AB  - Since the introduction of iPads in 2010, educators have been working to effectively incorporate this technology as a supplement to curriculum and a tool to increase student engagement and student achievement. The current investigation examines the effectiveness of iPad applications in supporting the instruction of students identified on the autism spectrum. Specifically, this investigation provides a meta-analysis of available research that examines the use of iPad technology and its impact on learning outcomes for students with autism. Four studies were found that provided results for groups of students. The findings of this research are based on 12 effect-size measures, representing a synthesized sample size of 99 participants. The results suggest that the use of iPad technology can have a positive, significant effect on student learning outcomes. The moderators of these positive outcomes are presented and discussed.
AD  - Department of Counseling, School Psychology, and Educational Leadership, Youngstown State University, Youngstown, Ohio, USA.
AN  - 29634456
AU  - Aspiranti, K. B.
AU  - Larwin, K. H.
AU  - Schade, B. P.
DO  - 10.1080/10400435.2018.1463575
DP  - NLM
ET  - 2018/04/11
J2  - Assistive technology : the official journal of RESNA
KW  - *developmental disability
*education
*emerging trends
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1040-0435
SP  - 23-30
ST  - iPads/tablets and students with autism: A meta-analysis of academic effects
T2  - Assist Technol
TI  - iPads/tablets and students with autism: A meta-analysis of academic effects
VL  - 32
ID  - 204697
ER  - 


TY  - JOUR
AB  - Autism Spectrum Disorders (ASDs) are characterized by core deficits in social functions. Two theories have been suggested to explain these deficits: mind-blindness theory posits impaired mentalizing processes (i.e. decreased ability for establishing a representation of others' state of mind), while social motivation theory proposes that diminished reward value for social information leads to reduced social attention, social interactions, and social learning. Mentalizing and motivation are integral to typical social interactions, and neuroimaging evidence points to independent brain networks that support these processes in healthy individuals. However, the simultaneous function of these networks has not been explored in individuals with ASDs. We used a social, interactive fMRI task, the Domino game, to explore mentalizing- and motivation-related brain activation during a well-defined interval where participants respond to rewards or punishments (i.e. motivation) and concurrently process information about their opponent's potential next actions (i.e. mentalizing). Thirteen individuals with high-functioning ASDs, ages 12-24, and 14 healthy controls played fMRI Domino games against a computer-opponent and separately, what they were led to believe was a human-opponent. Results showed that while individuals with ASDs understood the game rules and played similarly to controls, they showed diminished neural activity during the human-opponent runs only (i.e. in a social context) in bilateral middle temporal gyrus (MTG) during mentalizing and right Nucleus Accumbens (NAcc) during reward-related motivation (Pcluster < 0.05 FWE). Importantly, deficits were not observed in these areas when playing against a computer-opponent or in areas related to motor and visual processes. These results demonstrate that while MTG and NAcc, which are critical structures in the mentalizing and motivation networks, respectively, activate normally in a non-social context, they fail to respond in an otherwise identical social context in ASD compared to controls. We discuss implications to both the mind-blindness and social motivation theories of ASD and the importance of social context in research and treatment protocols.
AD  - Olin Neuropsychiatry Research Center, Institute of Living, Hartford, CT, USA ; Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA.
AN  - 24273716
AU  - Assaf, M.
AU  - Hyatt, C. J.
AU  - Wong, C. G.
AU  - Johnson, M. R.
AU  - Schultz, R. T.
AU  - Hendler, T.
AU  - Pearlson, G. D.
C2  - Pmc3815022
DO  - 10.1016/j.nicl.2013.09.005
DP  - NLM
ET  - 2013/11/26
J2  - NeuroImage. Clinical
KW  - Middle temporal gyrus
Nucleus accumbens
Reward
Theory of mind
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 2213-1582 (Print)
2213-1582
SP  - 321-31
ST  - Mentalizing and motivation neural function during social interactions in autism spectrum disorders
T2  - Neuroimage Clin
TI  - Mentalizing and motivation neural function during social interactions in autism spectrum disorders
VL  - 3
ID  - 204755
ER  - 


TY  - JOUR
AB  - The work of educational psychologists (EPs) is often focused on those children identified as having special educational needs. This focus may restrict opportunities for EPs to become involved in the wider application of psychology within education. This article explores ways in which EPs can make an effective contribution to the enhancement of learning opportunities for all children by working collaboratively with teachers. As a group of EPs working in the same local education authority (LEA), we undertook a small-scale action research project with teachers in order to explore ways to promote children's thinking and learning skills. The study involved us working with Year 5 class teachers in three mainstream primary schools over a six-week period, with the aim of developing materials which helped pupils develop an awareness of their own learning techniques (metacognition) and a positive and confident approach to learning (self-efficacy). Some of the benefits of and barriers to joint research are considered, as well as implications for future collaborative work between teachers and EPs.
AN  - EJ733271
AU  - Atkinson, Cathy
AU  - Regan, Teresa
AU  - Williams, Christine
DA  - 02/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Psychologists
Self Efficacy
Metacognition
Action Research
Grade 5
Elementary School Teachers
Cooperation
Instructional Improvement
Thinking Skills
Educational Psychology
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2006
SN  - 0268-2141
SP  - 33-39
ST  - Working Collaboratively with Teachers to Promote Effective Learning
T2  - Support for Learning
TI  - Working Collaboratively with Teachers to Promote Effective Learning
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ733271&site=ehost-live&scope=site
http://dx.doi.org/10.1111/j.1467-9604.2006.00398.x
VL  - 21
ID  - 205455
ER  - 


TY  - RPRT
AB  - This action research presents data about an online Master of Arts in Education (MAE) in Learning and Behavior Disorders (LBD), P-12 at Western Kentucky University. During extensive program revisions, the program developed a collaborative assessment model while preparing more than 300 special education personnel for work in rural schools.
AU  - Atwell, Nedra
AU  - Maxwell, Marge
DB  - ERIC
DP  - EBSCOhost
J2  - Online Submission
KW  - Program Effectiveness
Masters Degrees
Special Education Teachers
Rural Schools
Behavior Disorders
Action Research
Masters Programs
Online Courses
Learning Disabilities
Program Development
Evaluation Methods
Cooperative Planning
Research Utilization
Teacher Collaboration
Teacher Educators
Computer Uses in Education
Graduate Students
Technology Integration
Internet
Information Management
Computer Literacy
Kentucky
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Online Submission
PY  - 2007
RP  - ERIC EbscoHost Literature Search August 25, 2020
ST  - Virtual Programs and Assessment in Graduate Special Education
TI  - Virtual Programs and Assessment in Graduate Special Education
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED495854&site=ehost-live&scope=site
ID  - 205450
ER  - 


TY  - JOUR
AB  - Based on the results of the Surrogate Decision-Making Self Efficacy Scale (Lopez, 2009a), this study sought to determine whether nurses working in the field of intellectual disability (ID) experience increased confidence when they implemented the American Association of Neuroscience Nurses (AANN) Seizure Algorithm during telephone triage. The results of the study indicated using the AANN Seizure Algorithm increased self-confidence for many of the nurses in guiding care decisions during telephone triage. The treatment effect was statistically significant -3.169(p < 0.01) for a small sample of study participants. This increase in confidence is clinically essential for two reasons. Many individuals with ID and epilepsy reside within community-based settings. ID nurses provide seizure guidance to this population living in community-based settings via telephone triage. Evidenced-based training tools provide a valuable mechanism by guiding nurses via best practices. Nurses may need to be formally trained for seizure management due to high epilepsy rates in this population.
AN  - EJ1123566
AU  - Auberry, Kathy
AU  - Cullen, Deborah
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Program Implementation
Evidence Based Practice
Seizures
Computation
Mathematics
Intellectual Disability
Nurses
Self Esteem
Decision Making
Likert Scales
Epilepsy
Medical Services
Telecommunications
Pilot Projects
Intervention
Program Effectiveness
Statistical Significance
Pretests Posttests
Indiana
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 1744-6295
SP  - 55-64
ST  - Implementation of an Evidence-Based Seizure Algorithm in Intellectual Disability Nursing: A Pilot Study
T2  - Journal of Intellectual Disabilities
TI  - Implementation of an Evidence-Based Seizure Algorithm in Intellectual Disability Nursing: A Pilot Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1123566&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1744629515598216
VL  - 20
ID  - 205233
ER  - 


TY  - JOUR
AB  - BACKGROUND: Though active-learning instruction has the potential to positively impact the preparation and diversity of STEM graduates, not all instructors are able to achieve this potential. One important factor is the teacher knowledge that instructors possess, including their pedagogical knowledge. Pedagogical knowledge is the knowledge about teaching and learning that is not topic-specific, such as knowledge of learning theory, classroom management, and student motivation. We investigated the pedagogical knowledge that 77 instructors who report implementing active-learning instruction used as they analyzed video clips of lessons in large active-learning biology courses. We used qualitative content analysis, and drew on cognitive and sociocultural perspectives of learning, to identify and characterize the pedagogical knowledge instructors employed. We used the collective thinking of these instructors to generate a framework of pedagogical knowledge for active-learning instruction in large undergraduate biology courses. RESULTS: We identified seven distinct components of pedagogical knowledge, as well as connections among these components. At the core of their thinking, participants evaluated whether instruction provided opportunities for students to generate ideas beyond what was presented to them and to engage in scientific practices. They also commonly considered student motivation to engage in this work and how instruction maximized equity among students. Participants noticed whether instructors monitored and responded to student thinking in real-time, how instruction prompted metacognition, and how links were built between learning tasks. Participants also thought carefully about managing the logistics of active-learning lessons. CONCLUSIONS: Instructors who report using active-learning instruction displayed knowledge of principles of how people learn, practical knowledge of teaching strategies and behaviors, and knowledge related to classroom management. Their deep knowledge of pedagogy suggests that active-learning instruction requires much more than content knowledge built through training in the discipline, yet many college STEM instructors have little or no training in teaching. Further research should test this framework of pedagogical knowledge in different instruction contexts, including different STEM disciplines. Additional research is needed to understand what teacher knowledge is critical to effective active-learning instruction and how the development of this knowledge is best facilitated. Achieving widespread improvement in undergraduate STEM education will likely require transforming our approach to preparing and supporting undergraduate instructors.
AD  - Department of Genetics, University of Georgia, 120 East Green St., Athens, GA 30602 USA. ISNI: 0000 0004 1936 738X. GRID: grid.213876.9
AN  - 30631709
AU  - Auerbach, A. J. J.
AU  - Andrews, T. C.
C2  - Pmc6310404
DO  - 10.1186/s40594-018-0112-9
DP  - NLM
ET  - 2019/01/12
J2  - International journal of STEM education
KW  - Active learning
Cognitive engagement
College instructors
Knowledge for teaching
Pedagogical knowledge
Teacher knowledge
Teacher noticing
Undergraduate
Georgia (Study ID #: 00000020).Both authors declare that they have no competing
interests.Springer Nature remains neutral with regard to jurisdictional claims in
published maps and institutional affiliations.
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 2196-7822
SP  - 19
ST  - Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking
T2  - Int J STEM Educ
TI  - Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking
VL  - 5
ID  - 204801
ER  - 


TY  - JOUR
AB  - There is little empirical support in the nursing education literature related to the process of learning. This quasi-experimental study examined the effect of a metacognitive intervention (concept mapping) on approach to learning and self-regulation of learning in a sample of baccalaureate nursing students. Significant group differences were found in the concept mapping group, with an increase in deep approach to learning and adaptive control belief mean scores at the end of the semester. Students in the control group experienced a decrease in the deep approach to learning mean score and an increase in the surface approach to learning mean score at the end of the semester. Therefore, students who used concept mapping demonstrated an increase in deep approach to learning and the self-regulation of that learning, compared with students who did not use concept mapping. The results of this study provide empirical support for the use of concept mapping as a metacognitive intervention.
AD  - St. Luke's School of Nursing, Moravian College, Bethlehem, Pennsylvania 18018, USA. memma01@moravian.edu
AN  - 16094787
AU  - August-Brady, M. M.
DA  - Jul
DP  - NLM
ET  - 2005/08/13
J2  - The Journal of nursing education
KW  - Adult
Analysis of Variance
*Attitude of Health Personnel
Audiovisual Aids/*standards
Cognition
*Concept Formation
Education, Nursing, Baccalaureate/*methods
Female
Health Knowledge, Attitudes, Practice
Humans
Internal-External Control
Learning
Male
Models, Educational
Models, Nursing
Motivation
Nursing Education Research
Pennsylvania
Psychology, Educational
Students, Nursing/*psychology
Surveys and Questionnaires
Teaching/methods
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0148-4834 (Print)
0148-4834
SP  - 297-304
ST  - The effect of a metacognitive intervention on approach to and self-regulation of learning in baccalaureate nursing students
T2  - J Nurs Educ
TI  - The effect of a metacognitive intervention on approach to and self-regulation of learning in baccalaureate nursing students
VL  - 44
ID  - 203946
ER  - 


TY  - THES
AB  - This action research paper depicts the teacher-developed instructional strategies to enhance vocabulary instruction among school-age students in the public school setting. The selected population spans across three school districts and includes a third grade classroom, a fifth grade classroom, as well as a select fourth and fifth grade students with learning disabilities in a pull out program. All three sites are located in suburban, middle-class communities in a large Midwestern city. The insufficient vocabulary performance is documented through district provided comprehension and vocabulary scores as well as content-based vocabulary assessments. The literature shows that explicit instruction on research-supported practices (i.e. in-depth investigations, word maps, and other graphic organizers) and multiple exposures to the same unknown word are necessary for vocabulary growth. Research also pointed out that a variety of techniques for independent word learning should be taught. These researchers focused specifically on the intentional explicit instruction and organization of research-based independent word learning strategies. The analysis of student achievement was determined by first examining district scores in comprehension and vocabulary (Star Reading Program, Guided Reading Program, SSAT (State Standardized Achievement Test), and MAPS (Measures of Academic Progress)) and a Content Vocabulary Pre-Assessment. The teacher researchers involved the students in two different techniques for independent word learning (i.e. word map, four-square, and flashcards) and vocabulary dictionaries. After completing the individual word learning strategies, content-area vocabulary growth was measured by Content Vocabulary Quizzes. Following the instruction and learning of the three strategies, vocabulary growth was evaluated by examining district provided scores in comprehension, Student Reflections, and a Vocabulary Post Assessment in specific content area. Post intervention data indicated the interventions were highly successful. Overall, students showed a growth in vocabulary knowledge and reading comprehension. Student reflections indicated that they enjoyed learning the vocabulary strategies and using the vocabulary dictionaries. Student Reflections at Sites A and B indicated that they preferred learning vocabulary by using the flashcard strategy while students at Site C preferred the word map strategy. Students at Sites A and C demonstrated more vocabulary growth using the flashcard strategy while students at Site B showed the most growth using the four-square strategy. Appended are: (1) Copywrited Data Collection Instruments Records Sheet Content Vocabulary Pre-Assessment; (2) Records Sheet, Vocabulary Strategies-Student Reflections, Word Map- Student Reflections, Four-square-Student Reflections, Flashcards- Student Reflections, Vocabulary Strategies-Student Reflection-Teacher Records, Post Vocabulary Assessment, Geography Vocabulary Words Quiz #1, #2, & #3; (3) Lesson Plans; and (4) Revised Lesson Plans. (Contains 12 tables, 17 graphs, 29 references, and 3 appendices.) [Masters Thesis, Saint Xavier University.]
AU  - Austermuehle, Dana
AU  - Kautz, Tabitha
AU  - Sprenzel, Jennifer
DB  - ERIC
DP  - EBSCOhost
KW  - Faculty Development
Grade 3
Grade 4
Grade 5
Researchers
Intervention
Educational Strategies
Teacher Researchers
Action Research
Elementary School Students
Learning Disabilities
Instructional Materials
Vocabulary Development
Vocabulary Skills
Reading Comprehension
United States (Midwest)
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Online Submission
PY  - 2007
ST  - Improving the Knowledge and Application of Vocabulary within Content Areas
TI  - Improving the Knowledge and Application of Vocabulary within Content Areas
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED496398&site=ehost-live&scope=site
ID  - 205238
ER  - 


TY  - JOUR
AB  - Teaching students with intellectual disabilities in groups presents several difficulties. Use of technology can reduce some of these difficulties. The literature cites several examples of skill acquisition. The purpose of this study is to teach skills to students with intellectual disabilities by using video prompting. A multiple-probe design of single-subject design methods has been applied to this study. Three students with intellectual disabilities participated as subjects in the study. The findings provided evidence for the effectiveness of video prompting in improving teaching skills. The subjects were able to apply and perform these skills away from the teaching environment, and were able to maintain their improved skills for the following 6 months.
AN  - EJ1034096
AU  - Aykut, Çigil
AU  - Dagseven Emecen, Deniz
AU  - Dayi, Eylem
AU  - Karasu, Necdet
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Mental Retardation
Video Technology
Prompting
Small Group Instruction
Technology Uses in Education
Skill Development
Instructional Effectiveness
Foreign Countries
Turkey (Ankara)
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 1303-0485
SP  - 1082-1087
ST  - Teaching Chained Tasks to Students with Intellectual Disabilities by Using Video Prompting in Small Group Instruction
T2  - Educational Sciences: Theory and Practice
TI  - Teaching Chained Tasks to Students with Intellectual Disabilities by Using Video Prompting in Small Group Instruction
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1034096&site=ehost-live&scope=site
VL  - 14
ID  - 205339
ER  - 


TY  - JOUR
AB  - Three elementary aged students with autism participated in an evaluation of computer based video instruction that targeted functional life skills. The effects of the software were analyzed in the context of a multiple probe design across and replicated across participants. This study represents a departure from more traditional video based instruction for individuals with autism because it combines video modeling as well as computer based simulation training in absence of any in-vivo instruction. All instruction took place on the computer and student's performance in vivo was the primary dependent measure. The participants each mastered all the skills they were taught via the computer and generalized this to the natural environment. They maintained the skills after a two-week follow up. (Contains 1 table and 4 figures.)
AN  - EJ883885
AU  - Ayres, Kevin M.
AU  - Maguire, Amy
AU  - McClimon, Desiree
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Computer Assisted Instruction
Teaching Methods
Educational Technology
Daily Living Skills
Computer Software
Models
Simulation
Skill Development
Elementary School Students
Prompting
Instructional Effectiveness
Video Technology
Special Needs Students
North Carolina
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2009
SN  - 1547-0350
SP  - 493-508
ST  - Acquisition and Generalization of Chained Tasks Taught with Computer Based Video Instruction to Children with Autism
T2  - Education and Training in Developmental Disabilities
TI  - Acquisition and Generalization of Chained Tasks Taught with Computer Based Video Instruction to Children with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ883885&site=ehost-live&scope=site
http://www.dddcec.org/etmrddv/TOC/etddv44n4.htm#five
VL  - 44
ID  - 205081
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Individuals with intellectual disabilities (ID), such as those with Down syndrome (DS), sometimes get lost, even when walking familiar routes. Among the spatial cognition models addressing the dynamic construction of spatial representations, the theoretical framework of Siegel and White (1975) remains a reference. The aim of this work is to use virtual reality technology to (a) elucidate the spatial deficits associated with ID in reference to the Siegel and White framework and (b) to evaluate the effectiveness of 3 wayfinding assistive procedures (signified landmarks, arrows, and elevated views). METHOD: We have developed a virtual environment that represents a replica of the district near Bordeaux hospital, by using Virtools software. The subject is instructed to learn a path and reproduce it by using a joystick. Four experimental learning conditions were compared. The participant observed the path either from ground level without support ("control" condition), or with direction support ("arrows" condition), or with landmark support ("signified landmarks" conditions) or from a height of 4 m in the "elevated view" condition. RESULTS: The results revealed that DS participants achieved significantly lower scores than typically developing children for the wayfinding, route level, and configurational level tasks. The performance of DS participants was enhanced only in the signified landmarks condition (condition in which the landmark had a bright color). CONCLUSION: Such results may be particularly fruitful to define appropriate digital aids to support people with DS to travel more independently in unfamiliar environments. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
AD  - Laboratory Disability and Nervous System.
AN  - 31343239
AU  - B, N. Kaoua
AU  - Landuran, A.
AU  - Sauzéon, H.
DA  - Nov
DO  - 10.1037/neu0000578
DP  - NLM
ET  - 2019/07/26
J2  - Neuropsychology
KW  - Adult
Diagnosis, Computer-Assisted
Down Syndrome/*physiopathology
Female
Humans
Male
Spatial Learning/*physiology
Spatial Navigation/*physiology
*Virtual Reality
Young Adult
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0894-4105
SP  - 1045-1056
ST  - Wayfinding in a virtual environment and Down syndrome: The impact of navigational aids
T2  - Neuropsychology
TI  - Wayfinding in a virtual environment and Down syndrome: The impact of navigational aids
VL  - 33
ID  - 203875
ER  - 


TY  - JOUR
AB  - Natural phenomena are reducible to quantum events in principle, but quantum mechanics does not always provide the best level of analysis. The many-body problem, chaotic avalanches, materials properties, biological organisms, and weather systems are better addressed at higher levels. Animals are highly organized, goal-directed, adaptive, selectionist, information-preserving, functionally redundant, multicellular, quasi-autonomous, highly mobile, reproducing, dissipative systems that conserve many fundamental features over remarkably long periods of time at the species level. Animal brains consist of massive, layered networks of specialized signaling cells with 10,000 communication points per cell, and interacting up to 1000 Hz. Neurons begin to divide and differentiate very early in gestation, and continue to develop until middle age. Waking brains operate far from thermodynamic equilibrium under delicate homeostatic control, making them extremely sensitive to a range of physical and chemical stimuli, highly adaptive, and able to produce a remarkable range of goal-relevant actions. Consciousness is "a difference that makes a difference" at the level of massive neuronal interactions in the most parallel-interactive anatomical structure of the mammalian brain, the cortico-thalamic (C-T) system. Other brain structures are not established to result in direct conscious experiences, at least in humans. However, indirect extra-cortical influences on the C-T system are pervasive. Learning, brain plasticity and major life adaptations may require conscious cognition. While brains evolved over hundreds of millions of years, and individual brains grow over months, years and decades, conscious events appear to have a duty cycle of ∼100 ms, fading after a few seconds. They can of course be refreshed by inner rehearsal, re-visualization, or attending to recurrent stimulus sources. These very distinctive brain events are needed when animals seek out and cope with new, unpredictable and highly valued life events, such as evading predators, gathering critical information, seeking mates and hunting prey. Attentional selection of conscious events can be observed behaviorally in animals showing coordinated receptor orienting, flexible responding, alertness, emotional reactions, seeking, motivation and curiosity, as well as behavioral surprise and cortical and autonomic arousal. Brain events corresponding to attentional selection are prominent and widespread. Attention generally results in conscious experiences, which may be needed to recruit widespread processing resources in the brain. Many neuronal processes never become conscious, such as the balance system of the inner ear. An air traveler may "see" the passenger cabin tilt downward as the plane tilts to descend for a landing. That visual experience occurs even at night, when the traveler has no external frame of spatial reference. The passenger's body tilt with respect to gravity is detected unconsciously via the hair cells of the vestibular canals, which act as liquid accelerometers. However, that sensory activity is not experienced directly. It only becomes conscious via vision and the body senses. The vestibular sense is therefore quite different from visual perception, which "reports" accurately to a conscious field of experience, so that we can point accurately to a bright star on a dark night. Vestibular input is also precise but unconscious. Conscious cognition is therefore a distinct kind of brain event. Many of its features are well established, and must be accounted for by any adequate theory. No non-biological examples are known. Penrose and Hameroff have proposed that consciousness may be viewed as a fundamental problem in quantum physics. Specifically, their 'orchestrated objective reduction' (Orch-OR) hypothesis posits that conscious states arise from quantum computations in the microtubules of neurons. However, a number of microtubule-associated proteins are found in both plant and animal cells (like neurons) and plants are not generally considered to be conscious. Current quantum-level proposals do not explain the prominent empirical features of consciousness. Notably, they do not distinguish between closely matched conscious and unconscious brain events, as cognitive-biological theories must. About half of the human brain does not support conscious contents directly, yet neurons in these "unconscious" brain regions contain large numbers of microtubules. QM phenomena are famously observer-dependent, but to the best of our knowledge it has not been shown that they require a conscious observer, as opposed to a particle detector. Conscious humans cannot detect quantum events "as such" without the aid of special instrumentation. Instead, we categorize the wavelengths of light into conscious sensory events that neglect their quantum mechanical properties. In science the burden of proof is on the proposer, and this burden has not yet been met by quantum-level proposals. While in the future we may discover quantum effects that bear distinctively on conscious cognition 'as such,' we do not have such evidence today.
AD  - The Neurosciences Institute, San Diego, CA 92121, United States. baars@nsi.edu
AN  - 22925839
AU  - Baars, B. J.
AU  - Edelman, D. B.
DA  - Sep
DO  - 10.1016/j.plrev.2012.07.001
DP  - NLM
ET  - 2012/08/29
J2  - Physics of life reviews
KW  - Animals
Biology/*methods
*Consciousness/physiology
Evolution, Molecular
Humans
*Models, Neurological
*Quantum Theory
Wakefulness/physiology
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1571-0645
SP  - 285-94
ST  - Consciousness, biology and quantum hypotheses
T2  - Phys Life Rev
TI  - Consciousness, biology and quantum hypotheses
VL  - 9
ID  - 204454
ER  - 


TY  - JOUR
AB  - Adolescents with autism spectrum disorder (ASD) often require support both for learning new skills and for communication. This study used a multiple baseline across activities design to evaluate the effect of videos with integrated visual scene displays (video VSDs), presented using a tablet-based app, on the percentage of steps completed independently within vocational training tasks by an adolescent with ASD and complex communication needs (CCN). Using the video VSDs, the participant met the mastery criterion for completing three tasks (including participation in communication exchanges) in a vocational setting. The results provide evidence that video VSDs may provide an effective support both for learning new skills in vocational contexts, and as a method of augmentative and alternative communication for individuals with ASD and CCN.
AN  - EJ1213669
AU  - Babb, Salena
AU  - Gormley, Jessica
AU  - McNaughton, David
AU  - Light, Janice
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Adolescents
Autism
Pervasive Developmental Disorders
Video Technology
Computer Software
Handheld Devices
Vocational Education
Skill Development
Augmentative and Alternative Communication
Teaching Methods
Communication Skills
Mastery Learning
Task Analysis
Prompting
Rural Schools
Elementary School Students
Instructional Effectiveness
Case Studies
Males
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 0162-6434
SP  - 120-132
ST  - Enhancing Independent Participation within Vocational Activities for an Adolescent with ASD Using AAC Video Visual Scene Displays
T2  - Journal of Special Education Technology
TI  - Enhancing Independent Participation within Vocational Activities for an Adolescent with ASD Using AAC Video Visual Scene Displays
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1213669&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0162643418795842
VL  - 34
ID  - 205195
ER  - 


TY  - JOUR
AB  - Volunteer activities can provide opportunities to learn new skills, build social networks, and contribute to enhanced self-esteem. Volunteering also provides a positive contribution to society, and an opportunity to participate in activities that may differ from those in paid employment. People with severe disabilities and complex communication needs, however, may face significant barriers in participating and communicating in volunteer activities. A multiple-probe-across-participants, single-case experimental design was used to evaluate the effectiveness of videos with integrated visual scene displays (video VSDs). The video VSDs were presented using a tablet-based augmentative and alternative communication (AAC) app, as an intervention to increase the percent of steps completed independently within a volunteer activity. Participants were four adolescents with autism spectrum disorder or Down syndrome, all of whom had complex communication needs. Each participant met the mastery criterion for the activity - completion of the volunteer work activities and communication exchanges with co-volunteers - with the use of the video VSDs. The results provide preliminary evidence that video VSDs may be an effective assistive technology for individuals with severe disabilities and complex communication needs to increase participation in volunteer activities, both as an instructional support in learning new skills, and as an AAC technique to support interaction with others.
AD  - Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, USA.
Department of Communications, Sciences, and Disorders, The Pennsylvania State University, University Park, PA, USA.
AN  - 32208862
AU  - Babb, S.
AU  - McNaughton, D.
AU  - Light, J.
AU  - Caron, J.
AU  - Wydner, K.
AU  - Jung, S.
DA  - Mar
DO  - 10.1080/07434618.2020.1737966
DP  - NLM
ET  - 2020/03/27
J2  - Augmentative and alternative communication (Baltimore, Md. : 1985)
KW  - Video prompting
autism spectrum disorder
down syndrome
video visual scene display
vocational training
volunteer
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0743-4618
SP  - 31-42
ST  - Using AAC video visual scene displays to increase participation and communication within a volunteer activity for adolescents with complex communication needs
T2  - Augment Altern Commun
TI  - Using AAC video visual scene displays to increase participation and communication within a volunteer activity for adolescents with complex communication needs
VL  - 36
ID  - 204674
ER  - 


TY  - JOUR
AB  - Healthcare staff and students have a great risk of developing musculoskeletal symptoms. One cause of this is heavy load related work activities such as manual handling, in which the quality of individual work technique may play a major role. Preventive interventions and well-defined educational strategies to support movement awareness and long-lasting movement changes need to be developed. The aim of the present study was to explore nursing students' experiences of a newly developed interactive learning model for movement awareness. The learning model, which is based on a life-world perspective with focus on interpersonal interaction, has been used with 11 undergraduate students from the second and final year. Each student participated in three individual video sessions with a facilitator. Two individual interviews were carried out with each student during the learning process and one interview 12-18 months after the last session. The interviews were audio-recorded and transcribed verbatim, and a phenomenological hermeneutic method inspired by Paul Ricoeur and described by Lindseth and Norberg was used to interpret the interviews and diary notes. The interpretation resulted in three key themes and nine subthemes. The key themes were; "Obtaining better preconditions for bodily awareness," "Experiencing changes in one's own movement," and "Experiencing challenges in the learning process." The interactive learning model entails a powerful and challenging experience that develops movement awareness. The experience of meaningfulness and usefulness emerges increasingly and alternates with a feeling of discomfort. The learning model may contribute to the body of knowledge of well-defined educational strategies in movement awareness and learning in, for example, preventive interventions and ergonomic education. It may also be valuable in other practical learning situations where movement awareness is required.
AD  - Department of Health and Caring Sciences, Faculty of Health and Life Sciences, Linnaeus University, Växjö, Sweden; sofia.backaberg@lnu.se.
Center for Teaching and Learning, Faculty of Medicine, Lund University, Lund, Sweden.
Department of Health and Caring Sciences, Faculty of Health and Life Sciences, Linnaeus University, Växjö, Sweden.
AN  - 26274385
AU  - Backåberg, S.
AU  - Gummesson, C.
AU  - Brunt, D.
AU  - Rask, M.
C2  - Pmc4536774
DO  - 10.3402/qhw.v10.28474
DP  - NLM
ET  - 2015/08/15
J2  - International journal of qualitative studies on health and well-being
KW  - Adult
*Awareness
Education, Nursing, Baccalaureate/methods
Female
Health Personnel/*psychology
Humans
Male
*Movement
Musculoskeletal Diseases/*physiopathology
Simulation Training/methods
Students, Nursing/*psychology
Sweden
Time Factors
*Video Recording
Young Adult
Video feedback
nursing students
observational movement analysis
phenomenological hermeneutics
reflection
video modelling
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1748-2623 (Print)
1748-2623
SP  - 28474
ST  - Is that really my movement? - Students' experiences of a video-supported interactive learning model for movement awareness
T2  - Int J Qual Stud Health Well-being
TI  - Is that really my movement? - Students' experiences of a video-supported interactive learning model for movement awareness
VL  - 10
ID  - 204496
ER  - 


TY  - JOUR
AB  - Video modeling using applied behavior analysis techniques is one of the most promising and cost-effective ways to improve social skills for parents with autism spectrum disorder children. The main objectives were: (1) To elaborate/describe videos to improve eye contact and joint attention, and to decrease disruptive behaviors of autism spectrum disorder children, (2) to describe a low-cost parental training intervention, and (3) to assess participant's compliance. This is a descriptive study of a clinical trial for autism spectrum disorder children. The parental training intervention was delivered over 22 weeks based on video modeling. Parents with at least 8 years of schooling with an autism spectrum disorder child between 3 and 6 years old with an IQ lower than 70 were invited to participate. A total of 67 parents fulfilled the study criteria and were randomized into two groups: 34 as the intervention and 33 as controls. In all, 14 videos were recorded covering management of disruptive behaviors, prompting hierarchy, preference assessment, and acquisition of better eye contact and joint attention. Compliance varied as follows: good 32.4%, reasonable 38.2%, low 5.9%, and 23.5% with no compliance. Video modeling parental training seems a promising, feasible, and low-cost way to deliver care for children with autism spectrum disorder, particularly for populations with scarce treatment resources.
AN  - EJ1144873
AU  - Bagaiolo, Leila F.
AU  - Mari, Jair de J.
AU  - Bordini, Daniela
AU  - Ribeiro, Tatiane C.
AU  - Martone, Maria Carolina C.
AU  - Caetano, Sheila C.
AU  - Brunoni, Decio
AU  - Brentani, Helena
AU  - Paula, Cristiane S.
DA  - 07/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Modeling (Psychology)
Skill Development
Interpersonal Competence
Parents
Autism
Pervasive Developmental Disorders
Children
Attention
Behavior Modification
Parent Education
Intervention
Compliance (Psychology)
Prompting
Preferences
Foreign Countries
Pretests Posttests
Program Effectiveness
Check Lists
Child Behavior
Behavior Rating Scales
Adjustment (to Environment)
Depression (Psychology)
Rating Scales
Questionnaires
Brazil
Child Behavior Checklist
Vineland Adaptive Behavior Scales
Hamilton Rating Scale for Depression
M1  - 5
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 1362-3613
SP  - 603-610
ST  - Procedures and Compliance of a Video Modeling Applied Behavior Analysis Intervention for Brazilian Parents of Children with Autism Spectrum Disorders
T2  - Autism: The International Journal of Research and Practice
TI  - Procedures and Compliance of a Video Modeling Applied Behavior Analysis Intervention for Brazilian Parents of Children with Autism Spectrum Disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1144873&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1362361316677718
VL  - 21
ID  - 205294
ER  - 


TY  - THES
AB  - At the start of the 21st century large scale educational initiatives reshaped the landscape of general education setting rigorous academic expectations to all students. Despite the legal efforts to improve K-12 education, an abundance of research indicates that students entering college often lack basic learning and study skills. For adolescents with learning disabilities, however, these challenges are even greater. While the number of students with learning disabilities who receive their education in the general education content-areas classes continues to grow, information lags behind as to how to effectively adapt instruction to support these students and improve their academic achievement. In view of the research supporting the conjunctive use of note-taking and review, the current study involved instruction in note-taking using the Cornell method and review strategy with the use of summarization and question generation with sixty eighth grade students with and without disabilities from social studies classes in a public middle school. The current study focused on the evaluation and comparison of students with and without disabilities note-taking and review skills as well as comprehension of lecture content. Specifically, the research sought to answer the following questions: Would students' note-taking, and review skills improve as a result of strategy training? Would comprehension of the material improve with strategy intervention? What are the differences between students with and without disabilities in their note-taking and review strategies prior to and after intervention? A nonrandomized pre-test-posttest design with experimental and intervention condition was employed to evaluate student performance. Strategy training and business-as-usual practice sessions were provided by the researcher. Data analysis comprised of students' quantity and quality of notes and comprehension of lecture content before and after strategy training. The results of the current study suggest that successful strategy training should be time and mastery based in order ensure student success. The findings of the current study were inconclusive regarding the effectiveness of strategy training in note-taking and review on student performance. Lastly, differences between students with and without disabilities on note-taking, study, and test performance were mixed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Baharev, Zulejka
DB  - ERIC
DP  - EBSCOhost
KW  - Notetaking
Learning Strategies
Recall (Psychology)
Comprehension
Lecture Method
Middle School Students
Adolescents
Learning Disabilities
General Education
Instruction
Teaching Methods
Social Studies
Comparative Analysis
Intervention
Pretests Posttests
Student Evaluation
Data Analysis
Mastery Learning
Training
Study Habits
Test Wiseness
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2016
SN  - 978-1-369-61088-8
ST  - The Effects of Cornell Note-Taking and Review Strategies on Recall and Comprehension of Lecture Content for Middle School Students with and without Disabilities
TI  - The Effects of Cornell Note-Taking and Review Strategies on Recall and Comprehension of Lecture Content for Middle School Students with and without Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED575702&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10582867
ID  - 205367
ER  - 


TY  - JOUR
AB  - This mixed methods study examined the relationship between the college social experience and subjective well-being in autistic students in the Midwestern United States. An online survey focused on social connectedness, social participation, social support, and subjective well-being. A semi-structured interview discussed transition, supports received, and social participation. Correlations and a hierarchical regression were used to examine the relationship between social experience variables and subjective well-being from the survey. Inductive thematic analysis was used to identify interview themes. Theme counts for students who reported higher and lower subjective well-being were examined. Social connectedness, time spent with friends, and perceived social support were positively correlated with students' subjective well-being, with social connectedness explaining unique variance. Common themes included challenges navigating a new social environment and the importance of family, friends, and professors in providing social support. Students with lower subjective well-being more frequently discussed struggles to make social connections and the trade-off between socializing and succeeding academically, whereas students with higher subjective well-being more frequently described college as providing opportunities to develop meaningful social connections. This study adds new perspectives on the college experience for autistic students and highlights the important role that social connections and support play in their subjective well-being.
AD  - Michigan State University, USA.
AN  - 31845592
AU  - Bailey, K. M.
AU  - Frost, K. M.
AU  - Casagrande, K.
AU  - Ingersoll, B.
DA  - Jul
DO  - 10.1177/1362361319892457
DP  - NLM
ET  - 2019/12/18
J2  - Autism : the international journal of research and practice
KW  - *adults
*autism spectrum disorders
*college
*mixed methods research
*subjective well-being
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1362-3613
SP  - 1081-1092
ST  - The relationship between social experience and subjective well-being in autistic college students: A mixed methods study
T2  - Autism
TI  - The relationship between social experience and subjective well-being in autistic college students: A mixed methods study
VL  - 24
ID  - 204843
ER  - 


TY  - JOUR
AB  - Previous studies have shown that people with mild intellectual disabilities have difficulty in 'weighing-up' information, defined as integrating information from two different sources for the purpose of reaching a decision. This was demonstrated in two very different procedures, temporal discounting and a scenario-based financial decision-making task. In the present study, both tasks were presented to 24 participants who attended day services for people with learning disabilities (mean Full-Scale IQ = 59.8), half of whom were trained to use a visual aid to support decision-making. Performance of control participants did not change over repeated testing, but use of the visual aid substantially improved the quality of decision-making on both tasks: temporal discounting performance became more orderly, and participants were able to provide more information to justify their decisions in the financial decision-making task. The visual aid also substantially improved participants' ability to justify decisions they made about their own lives. We suggest that, while the visual aid was designed and evaluated as a means of increasing the quality of reasoning that supports a decision, it may also have potential as an aid to therapeutic interventions aimed at encouraging wiser decision-making.
AD  - Directorate of Learning Disability Services, Abertawe Bro Morgannwg University Health Board, United Kingdom.
AN  - 20863653
AU  - Bailey, R.
AU  - Willner, P.
AU  - Dymond, S.
DA  - Jan-Feb
DO  - 10.1016/j.ridd.2010.08.008
DP  - NLM
ET  - 2010/09/25
J2  - Research in developmental disabilities
KW  - Adult
*Audiovisual Aids
Choice Behavior
Computer-Assisted Instruction/*methods
Day Care, Medical/methods
*Decision Making
Feedback
Female
Humans
Intellectual Disability/psychology/*rehabilitation
Male
Middle Aged
*Reinforcement, Psychology
Socioeconomic Factors
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0891-4222
SP  - 37-46
ST  - A visual aid to decision-making for people with intellectual disabilities
T2  - Res Dev Disabil
TI  - A visual aid to decision-making for people with intellectual disabilities
VL  - 32
ID  - 204198
ER  - 


TY  - JOUR
AB  - The potential contribution of social science research to close the gap of knowledge between cognitive neuroscience and educational research has been underappreciated. Despite their virtual absence in the interdisciplinary dialog of neuroscience, sociology of education and related study of the cultural impact of formal education have generated research relevant to an understanding of how the social environment, such as widespread schooling, co-evolves with, and enhances neurocognitive development. Two clusters of isolated research literatures are synthesized that taken together anticipates a dynamic integration of neuroscience and education. The first cluster is on the social construction of cognition through formal education in contemporary society, including the effects of schooling on neurological and cognitive development; the demographic expansion of exposure to the developmental influence of schooling; and education's cultural impact on the meaning of the learning experience and reinforcement of cognition as the key human capability across ever more key institutions in postindustrial society. The second cluster turns the issue around by examining current investigations from neuroscience that support neurological hypotheses about the causes behind the schooling effect on neurocognitive development. We propose that further integration of these literatures will provide a more ecologically valid context in which to investigate the evolving functional architecture of the contemporary brain.
AD  - Department of Education Policy Studies, Penn State University, University Park, PA 16802, United States. dpb4@psu.edu
AN  - 22682912
AU  - Baker, D. P.
AU  - Salinas, D.
AU  - Eslinger, P. J.
C2  - Pmc4507825
C6  - Nihms497050
DA  - Feb 15
DO  - 10.1016/j.dcn.2011.12.001
DP  - NLM
ET  - 2012/06/15
J2  - Developmental cognitive neuroscience
KW  - Adolescent
Adult
Biomedical Research
Brain/*growth & development
Child
Cognition/*physiology
*Education
Health Status
Human Development/*physiology
Humans
Intelligence
Learning
Neuronal Plasticity/physiology
Neurosciences
*Schools
LA  - eng
M1  - Suppl 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1878-9293 (Print)
1878-9293
SP  - S6-17
ST  - An envisioned bridge: schooling as a neurocognitive developmental institution
T2  - Dev Cogn Neurosci
TI  - An envisioned bridge: schooling as a neurocognitive developmental institution
VL  - 2 Suppl 1
ID  - 204335
ER  - 


TY  - JOUR
AB  - Children with autism spectrum disorder (ASD) commonly exhibit co-occurring externalizing behavior problems, which can impede learning opportunities and contribute significantly to caregiver stress. Substantial theory and research has linked under-arousal of the sympathetic nervous system to increased externalizing problems in children without ASD, but under-arousal has not been considered as an explanatory mechanism for individual differences among children with ASD. We tested the notion that lower electrodermal activity (EDA) would predict more externalizing problems in children with ASD, and considered the degree to which parent co-regulatory support could buffer this risk. Forty children with ASD between the ages of 4 and 11 years and their primary caregivers participated in a laboratory visit that included various play, compliance, and problem-solving regulatory tasks. EDA was measured through wireless wrist sensors, parental scaffolding was observed during a dyadic problem-solving task, and parents rated their children's externalizing behavior problems. As predicted, low EDA during the compliance-oriented tasks directly predicted higher child externalizing problems. Parental scaffolding moderated the link between under-arousal during the problem-solving regulatory tasks and externalizing problems such that the relation was observed in the context of low, but not high, support. Implications for relevant theories (e.g., fearlessness theory, stimulation-seeking theory) are discussed, and the potential for psychophysiological patterns to inform intervention with these children is considered.
AD  - California State University, Fullerton, CA, USA. jbaker@fullerton.edu.
California State University, Fullerton, CA, USA.
Auburn University, Auburn, AL, USA.
University of Utah, Salt Lake City, UT, USA.
AN  - 28736798
AU  - Baker, J. K.
AU  - Fenning, R. M.
AU  - Erath, S. A.
AU  - Baucom, B. R.
AU  - Moffitt, J.
AU  - Howland, M. A.
C2  - Pmc5783799
C6  - Nihms895017
DA  - May
DO  - 10.1007/s10802-017-0332-3
DP  - NLM
ET  - 2017/07/25
J2  - Journal of abnormal child psychology
KW  - Arousal/*physiology
Autism Spectrum Disorder/*physiopathology/psychology
Child
Child, Preschool
Female
Frustration
Galvanic Skin Response/*physiology
Humans
Male
Neuropsychological Tests
Problem Behavior/psychology
Problem Solving/physiology
Sympathetic Nervous System/*physiopathology
*Autism spectrum disorder (ASD)
*Electrodermal activity
*Externalizing behavior problems
*Parental scaffolding
*Psychophysiology
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0091-0627 (Print)
0091-0627
SP  - 895-906
ST  - Sympathetic Under-Arousal and Externalizing Behavior Problems in Children with Autism Spectrum Disorder
T2  - J Abnorm Child Psychol
TI  - Sympathetic Under-Arousal and Externalizing Behavior Problems in Children with Autism Spectrum Disorder
VL  - 46
ID  - 203847
ER  - 


TY  - THES
AB  - The goals of the present action research study were to understand intelligence analysts' perceptions of weapon systems visual recognition ("vis-recce") training and to determine the impact of a Critical Thinking Training (CTT) Seminar and Formative Assessments on unit-level intelligence analysts' "vis-recce" performance at a mid-western United States Air Force (USAF) base where the participant-researcher is the USAF unit's senior intelligence officer which is congruent with action research methods. The identified problem of practice is based on the fact that after decades of viewing "vis-recce" training as a rote requirement and watching intelligence analysts struggle on the summative assessment, the USAF had no plans to refocus its curriculum and pedagogy until the present study where a CTT Seminar was developed from critical educational theories of metacognition, learner motivation, differentiated learning, and alternative assessment strategies. The student-participants' attitudes toward this new approach is the focus of the present study which was guided by the research question: "What are USAF intelligence analysts' perceptions of the efficacy of weapon systems 'vis-recce' training in the operations intelligence profession?" The qualitative data collected during the first of two action research cycles consisted of a survey of 15 intelligence analysts, and the second cycle included semi-structured interviews, field notes, observations, informal conversations, a participant-researcher-developed "vis-recce" pretest, and "vis-recce" posttest from three of the 15 student-participants (i.e., "Sally," "Joe," and "Bill") who were selected to participate in semi-structured interviews and subsequent participation in a CTT Seminar with Formative Assessments that were aligned to Anderson's et al. (2001) Revised Bloom's Taxonomy and measured by intellectual standards at all cognitive dimensions. Data analysis revealed that after participating in the CTT Seminar that was guided by Formative Assessments (rather than a single summative assessment at the end of the typical lesson), intelligence analysts' "vis-recce" performance increased, they were motivated by the approach, and they ultimately demonstrated metacognition in a content area that was formally aligned by USAF behaviorist curriculum developers to the basic knowledge level of an antiquated Bloom's Taxonomy (1956). Two major themes were discovered during the present study: 1. "Attitudes of Intelligence Analysts Towards 'Vis-recce'"; and 2. "Attitudes of Intelligence Analysts Towards CTT and Formative Assessments." A two phase Action Plan is recommended to further address the stated problem of practice. After the participant-researcher conducts professional development with the unit's intelligence instructors on the CTT Seminar, Formative Assessments, and action research methods, the instructors will, themselves, conduct several cycles of research over 12 months to capture and analyze data from mission qualified intelligence analysts. A quantitative second phase of research may then be conducted to measure the intelligence analysts' achievement on the USAF-required summative assessment after participating in a CTT Seminar with Formative Assessments that are aligned with the Revised Bloom's Taxonomy (Anderson et al., 2001) and guided by intellectual standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Baker, Jason R.
DB  - ERIC
DP  - EBSCOhost
KW  - Critical Thinking
Thinking Skills
Skill Development
Military Personnel
Armed Forces
Action Research
Formative Evaluation
Seminars
Metacognition
Student Attitudes
Qualitative Research
Surveys
Semi Structured Interviews
Pretests Posttests
Taxonomy
Standards
Summative Evaluation
Weapons
Visual Perception
Recognition (Psychology)
Student Motivation
Alternative Assessment
Curriculum Development
Artificial Intelligence
National Security
Operations Research
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2017
SN  - 978-0-355-07340-9
ST  - The Impact of Critical Thinking Strategies on Curriculum and Instruction for USAF Operations Intelligence
TI  - The Impact of Critical Thinking Strategies on Curriculum and Instruction for USAF Operations Intelligence
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED577411&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10269540
ID  - 205373
ER  - 


TY  - THES
AB  - Mindfulness practices, used to focus and sustain attention, have been shown to promote school readiness, and to positively impact students' academic success. Yet, incorporating these practices into the normal school day has been difficult due to the curriculum changes and teacher training necessary for implementation and sustainable operation. This study utilized a quasi-randomized controlled trial (RCT) design, to measure the effects of a mindfulness program on student grades, on teaching operations, and on teacher mindfulness and stress. The program consisted of 90 audio-guided tracks, each 10 minutes in length. The automated delivery system, via an MP3 player and docking station, offered both students and teachers the opportunity to consistently participate in mindfulness practices each school day without impacting teaching operations. A total of 337 students in 2 schools participated in this study. There was a significant mindfulness intervention effect on students' grade point average (GPA) changes in School A (N = 131), between the treatment (n = 64, M = 2.7995, SD = 3.13), and control (n = 67, M = 0.0448, SD = 2.61) groups; t(129) = 5.48, p < 0.001 (2-tailed), 99% CI [1.76, 3.75], d = 0.96. In school B, (N = 206), there was a near significant mindfulness intervention effect on GPA changes between the treatment ( n = 103, M = 0.0357, SD = 0.065) and control (n = 103, M = 0.0091, SD = 0.126) group; t(204) = 1.91, p = 0.058 (2-tailed), 95% CI [-0.001, 0.054], d = 0.27. These results suggest that a daily audio-guided mindfulness practice can positively impact student grades across all subjects with less than 1 hour of teacher training and with no changes to the existing curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Bakosh, Laura S.
DB  - ERIC
DP  - EBSCOhost
KW  - Elementary School Students
Elementary School Teachers
Metacognition
Audio Equipment
Intervention
Randomized Controlled Trials
Program Effectiveness
Grade Point Average
Anxiety
Instruction
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2013
SN  - 978-1-303-87212-9
ST  - Investigating the Effects of a Daily Audio-Guided Mindfulness Intervention for Elementary School Students and Teachers
TI  - Investigating the Effects of a Daily Audio-Guided Mindfulness Intervention for Elementary School Students and Teachers
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED568578&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3618722
ID  - 205251
ER  - 


TY  - JOUR
AB  - Purpose: The aim of this research was to explore educators’ perceptions of a virtual world Second Life ™ as an environment for social interaction and social inclusion for the Norwegian adult students with intellectual disability that they supported. Method: Five educators who supported a total of 10 adult students with intellectual disability in computer classes in community Adult Education Centres participated in individual in-depth interviews. The interviews were transcribed verbatim and analysed using a content analysis. Results: Participants were positive about Second Life although they did not perceive that it offered a successful context for social interaction or inclusion. They identified a number of benefits to using a virtual world and for students participating in virtual world research. Barriers identified included language, literacy, and technology issues along with the complexity of participating independently in a virtual world. Conclusions: Some people with intellectual disability can use virtual worlds but the skills required need additional research. Virtual worlds may provide a stimulating, safe, and exciting context for a range of activities but the level of support required by many people is high and consequently expensive. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Balandin, Susan, Deakin University, Melbourne Burwood Campus, 221 Burwood Highway, Burwood, VIC, Australia, 3125
AN  - 2015-31403-005
AU  - Balandin, Susan
AU  - Molka-Danielsen, Judith
DB  - APA PsycInfo
DO  - 10.3109/09638288.2015.1052574
DP  - EBSCOhost
KW  - Educators
intellectual disability
second life
social inclusion
virtual world
Adult
Female
Health Educators
Humans
Interviews as Topic
Male
Perception
Residence Characteristics
Social Participation
User-Computer Interface
Social Interaction
Teacher Attitudes
Virtual Reality
Intellectual Development Disorder
M1  - 17
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2015
SN  - 0963-8288
1464-5165
SP  - 1543-1550
ST  - Teachers’ perceptions of virtual worlds as a medium for social inclusion for adults with intellectual disability
T2  - Disability and Rehabilitation: An International, Multidisciplinary Journal
TI  - Teachers’ perceptions of virtual worlds as a medium for social inclusion for adults with intellectual disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-31403-005&site=ehost-live&scope=site
susan.balandin@deakin.edu.au
VL  - 37
ID  - 205029
ER  - 


TY  - JOUR
AB  - We reviewed 18 video prompting studies that were conducted with persons with developmental disabilities. Results across the studies indicate that video prompting is a viable method for improving various domestic, vocational, and independent living skills. In addition, video prompting strategies facilitated maintenance and generalization of learned skills. Also, in several studies when teaching various skills, video promptings strategies were more effective than static pictures or video models alone. We discuss the results and make suggestions for future researchers and practitioners. (Contains 1 table.)
AN  - EJ950770
AU  - Banda, Devender R.
AU  - Dogoe, Maud S.
AU  - Matuszny, Rose Marie
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Independent Living
Prompting
Developmental Disabilities
Daily Living Skills
Mental Retardation
Children
Adolescents
Adults
Databases
Educational Research
Validity
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 2154-1647
SP  - 514-527
ST  - Review of Video Prompting Studies for Persons with Developmental Disabilities
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Review of Video Prompting Studies for Persons with Developmental Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ950770&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETDDDetailsPage/tabid/80/ArticleID/583/Review-of-Video-Prompting-Studies-for-Persons-with-Developmental-Disabilities.aspx
VL  - 46
ID  - 205312
ER  - 


TY  - JOUR
AB  - Food selectivity by children with autism spectrum disorder (ASD) is relatively high as compared to typical children and consequently puts them at risk of nutritional inadequacies. Thus, there is a need to educate children with ASD on food types and their benefits in a simple and interesting manner that will encourage food acceptance and enable a move toward healthy living. The use of technological intervention has proven to be an effective tool for educating children with ASD in maintaining attention and mastering new skills as compared to traditional methods. Some of the popularly used technologies are computer-based intervention and robotics which do not support ecological validity (i.e., mimicking natural scenario). Consideration of natural factors is essential for better learning outcomes and generalized skills which can easily be incorporated into reality-based technologies such as virtual reality, augmented reality, and mixed reality. These technologies provide evidence-based support for ecological validation of intervention and sustaining the attention of children with ASD. The main objective of this study is to review existing reality-based technology intervention for children with ASD and investigate the following: (1) commonly used reality-based technology, (2) types of intervention targeted with reality-based technology, and (3) what subjects' inclusion types are used in the reality-based interventions. These objective statements have guided our recommendation of reality-based technology that can support ecological validity of food intake intervention.
AD  - Department of Information, and Computing Technology, Hamad Bin Khalifa University, Doha, Qatar.
Mechanical Engineering Program, Texas A&M University at Doha, Doha, Qatar.
Department of Information, and Computing Technology, Hamad Bin Khalifa University, Doha, Qatar. dalthani@hbku.edu.qa.
AN  - 32006380
AU  - Banire, B.
AU  - Khowaja, K.
AU  - Mansoor, B.
AU  - Qaraqe, M.
AU  - Al Thani, D.
DO  - 10.1007/978-3-030-30402-7_26
DP  - NLM
ET  - 2020/02/02
J2  - Advances in neurobiology
KW  - Autism Spectrum Disorder/*diet therapy/*psychology
Child
Eating/*psychology
*Food Preferences
Humans
Learning
Robotics
*Virtual Reality
Asd
Attention
Augmented reality
Autism
Ecological validity
Food intake
Food intervention
Mixed reality
Virtual reality
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 2190-5215 (Print)
SP  - 679-693
ST  - Reality-Based Technologies for Children with Autism Spectrum Disorder: A Recommendation for Food Intake Intervention
T2  - Adv Neurobiol
TI  - Reality-Based Technologies for Children with Autism Spectrum Disorder: A Recommendation for Food Intake Intervention
VL  - 24
ID  - 204007
ER  - 


TY  - JOUR
AB  - In this study the assumption was tested experimentally, whether prompting for reflection will enhance hypermedia learning and transfer. Students of the experimental group were prompted at each navigation step in a hypermedia system to say the reasons why they chose this specific information node out loud whereas the students of the control group learned without reflection prompting. University students (N = 46) participated and were counterbalanced according to their prior knowledge, metacognitive knowledge, and verbal intelligence. The students' task was to learn the concepts of operant conditioning within 35 minutes. Students were completely free in navigation and students' individual learning sessions were videotaped. Immediately afterwards learning outcome was obtained. As expected, students learning with reflection prompts showed better transfer performance compared to the control group, especially if their navigation was based on strategic decisions. Even though prompting for reflection was successful, ways of further optimizing this kind of metacognitive intervention are discussed. (Contains 2 figures and 3 tables.)
AN  - EJ757195
AU  - Bannert, Maria
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Prior Learning
Prompting
Experimental Groups
Operant Conditioning
Control Groups
Hypermedia
Metacognition
College Students
Research Methodology
Instructional Effectiveness
Instructional Material Evaluation
Learning Theories
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2006
SN  - 0735-6331
SP  - 359-375
ST  - Effects of Reflection Prompts when Learning with Hypermedia
T2  - Journal of Educational Computing Research
TI  - Effects of Reflection Prompts when Learning with Hypermedia
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ757195&site=ehost-live&scope=site
http://baywood.metapress.com/openurl.asp?genre=article&id=doi:10.2190/94V6-R58H-3367-G388
VL  - 35
ID  - 205179
ER  - 


TY  - JOUR
AB  - There is sufficient evidence proving the impact that negative lifestyle choices have on people's health and wellness. Changing unhealthy behaviours requires raising people's self-awareness and also providing healthcare experts with a thorough and continuous description of the user's conduct. Several monitoring techniques have been proposed in the past to track users' behaviour; however, these approaches are either subjective and prone to misreporting, such as questionnaires, or only focus on a specific component of context, such as activity counters. This work presents an innovative multimodal context mining framework to inspect and infer human behaviour in a more holistic fashion. The proposed approach extends beyond the state-of-the-art, since it not only explores a sole type of context, but also combines diverse levels of context in an integral manner. Namely, low-level contexts, including activities, emotions and locations, are identified from heterogeneous sensory data through machine learning techniques. Low-level contexts are combined using ontological mechanisms to derive a more abstract representation of the user's context, here referred to as high-level context. An initial implementation of the proposed framework supporting real-time context identification is also presented. The developed system is evaluated for various realistic scenarios making use of a novel multimodal context open dataset and data on-the-go, demonstrating prominent context-aware capabilities at both low and high levels.
AD  - Department of Computer Engineering, Kyung Hee University, Yongin-si 446-701, Korea. oresti@khu.ac.kr.
Telemedicine Group, Center for Telematics and Information Technology, University of Twente, Enschede 7500AE, The Netherlands. oresti@khu.ac.kr.
Department of Computer Engineering, Kyung Hee University, Yongin-si 446-701, Korea. o.banoslegran@utwente.nl.
Department of Computer Architecture and Computer Technology, Research Center on Information and Communications Technology, University of Granada, Granada E18071, Spain. o.banoslegran@utwente.nl.
Department of Computer Engineering, Kyung Hee University, Yongin-si 446-701, Korea. cvillalonga@khu.ac.kr.
Department of Computer Engineering, Kyung Hee University, Yongin-si 446-701, Korea. cvillalonga@correo.ugr.es.
Department of Computer Engineering, Kyung Hee University, Yongin-si 446-701, Korea. jhb@oslab.khu.ac.kr.
Department of Computer Engineering, Kyung Hee University, Yongin-si 446-701, Korea. hth@oslab.khu.ac.kr.
Department of Computer Engineering, Kyung Hee University, Yongin-si 446-701, Korea. dwkang@oslab.khu.ac.kr.
Department of Computer Engineering, Kyung Hee University, Yongin-si 446-701, Korea. sbp@oslab.khu.ac.kr.
Department of Computer Engineering, Kyung Hee University, Yongin-si 446-701, Korea. thienht@oslab.khu.ac.kr.
Department of Computer Engineering, Kyung Hee University, Yongin-si 446-701, Korea. lebavui@oslab.khu.ac.kr.
Department of Computer Engineering, Kyung Hee University, Yongin-si 446-701, Korea. mbilalamin@oslab.khu.ac.kr.
Department of Computer Engineering, Kyung Hee University, Yongin-si 446-701, Korea. cshong@khu.ac.kr.
Department of Computer Engineering, Kyung Hee University, Yongin-si 446-701, Korea. asif.razzaq@oslab.khu.ac.kr.
AN  - 27517928
AU  - Banos, O.
AU  - Villalonga, C.
AU  - Bang, J.
AU  - Hur, T.
AU  - Kang, D.
AU  - Park, S.
AU  - Huynh-The, T.
AU  - Le-Ba, V.
AU  - Amin, M. B.
AU  - Razzaq, M. A.
AU  - Khan, W. A.
AU  - Hong, C. S.
AU  - Lee, S.
C2  - Pmc5017429
DA  - Aug 10
DO  - 10.3390/s16081264
DP  - NLM
ET  - 2016/08/16
J2  - Sensors (Basel, Switzerland)
KW  - Algorithms
Awareness/physiology
Choice Behavior/*physiology
Data Mining/*methods
Humans
*Life Style
Monitoring, Physiologic/*methods
activity recognition
context awareness
emotion identification
human behaviour
location tracking
machine learning
ontologies
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1424-8220
ST  - Human Behavior Analysis by Means of Multimodal Context Mining
T2  - Sensors (Basel)
TI  - Human Behavior Analysis by Means of Multimodal Context Mining
VL  - 16
ID  - 204456
ER  - 


TY  - JOUR
AB  - Membrane-type 5-matrix metalloproteinase (MT5-MMP) is a proteinase mainly expressed in the nervous system with emerging roles in brain pathophysiology. The implication of MT5-MMP in Alzheimer's disease (AD), notably its interplay with the amyloidogenic process, remains elusive. Accordingly, we crossed the genetically engineered 5xFAD mouse model of AD with MT5-MMP-deficient mice and examined the impact of MT5-MMP deficiency in bigenic 5xFAD/MT5-MMP(-/-) mice. At early stages (4 months) of the pathology, the levels of amyloid beta peptide (Aβ) and its amyloid precursor protein (APP) C-terminal fragment C99 were largely reduced in the cortex and hippocampus of 5xFAD/MT5-MMP(-/-), compared to 5xFAD mice. Reduced amyloidosis in bigenic mice was concomitant with decreased glial reactivity and interleukin-1β (IL-1β) levels, and the preservation of long-term potentiation (LTP) and spatial learning, without changes in the activity of α-, β- and γ-secretases. The positive impact of MT5-MMP deficiency was still noticeable at 16 months of age, as illustrated by reduced amyloid burden and gliosis, and a better preservation of the cortical neuronal network and synaptophysin levels in bigenic mice. MT5-MMP expressed in HEKswe cells colocalized and co-immunoprecipitated with APP and significantly increased the levels of Aβ and C99. MT5-MMP also promoted the release of a soluble APP fragment of 95 kDa (sAPP95) in HEKswe cells. sAPP95 levels were significantly reduced in brain homogenates of 5xFAD/MT5-MMP(-/-) mice, supporting altogether the idea that MT5-MMP influences APP processing. MT5-MMP emerges as a new pro-amyloidogenic regulator of APP metabolism, whose deficiency alleviates amyloid pathology, neuroinflammation and cognitive decline.
AD  - Aix-Marseille Université, CNRS, NICN UMR 7259, 13344, Marseille, France.
Psychology Department, Central Michigan University, Mount Pleasant, MI, 48859, USA.
Labex DistAlz, IPMC UMR 7275 CNRS-UNS, 06560, Valbonne, France.
German Center for Neurodegenerative Diseases (DZNE) and Neuroproteomics, Munich, Germany.
Klinikum rechts der Isar, and Institute for Advanced Study, Technische Universität München (TUM), 81675, Munich, Germany.
Division of Cancer Cell Research, Institute of Medical Science, University of Tokyo, Shirokanedai, Minato-ku, Tokyo, 108-8639, Japan.
UMR5247 IBMM CNRS University of Montpellier 1 and University of Montpellier 2, 34095, Montepellier, France.
Munich Cluster for Systems Neurology (SyNergy), 80336, Munich, Germany.
Aix-Marseille Université, CNRS, NICN UMR 7259, 13344, Marseille, France. santiago.rivera@univ-amu.fr.
AN  - 26202697
AU  - Baranger, K.
AU  - Marchalant, Y.
AU  - Bonnet, A. E.
AU  - Crouzin, N.
AU  - Carrete, A.
AU  - Paumier, J. M.
AU  - Py, N. A.
AU  - Bernard, A.
AU  - Bauer, C.
AU  - Charrat, E.
AU  - Moschke, K.
AU  - Seiki, M.
AU  - Vignes, M.
AU  - Lichtenthaler, S. F.
AU  - Checler, F.
AU  - Khrestchatisky, M.
AU  - Rivera, S.
C2  - Pmc4700096
DA  - Jan
DO  - 10.1007/s00018-015-1992-1
DP  - NLM
ET  - 2015/07/24
J2  - Cellular and molecular life sciences : CMLS
KW  - Alzheimer Disease/*enzymology/genetics/pathology/*physiopathology
Amyloid Precursor Protein Secretases/analysis/metabolism
Amyloid beta-Peptides/analysis/metabolism
Amyloid beta-Protein Precursor/analysis/metabolism
Animals
Cognition
Female
Gene Deletion
HEK293 Cells
Hippocampus/*enzymology/metabolism/pathology/*physiopathology
Humans
Long-Term Potentiation
Male
Matrix Metalloproteinases, Membrane-Associated/analysis/genetics/*metabolism
Mice, Inbred C57BL
Mice, Transgenic
Spatial Learning
Knockout mouse
Mmp-24
Neurodegenerative disease
Neuroprotection
Synaptotoxicity
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1420-682X (Print)
1420-682x
SP  - 217-36
ST  - MT5-MMP is a new pro-amyloidogenic proteinase that promotes amyloid pathology and cognitive decline in a transgenic mouse model of Alzheimer's disease
T2  - Cell Mol Life Sci
TI  - MT5-MMP is a new pro-amyloidogenic proteinase that promotes amyloid pathology and cognitive decline in a transgenic mouse model of Alzheimer's disease
VL  - 73
ID  - 204654
ER  - 


TY  - JOUR
AB  - To date, the biological basis of autism spectrum disorders (ASDs) remains unknown. Thus, identification and diagnosis are reliant on behavioral presentation and developmental history. There have been significant advances in our knowledge of the early signs of ASD through the use of retrospective videotape analysis, parental report, screening studies, and more recently, studies on high-risk infant siblings. Despite behavioral markers being identified within the first year of life, the current average age of diagnosis for ASD remains at approximately 3 years or older. Consequently, these children are not receiving intervention in their early years, which is increasingly recognized as an important time to begin intervention. There remains little research on the prospective identification of these children in a community-based sample before 18 months. It is recommended that future prospective studies monitor behavior repeatedly over time, thereby increasing the opportunity to identify early manifestations of ASD and facilitating the charting of subtle behavioral changes that occur in the development of infants and toddlers with ASD.
AD  - Olga Tennison Autism Research Centre, School of Psychological Science, La Trobe University, Bundoora, Victoria, Australia.
AN  - 19823139
AU  - Barbaro, J.
AU  - Dissanayake, C.
DA  - Oct
DO  - 10.1097/DBP.0b013e3181ba0f9f
DP  - NLM
ET  - 2009/10/14
J2  - Journal of developmental and behavioral pediatrics : JDBP
KW  - Age of Onset
Autistic Disorder/*diagnosis
Child Development
Child, Preschool
Early Diagnosis
Humans
Infant
Models, Psychological
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0196-206x
SP  - 447-59
ST  - Autism spectrum disorders in infancy and toddlerhood: a review of the evidence on early signs, early identification tools, and early diagnosis
T2  - J Dev Behav Pediatr
TI  - Autism spectrum disorders in infancy and toddlerhood: a review of the evidence on early signs, early identification tools, and early diagnosis
VL  - 30
ID  - 204078
ER  - 


TY  - JOUR
AB  - BACKGROUND: Autism Spectrum Conditions (ASC) can be reliably diagnosed by 24 months of age. However, despite the well-known benefits of early intervention, there is still a research-practice gap in the timely identification of ASC, particularly in low-resourced settings. The Social Attention and Communication Surveillance (SACS) tool, which assesses behavioural markers of autism between 12 to 24 months of age, has been implemented in Maternal and Child Health (MCH) settings, with excellent psychometric properties. ASDetect is a free mobile application based on the SACS, which is designed to meet the need for an effective, evidence-based tool for parents, to learn about children's early social-communication development and assess their child's 'likelihood' for ASC. STUDY AIMS: The primary aim of this study is to evaluate the psychometric properties of ASDetect in the early detection of children with ASC. A secondary aim is to assess ASDetect's acceptability and parental user experience with the application. METHODS: Families are recruited to download the application and participate in the study via social media, health professionals (e.g., MCH nurses, paediatricians) and word of mouth. All participating caregivers complete a demographic questionnaire, survey regarding their user experience, and the Social Responsiveness Scale-2 (SRS-2), an autism screening questionnaire; they are also invited to participate in focus groups. Children identified at 'high likelihood' for ASC based on the ASDetect results, the SRS-2 or parental and/or professional concerns undergo a formal, gold-standard, diagnostic assessment. Receiver Operating Characteristic analyses will be used to assess psychometric properties of ASDetect. Thematic analyses will be used to explore themes arising in the focus groups to provide insights regarding user experiences with the app. Multiple regression analyses will be carried out to determine the extent to which demographic factors, parental stress and beliefs on health surveillance and child results on ASDetect are associated with the parental user-experience of the application. DISCUSSION: With a strong evidence-base and global access, ASDetect has the potential to empower parents by providing them with knowledge of their child's social-communication development, validating and reassuring any parental concerns, and supporting them in communicating with other health professionals, ultimately enhancing child and family outcomes and well-being.
AD  - Olga Tennison Autism Research Centre, School of Psychology and Public Health. College of Science, Heath & Engineering. La Trobe University, Melbourne, Victoria, 3086, Australia. j.barbaro@latrobe.edu.au.
Olga Tennison Autism Research Centre, School of Psychology and Public Health. College of Science, Heath & Engineering. La Trobe University, Melbourne, Victoria, 3086, Australia.
Goshen - Community Child Health and Well-Being. Haruv Campus for Children. Mount Scopus, 9765418, Jerusalem, Israel.
AN  - 31952489
AU  - Barbaro, J.
AU  - Yaari, M.
C2  - Pmc6969425
DA  - Jan 18
DO  - 10.1186/s12887-019-1888-6
DP  - NLM
ET  - 2020/01/19
J2  - BMC pediatrics
KW  - *Autism
*Developmental surveillance
*E-health
*Early detection
*Early identification
*Mobile application
*Screening
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1471-2431
SP  - 21
ST  - Study protocol for an evaluation of ASDetect - a Mobile application for the early detection of autism
T2  - BMC Pediatr
TI  - Study protocol for an evaluation of ASDetect - a Mobile application for the early detection of autism
VL  - 20
ID  - 204694
ER  - 


TY  - THES
AB  - This action research case study explored undergraduate social work students' perceived learning of interviewing skills in a hybrid environment course delivery. The single case study consisted of 19 students enrolled in a practice course blending web-based and face-to-face (f2f) meetings (4 of 15 f2f) within a large urban college. As part of the 15-week course, interviewing skills training constituted a 4-week learning module, with pre and post interviewing skills data collected at the beginning and end of this period. The intentional instructional design for learning interviewing skills used a theoretical perspective of person-in-environment grounded in theories of social constructivism, brain-based learning, and metacognition. Metacognitive activities provided students an understanding of their natural human learning process and included use of reflection to promote self-assessment of skills improvement and competency development. A six-step teaching-learning system (i.e., reading, thinking and writing, watching and discussing, working with cases, practicing, and evaluating) was utilized. In this mixed methods study, quantitative data were collected to identify changes in students' confidence and competency for performing interviewing skills after learning in a hybrid environment, using the Interview Skills Confidence Scale and the Interview Evaluation Rater Scale. Students' guided reflections constituted the qualitative measure (pre, during, and post skills training). Merging the findings of the quantitative and qualitative measures indicated students' increased confidence and competency in their performance of interviewing skills, learned in a hybrid environment. Skill categories of "beginning" and "closing", which reflected the lowest pre confidence and competency scores, showed the most change, post training. Perceived benefits of hybrid delivery included online discussions (learner-centered, reflective dialoguing, active ongoing interaction, and collaboration) and f2f skills practice (personalization) for learning interviewing skills. Use of the web-conferencing tool (Wimba) to practice, record, and evaluate interviewing skills, presented technical difficulties for nearly half of the students. Action research indicated that revisions regarding how students practiced and evaluated skills were needed, such as facilitating more f2f time, alternative ways for skills practice and evaluation online, and/or giving students' choices. Findings suggest the study's measures (confidence, competency, and student reflections) be repeated in the subsequent semester as students' field instruction commences to assess transfer of learned interviewing skills to field (internships). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Barclay, Barbara
DB  - ERIC
DP  - EBSCOhost
KW  - Undergraduate Students
Social Work
Interviews
Action Research
Case Studies
Blended Learning
Instructional Design
Social Influences
Metacognition
Mixed Methods Research
Rating Scales
Self Esteem
Competence
Reflection
Self Evaluation (Individuals)
Transfer of Training
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-56703-1
ST  - Undergraduate Social Work Students: Learning Interviewing Skills in a Hybrid Practice Class
TI  - Undergraduate Social Work Students: Learning Interviewing Skills in a Hybrid Practice Class
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED545942&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3523624
ID  - 205395
ER  - 


TY  - JOUR
AB  - As a result of federal legislation, adolescents with disabilities and other exceptionalities are increasingly included in science and math classes alongside their peers who are typically developing. The effectiveness of this placement option, however, is largely dependent on the skill level of the general educator and the support afforded to this teacher through various channels. Efforts arising from two National Science Foundation grants address both skill and support. Center's Lesson Adaptations for Student Success (CLASS) project used summer professional development opportunities to equip teachers with the knowledge and skills needed to provide students with physical, sensory and learning disabilities equitable access to laboratory and field experiences. Second, to support teachers back in their classrooms, the Ohio Resource Center's Lesson Adaptations for Student Success (OR-CLASS) uses web resources to share high quality, peer-reviewed lesson plans, complete with specific recommendations on adaptations for students with a variety of exceptional learning needs.
AD  - Department of Teacher Education, Wright State University, Dayton, OH, USA.
AN  - 20184529
AU  - Bargerhuff, M. E.
AU  - Cowan, H.
AU  - Kirch, S. A.
DA  - Jan
DO  - 10.3109/17483100903387531
DP  - NLM
ET  - 2010/02/27
J2  - Disability and rehabilitation. Assistive technology
KW  - Adult
*Disabled Persons
*Faculty
Female
Humans
Male
Middle Aged
Science/*education
Self-Help Devices
Staff Development/*organization & administration
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1748-3107
SP  - 125-35
ST  - Working toward equitable opportunities for science students with disabilities: using professional development and technology
T2  - Disabil Rehabil Assist Technol
TI  - Working toward equitable opportunities for science students with disabilities: using professional development and technology
VL  - 5
ID  - 203985
ER  - 


TY  - JOUR
AB  - This study aimed to investigate the experiences of people with intellectual disability (ID) using information and communication technologies (ICTs) and the ways these technologies foster social connectedness. In partnership with a community mental health organization, this qualitative descriptive study explored the experiences of 10 people with ID using ICTs. Participants described how ICTs Opened the Door to Possibilities in their life - ICTs provided an avenue for connecting with other people, a means to pursue personal interests and a tool for organizing everyday life. Opening the door to possibilities was further understood as movement towards digital inclusion for people with ID, conceptualized as the fit between social opportunity and personal skills. We have identified the prominent role social supports play in creating (and constraining) opportunities for digital inclusion, and that digital inclusion has the potential to enable social connectedness and the development of agency. Consideration of the complex interaction between social opportunity and personal skills, and the mediating influence of supports, will enhance the inclusion of people with ID.
AD  - The University of Queensland, Australia.
A Place to Belong, Anglicare, Australia.
AN  - 30819039
AU  - Barlott, T.
AU  - Aplin, T.
AU  - Catchpole, E.
AU  - Kranz, R.
AU  - Le Goullon, D.
AU  - Toivanen, A.
AU  - Hutchens, S.
DA  - Feb 28
DO  - 10.1177/1744629519831566
DP  - NLM
ET  - 2019/03/02
J2  - Journal of intellectual disabilities : JOID
KW  - community-based participatory research
digital inclusion
information and communication technology
intellectual disability
social connectedness
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1744-6295
SP  - 1744629519831566
ST  - Connectedness and ICT: Opening the door to possibilities for people with intellectual disabilities
T2  - J Intellect Disabil
TI  - Connectedness and ICT: Opening the door to possibilities for people with intellectual disabilities
ID  - 204677
ER  - 


TY  - JOUR
AB  - CONTEXT: The current trend in athletic training clinical education places greater emphasis on the quality of interactions occurring between Approved Clinical Instructors (ACIs) and athletic training students (ATSs). Among other attributes, the ability of ACIs to facilitate and direct quality clinical learning experiences may be influenced by the skill with which the ACI is able to use selected teaching strategies. OBJECTIVE: To gain insight into ACIs' use of questioning as a specific teaching strategy during the clinical education experiences of undergraduate ATSs. DESIGN: Qualitative case study design involving initial and stimulated-recall interviews, prolonged field observations, and audio recording of ACI-ATS interactions. SETTING: The primary athletic training facility at one athletic training education program accredited by the Commission on Accreditation of Athletic Training Education. PATIENTS OR OTHER PARTICIPANTS: The 8 ACI participants included 3 full-time athletic training education program faculty members and 5 graduate-level assistants. The 24 ATS participants included 1 senior, 17 juniors, and 6 sophomores. DATA COLLECTION AND ANALYSIS: Transcribed data collected from 8 initial interviews, 23 field observations, 23 audio-recorded ACI-ATS interactions and 54 stimulated-recall interviews were analyzed through microscopic, open, and axial coding, as well as coding for process. The cognition level of questions posed by ACIs was analyzed according to Sellappah and colleagues' Question Classification Framework. RESULTS: The ACI participants posed 712 questions during the 23 observation periods. Of the total questions, 70.37% were classified as low-level cognitive questions and 17.00% as high-level cognitive questions. The remaining 12.64% were classified as other. CONCLUSIONS: Although all ACIs used questioning during clinical instruction, 2 distinct questioning patterns were identified: strategic questioning and nonstrategic questioning. The way ACIs sequenced questions (their questioning pattern) appeared to be more important than the number of specific cognitive-level questions posed. Nonstrategic questioning appears to support knowledge and comprehension, whereas strategic questioning appears to support critical thinking.
AD  - Springfield College, Springfield, MA 01109, USA. mbarnum@spfldcol.edu
AN  - 18523565
AU  - Barnum, M. G.
C2  - Pmc2386422
DA  - May-Jun
DO  - 10.4085/1062-6050-43.3.284
DP  - NLM
ET  - 2008/06/05
J2  - Journal of athletic training
KW  - Adult
*Clinical Competence
Cognition/physiology
Critical Care
*Faculty
Female
Health Education
Health Knowledge, Attitudes, Practice
Humans
Male
Middle Aged
Qualitative Research
Sports Medicine/*education
Surveys and Questionnaires
Tape Recording
athletic training education
clinical education
critical thinking
pedagogy
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1062-6050 (Print)
1062-6050
SP  - 284-92
ST  - Questioning skills demonstrated by approved clinical instructors during clinical field experiences
T2  - J Athl Train
TI  - Questioning skills demonstrated by approved clinical instructors during clinical field experiences
VL  - 43
ID  - 204295
ER  - 


TY  - JOUR
AB  - Siblings of children with disabilities are an important consideration for professionals working in family-centred contexts. Siblings of children with a disability often have unique experiences and insights that can assist understanding within family-centred interactions. In order to understand siblings' complex interactions with others in their lives, 676 contributions to a children's Internet sibling support site were analysed. Three themes arose from the inductive thematic analysis regarding siblings' interactions with strangers, peers, and their family. Identified subthemes (written from the perspective of the siblings) were as follows: Strangers stare and have negative attitudes towards my sibling with a disability; peers don't understand what it's like to be me, use certain words that upset me, say nasty things and tease me about my brother/sister; although my family loves me, they don't have a lot of time for me, our plans are often disrupted, and they give me a lot of responsibility. Within family-centred intervention it is recommended that health and education professionals, and parents assist siblings to build effective strategies for interacting with others others and learn from siblings' insights.
AD  - Charles Sturt University, Australia.
AN  - 20420357
AU  - Barr, J.
AU  - McLeod, S.
DA  - Apr
DO  - 10.3109/17549500903434133
DP  - NLM
ET  - 2010/04/28
J2  - International journal of speech-language pathology
KW  - Adaptation, Psychological
Adolescent
Child
Comprehension
Disabled Children/*psychology
*Family Health
*Family Relations
Humans
Internet
*Peer Group
Perception
Prejudice
Professional-Family Relations
Self-Help Groups
*Sibling Relations
Siblings/*psychology
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1754-9507 (Print)
1754-9507
SP  - 162-71
ST  - They never see how hard it is to be me: siblings' observations of strangers, peers and family
T2  - Int J Speech Lang Pathol
TI  - They never see how hard it is to be me: siblings' observations of strangers, peers and family
VL  - 12
ID  - 204141
ER  - 


TY  - JOUR
AB  - We present a unified framework which supports grounding natural-language semantics in robotic driving. This framework supports acquisition (learning grounded meanings of nouns and prepositions from human sentential annotation of robotic driving paths), generation (using such acquired meanings to generate sentential description of new robotic driving paths), and comprehension (using such acquired meanings to support automated driving to accomplish navigational goals specified in natural language). We evaluate the performance of these three tasks by having independent human judges rate the semantic fidelity of the sentences associated with paths. Overall, machine performance is 74.9%, while the performance of human annotators is 83.8%.
AN  - 28613182
AU  - Barrett, D. P.
AU  - Bronikowski, S. A.
AU  - Yu, H.
AU  - Siskind, J. M.
DA  - Jul
DO  - 10.1109/tnnls.2017.2693278
DP  - NLM
ET  - 2017/06/15
J2  - IEEE transactions on neural networks and learning systems
KW  - Comprehension/*physiology
*Driving Under the Influence
Humans
*Language
Learning/*physiology
*Neural Networks, Computer
Robotics
Semantics
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 2162-237x
SP  - 2668-2683
ST  - Driving Under the Influence (of Language)
T2  - IEEE Trans Neural Netw Learn Syst
TI  - Driving Under the Influence (of Language)
VL  - 29
ID  - 204310
ER  - 


TY  - JOUR
AB  - There is a wealth of autobiographical material produced by people who describe themselves as experiencing autistic spectrum disorders. Increasingly, these writers and academics are suggesting that professionals should be using this material to help develop understanding. This paper describes a small scale, qualitative research project that explored ways in which video- and audio-autobiographical material could be used by EPs with teaching professionals. It suggests that a collaborative, conversation-based approach to the material can help develop understanding, empathy and lead to practical teaching and learning outcomes.
AN  - EJ736177
AU  - Barrett, Mark
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autobiographies
Pervasive Developmental Disorders
Teachers
Qualitative Research
Personal Narratives
Psychologists
Instruction
Instructional Effectiveness
Autism
Audiovisual Aids
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2006
SN  - 0266-7363
SP  - 95-110
ST  - "Like Dynamite Going Off in My Ears": Using Autobiographical Accounts of Autism with Teaching Professionals
T2  - Educational Psychology in Practice
TI  - "Like Dynamite Going Off in My Ears": Using Autobiographical Accounts of Autism with Teaching Professionals
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ736177&site=ehost-live&scope=site
http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=X670312555731068
VL  - 22
ID  - 205262
ER  - 


TY  - JOUR
AB  - INTRODUCTION: Faecal incontinence is the involuntary loss of liquid or solid stool with or without the patient's awareness. It affects 8-11% of Australian community dwelling adults and up to 72% of nursing home residents with symptoms causing embarrassment, loss of self-respect and possible withdrawal from normal daily activities. Biofeedback, a technique used to increase patient awareness of physiological processes not normally considered to be under voluntary control, is a safe, conservative first-line therapy that has been shown to reduce symptom severity and improve patient quality of life. The Townsville Hospital, a publicly funded regional hospital with a large rural catchment area, offers anorectal biofeedback for patients with faecal incontinence, constipation and chronic pelvic pain. The aim of this report is to describe the effect of the biofeedback treatment on the wellbeing of regional and rural participants in a study of biofeedback treatment for faecal incontinence in the Townsville Hospital clinic. METHODS: There were 53 regional (14 male) and 19 rural (5 male) participants (mean age 62.1 years) enrolled in a biofeedback study between January 2005 and October 2006. The program included 4 sessions one week apart, 4 weeks home practice of techniques learnt and a final follow-up reassessment session. Session one included documenting relevant history, diet, fibre, and fluid intake and treatment goals; anorectal function and proctometrographic measurements were assessed. Patients were taught relaxation (diaphragmatic) breathing in session two with a rectal probe and the balloon inserted, prior to inflating the balloon to sensory threshold. In session three, patients were taught anal sphincter and pelvic floor exercises linking the changes in anal pressures seen on the computer monitor with the exercises performed and sensations felt. Session four included improving anal and pelvic floor exercises, learning a defecation technique and receiving instructions for 4 weeks home practice. At the fifth session, home practice and bowel charts were reviewed and anorectal function was reassessed. Symptom severity and quality of life were assessed by surveying participants prior to sessions one and two and following session five. Patients were interviewed after session five to determine their satisfaction with the therapy and the helpfulness of individual program components. They were mailed a follow-up survey 2 years later. RESULTS: Regional participants lived within 30 min drive of the clinic (median distance 8 km) while rural participants travelled up to 903 km (median 339 km, p<0.001) to attend the clinic. Faecal Incontinence risk factors were similar for rural and regional participants. Rural participants reported poorer general health (p=0.004) and their symptoms affected their lifestyle more negatively (p=0.028). Participants' incontinence (p<0.001) and quality of life (p<0.001) improved significantly over the treatment period. Improvement for rural participants over the course of treatment was marginally better than that of regional participants, although not significantly. More than 97% of patients reported that the biofeedback program was very/extremely helpful and all participants attending the final session reported that they would advise a friend in a similar situation not to wait, but seek help immediately, with more than half specifically citing the biofeedback program. Two years later regional participants' symptoms and quality of life continued to improve while rural participants' quality of life had regressed to pre-treatment levels. CONCLUSIONS: For equivalent long term improvement in faecal continence and quality of life to be achieved in both regional and rural participants, an additional follow-up session with the biofeedback therapist, ongoing local support provided by continence advisors, or both, should be investigated for rural patients.
AD  - James Cook University, Townsville, Queensland, Australia.
AN  - 21375356
AU  - Bartlett, L. M.
AU  - Sloots, K.
AU  - Nowak, M.
AU  - Ho, Y. H.
DP  - NLM
ET  - 2011/03/08
J2  - Rural and remote health
KW  - Adult
Aged
Aged, 80 and over
Australia
Awareness/physiology
*Biofeedback, Psychology
Fecal Incontinence/nursing/*therapy
Female
Follow-Up Studies
Holistic Nursing
Hospitals, Public
Humans
Interviews as Topic
Male
Middle Aged
Patient Satisfaction
Quality of Life
*Rural Population
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1445-6354
SP  - 1630
ST  - Biofeedback therapy for faecal incontinence: a rural and regional perspective
T2  - Rural Remote Health
TI  - Biofeedback therapy for faecal incontinence: a rural and regional perspective
VL  - 11
ID  - 204626
ER  - 


TY  - JOUR
AB  - Missouri’s Partnership for Hope (PfH) is a home and community-based services (HCBS) Medicaid waiver that targets services to the needs of individuals with intellectual and developmental disabilities (IDD). PfH is predicated on a unique federal–state–county partnership, where counties may vote to participate in PfH by leveraging funds for services. The aim of this study was to explore the economic impact of PfH. The economic contribution and impact of PfH (October 2010–September 2013) were explored using IMPLAN software and data. Results indicate that a county and state investment of US$3.5 million each leveraged US$11.7 million in federal funds, contributed almost US$22.2 million to Missouri’s gross state product (GSP), and was responsible for more than 435 jobs for Missourians. An estimated 13.8 million of those dollars were 'new' to the state’s economy. Economic impact analyses showed that PfH spending facilitated economic growth. The unique structure of PfH grants counties greater administrative authority and allows the state and counties to split the state Medicaid match dollar amount. Furthermore, results indicate that encouraging participants to self-direct services, and providing support for them to do so, is beneficial to a state’s economy, particularly job creation. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD  - Barton, Kelli N., University of Missouri-Kansas City, Institute for Human Development, 215 W. Pershing Road, 5th Floor, Kansas City, MO, US, 64108
AN  - 2016-55146-002
AU  - Barton, Kelli N.
AU  - Gotto, George S. I. V.
DB  - APA PsycInfo
DO  - 10.1177/1044207315616810
DP  - EBSCOhost
KW  - developmental disabilities
Medicare/Medicaid
policy
service system development
economics/social security
Community Services
Medicaid
Economics
Medicare
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2016
SN  - 1044-2073
1538-4802
SP  - 138-147
ST  - Economic impact of Missouri’s Partnership for Hope home and community-based Medicaid waiver for individuals with intellectual and developmental disabilities
T2  - Journal of Disability Policy Studies
TI  - Economic impact of Missouri’s Partnership for Hope home and community-based Medicaid waiver for individuals with intellectual and developmental disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-55146-002&site=ehost-live&scope=site
bartonkn@umkc.edu
VL  - 27
ID  - 204919
ER  - 


TY  - JOUR
AB  - PURPOSE: Three children ages 3;6 to 5;3 with developmental and language delays were provided experience with a traditional grid-based display and a contextually organized visual scene display on a speech-generating device to illustrate considerations for practice and future research in augmentative and alternative communication assessment and intervention. METHOD: Twelve symbols were taught in a grid display and visual scene display using aided input during dramatic play routines. Teaching sessions were 30 minutes a day, 5 days a week for 3 weeks. Symbol comprehension and use was assessed pre and post 3 weeks of experience. RESULTS: Comprehension of symbol vocabulary on both displays increased after 3 weeks of experience. Participants 1 and 2 used both displays largely for initiation. Participant 3 had limited expressive use of either display. CONCLUSIONS: The methods used in this study demonstrate one way to inform individual differences in learning and preference for speech-generating device displays when making clinical decisions regarding augmentative and alternative communication supports for a child and their family. Future research should systematically examine the role of extant comprehension, symbol experience, functional communication needs, and the role of vocabulary type in the learning and use of grid displays versus visual scene displays.
AD  - Department of Speech-Language Hearing: Sciences and Disorders, University of Kansas, Lawrence.
Department of Psychology, Georgia State University, Atlanta.
AN  - 28257530
AU  - Barton-Hulsey, A.
AU  - Wegner, J.
AU  - Brady, N. C.
AU  - Bunce, B. H.
AU  - Sevcik, R. A.
C2  - Pmc7253965
DA  - May 17
DO  - 10.1044/2016_ajslp-15-0166
DP  - NLM
ET  - 2017/03/04
J2  - American journal of speech-language pathology
KW  - Child, Preschool
*Communication Aids for Disabled
*Comprehension
*Computer Terminals
Developmental Disabilities/*rehabilitation
Education of Intellectually Disabled/methods
Female
Humans
Individuality
Language Development Disorders/*rehabilitation
Male
Mobile Applications
Software Design
Speech Perception
*Symbolism
Therapy, Computer-Assisted/*methods
Vocabulary
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1058-0360 (Print)
1058-0360
SP  - 227-240
ST  - Comparing the Effects of Speech-Generating Device Display Organization on Symbol Comprehension and Use by Three Children With Developmental Delays
T2  - Am J Speech Lang Pathol
TI  - Comparing the Effects of Speech-Generating Device Display Organization on Symbol Comprehension and Use by Three Children With Developmental Delays
VL  - 26
ID  - 204038
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To discuss implications for educational policy and practice relevant to closing the achievement gap based on the literature review and synthesis presented in 7 articles of the October 2011 special issue of the Journal of School Health. METHODS: Implications for closing the achievement gap are drawn from analyses of current literature. RESULTS: During the past several decades, school reform efforts to close the achievement gap have focused on various strategies, yielding very limited progress. Educationally relevant health disparities influence students' motivation and ability to learn, but reducing these disparities has been largely overlooked as an element of an overall strategy for closing the achievement gap. If these health problems are not addressed, the educational benefits of other school reform efforts will be jeopardized. CONCLUSIONS: Healthier students are better learners. School health programs and services that are evidence based, strategically planned to influence academic achievement, and effectively coordinated warrant validation as a cohesive school improvement initiative for closing the achievement gap. National, state, and local responsibilities for supporting school health are outlined, including shared strategies; leadership from the U.S. Department of Education; policy development; guidance, technical assistance, and professional development; accountability and data and software systems; and a research agenda. To date, the U.S. Department of Education has not provided leadership for integrating evidence-based, strategically planned, and effectively coordinated school health programs and services into the fundamental mission of schools. Now is an opportune time for change.
AD  - Department of Health and Behavior Studies, Teachers College, Columbia University, 525 West 120th Street, New York, NY 10027, USA. ceb35@columbia.edu
AN  - 21923878
AU  - Basch, C. E.
DA  - Oct
DO  - 10.1111/j.1746-1561.2011.00640.x
DP  - NLM
ET  - 2011/09/20
J2  - The Journal of school health
KW  - *Achievement
Adolescent
Adolescent Behavior
Child
Child Welfare
Cognition/physiology
Educational Status
Health Planning/*methods
Health Promotion
*Health Status
Health Status Disparities
Humans
Leadership
*Learning
Organizations
School Health Services/*organization & administration
Schools
Students/*psychology/statistics & numerical data
United States
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0022-4391
SP  - 650-62
ST  - Healthier students are better learners: high-quality, strategically planned, and effectively coordinated school health programs must be a fundamental mission of schools to help close the achievement gap
T2  - J Sch Health
TI  - Healthier students are better learners: high-quality, strategically planned, and effectively coordinated school health programs must be a fundamental mission of schools to help close the achievement gap
VL  - 81
ID  - 204228
ER  - 


TY  - JOUR
AB  - Knowing the extent to which nonhumans and humans share mechanisms for metacognition will advance our understanding of cognitive evolution and will improve selection of model systems for biomedical research. Some nonhuman species avoid difficult cognitive tests, seek information when ignorant, or otherwise behave in ways consistent with metacognition. There is agreement that some nonhuman animals "succeed" in these metacognitive tasks, but little consensus about the cognitive mechanisms underlying performance. In one paradigm, rhesus monkeys visually searched for hidden food when ignorant of the location of the food, but acted immediately when knowledgeable. This result has been interpreted as evidence that monkeys introspectively monitored their memory to adaptively control information seeking. However, convincing alternative hypotheses have been advanced that might also account for the adaptive pattern of visual searching. We evaluated seven hypotheses using a computerized task in which monkeys chose either to take memory tests immediately or to see the answer again before proceeding to the test. We found no evidence to support the hypotheses of behavioral cue association, rote response learning, expectancy violation, response competition, generalized search strategy, or postural mediation. In contrast, we repeatedly found evidence to support the memory monitoring hypothesis. Monkeys chose to see the answer when memory was poor, either from natural variation or experimental manipulation. We found limited evidence that monkeys also monitored the fluency of memory access. Overall, the evidence indicates that rhesus monkeys can use memory strength as a discriminative cue for information seeking, consistent with introspective monitoring of explicit memory.
AD  - Department of Psychology.
Yerkes National Primate Research Center, Emory University.
AN  - 25365530
AU  - Basile, B. M.
AU  - Schroeder, G. R.
AU  - Brown, E. K.
AU  - Templer, V. L.
AU  - Hampton, R. R.
C2  - Pmc4308511
C6  - Nihms636370
DA  - Feb
DO  - 10.1037/xge0000031
DP  - NLM
ET  - 2014/11/05
J2  - Journal of experimental psychology. General
KW  - Animals
Cues
Discrimination, Psychological
Humans
Macaca mulatta/psychology
Male
*Metacognition
Motivation
Spatial Learning
Visual Perception
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0096-3445 (Print)
0022-1015
SP  - 85-102
ST  - Evaluation of seven hypotheses for metamemory performance in rhesus monkeys
T2  - J Exp Psychol Gen
TI  - Evaluation of seven hypotheses for metamemory performance in rhesus monkeys
VL  - 144
ID  - 204245
ER  - 


TY  - JOUR
AB  - The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students’ middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
AD  - Bassette, Laura A., Department of Special Education, Teachers College, Ball State University, Room 705, Muncie, IN, US, 47306
AN  - 2018-23444-004
AU  - Bassette, Laura A.
AU  - Taber-Doughty, Teresa
AU  - Gama, Roberto I.
AU  - Alberto, Paul
AU  - Yakubova, Gulnoza
AU  - Cihak, David
DB  - APA PsycInfo
DO  - 10.1177/1088357616667590
DP  - EBSCOhost
KW  - community-based instruction
natural environment
safety skill instruction
technology
cell phones
Environmental Effects
Safety
Mobile Phones
Intellectual Development Disorder
Community Involvement
School Based Intervention
Teaching
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2018
SN  - 1088-3576
1538-4829
SP  - 100-110
ST  - The use of cell phones to address safety skills for students with a moderate ID in community-based settings
T2  - Focus on Autism and Other Developmental Disabilities
TI  - The use of cell phones to address safety skills for students with a moderate ID in community-based settings
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-23444-004&site=ehost-live&scope=site
labassette@bsu.edu
VL  - 33
ID  - 205043
ER  - 


TY  - JOUR
AB  - This study explores the impact of mental capacity in relation to breast screening for women with intellectual disabilities in the UK. Participation in breast screening is considerably lower for women with intellectual disabilities compared to the general population. Barriers to screening include poor mobility and behavioural difficulties. There is currently no research which primarily explores the relationship between mental capacity and breast screening for this group of individuals. This paper presents the results of a cross-sectional survey of 131 women with intellectual disabilities supported by eight Social Care Providers within England and Wales. The data were collected between January 2017 and July 2017. The current research explores the decision-making process surrounding breast screening, considering the impact of associated risk factors during this process. Participants completed a specifically created survey addressing the aforementioned issues. The results indicated that women who lacked capacity, were less likely to engage in breast screening. It was also demonstrated that the process outlined in the Mental Capacity Act (MCA; 2005) was not always followed; women were not routinely assessed if there were doubts regarding their decision-making ability around breast screening and best interest meetings (BIM) were not always held if the person lacked capacity. In order to be able to generalise the current findings, further research is needed to gain a broader understanding of how professionals make decisions around breast screening for women with intellectual disabilities in case the individuals are unable to decide this independently.
AD  - The Tizard Centre, University of Kent, Kent, UK.
AN  - 30565767
AU  - Bates, C.
AU  - Triantafyllopoulou, P.
DA  - Jul
DO  - 10.1111/hsc.12704
DP  - NLM
ET  - 2018/12/20
J2  - Health & social care in the community
KW  - Aged
Breast Neoplasms/*diagnosis
Cross-Sectional Studies
Decision Making
England
Female
Humans
*Intellectual Disability
Mass Screening/*psychology
Middle Aged
Patient Acceptance of Health Care/statistics & numerical data
Surveys and Questionnaires
Wales
*breast cancer
*decision-making
*health and social care
*learning disabilities
*screening
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0966-0410
SP  - 880-888
ST  - Exploring the impact of mental capacity on breast screening for women with intellectual disabilities
T2  - Health Soc Care Community
TI  - Exploring the impact of mental capacity on breast screening for women with intellectual disabilities
VL  - 27
ID  - 204516
ER  - 


TY  - JOUR
AB  - GABAergic interneurons play important roles in cortical circuit development. However, there are multiple populations of interneurons and their respective developmental contributions remain poorly explored. Neuregulin 1 (NRG1) and its interneuron-specific receptor ERBB4 are critical genes for interneuron maturation. Using a conditional ErbB4 deletion, we tested the role of vasoactive intestinal peptide (VIP)-expressing interneurons in the postnatal maturation of cortical circuits in vivo. ErbB4 removal from VIP interneurons during development leads to changes in their activity, along with severe dysregulation of cortical temporal organization and state dependence. These alterations emerge during adolescence, and mature animals in which VIP interneurons lack ErbB4 exhibit reduced cortical responses to sensory stimuli and impaired sensory learning. Our data support a key role for VIP interneurons in cortical circuit development and suggest a possible contribution to pathophysiology in neurodevelopmental disorders. These findings provide a new perspective on the role of GABAergic interneuron diversity in cortical development. VIDEO ABSTRACT.
AD  - Yale University School of Medicine, Department of Neuroscience, 333 Cedar St., New Haven, CT, 06520, USA; Kavli Institute of Neuroscience, Yale University, 333 Cedar St., New Haven CT, 06520, USA.
Yale University School of Medicine, Department of Neuroscience, 333 Cedar St., New Haven, CT, 06520, USA; Kavli Institute of Neuroscience, Yale University, 333 Cedar St., New Haven CT, 06520, USA; Ernst Strüngmann Institute (ESI) for Neuroscience in Cooperation with Max Planck Society, Deutschordenstraße 46, 60528 Frankfurt, Germany.
Department of Bioengineering, Stanford University, Stanford, CA 94305, USA.
Department of Bioengineering, Stanford University, Stanford, CA 94305, USA; HHMI, Stanford University, Stanford, CA 94305, USA; Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA 94305, USA.
Yale University School of Medicine, Department of Neuroscience, 333 Cedar St., New Haven, CT, 06520, USA; Kavli Institute of Neuroscience, Yale University, 333 Cedar St., New Haven CT, 06520, USA. Electronic address: jess.cardin@yale.edu.
AN  - 28817803
AU  - Batista-Brito, R.
AU  - Vinck, M.
AU  - Ferguson, K. A.
AU  - Chang, J. T.
AU  - Laubender, D.
AU  - Lur, G.
AU  - Mossner, J. M.
AU  - Hernandez, V. G.
AU  - Ramakrishnan, C.
AU  - Deisseroth, K.
AU  - Higley, M. J.
AU  - Cardin, J. A.
C2  - Pmc5595250
C6  - Nihms897156
DA  - Aug 16
DO  - 10.1016/j.neuron.2017.07.034
DP  - NLM
ET  - 2017/08/18
J2  - Neuron
KW  - Action Potentials/physiology
Animals
Animals, Newborn
Calcium/metabolism
Cerebral Cortex/*pathology
Developmental Disabilities/*genetics/*pathology
Disease Models, Animal
Gene Expression Regulation, Developmental/*genetics
Homeodomain Proteins/genetics/metabolism
In Vitro Techniques
Interneurons/metabolism/*pathology
Mice
Mice, Transgenic
Patch-Clamp Techniques
Photic Stimulation
Receptor, ErbB-4/genetics/metabolism
Signal Detection, Psychological/physiology
Somatostatin/genetics/metabolism
Spectrum Analysis
Vasoactive Intestinal Peptide/genetics/*metabolism
Visual Pathways/growth & development/pathology
ErbB4
GABAergic
Vip
cholinergic
cortex
development
gCAMP6
interneuron
somatostatin
visual
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0896-6273 (Print)
0896-6273
SP  - 884-895.e9
ST  - Developmental Dysfunction of VIP Interneurons Impairs Cortical Circuits
T2  - Neuron
TI  - Developmental Dysfunction of VIP Interneurons Impairs Cortical Circuits
VL  - 95
ID  - 203839
ER  - 


TY  - JOUR
AB  - BACKGROUND: Occupational therapists working with school-aged children are often in the position of recommending technology to enhance written productivity. The outcome of using technology on the writing of children with learning disabilities has not been reviewed critically, and this knowledge is necessary for evidence-based practice. PURPOSE: To review evidence regarding the use of technology to support written productivity in children with learning disabilities. METHODS: A systematic search of seven databases, plus a manual search, retrieved 864 papers published between 1985 and March 2012. Twenty-seven papers (28 studies) met inclusion criteria. FINDINGS: The evidence is of a moderately low level and results are inconclusive; however, trends suggest a positive influence of some technology on children's performance and behaviour. Methodological limitations exist in most studies and the description of specific technology intervention is often combined with teaching instructions. IMPLICATIONS: The available research is encouraging, but high-quality investigations with newer technologies are needed.
AD  - School of Rehabilitation Science, McMaster University, CanChild Centre for Childhood Disability Research, 1400 Main St. W., IAHS 408, Hamilton, ON, L8S 1C7. batorbe@mcmaster.ca
AN  - 23210371
AU  - Batorowicz, B.
AU  - Missiuna, C. A.
AU  - Pollock, N. A.
DA  - Oct
DO  - 10.2182/cjot.2012.79.4.3
DP  - NLM
ET  - 2012/12/06
J2  - Canadian journal of occupational therapy. Revue canadienne d'ergotherapie
KW  - Biomedical Technology/instrumentation/*methods
Child
Disabled Children/*rehabilitation
Humans
Learning Disabilities/*rehabilitation
Occupational Therapy/instrumentation/*methods
*Writing
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0008-4174 (Print)
0008-4174
SP  - 211-24
ST  - Technology supporting written productivity in children with learning disabilities: a critical review
T2  - Can J Occup Ther
TI  - Technology supporting written productivity in children with learning disabilities: a critical review
VL  - 79
ID  - 204045
ER  - 


TY  - JOUR
AB  - Language input is highly variable; phonological, lexical, and syntactic features vary systematically across different speakers, geographic regions, and social contexts. Previous evidence shows that language users are sensitive to these contextual changes and that they can rapidly adapt to local regularities. For example, listeners quickly adjust to accented speech, facilitating comprehension. It has been proposed that this type of adaptation is a form of implicit learning. This study examined a similar type of adaptation, syntactic adaptation, to address two issues: (1) whether language comprehenders are sensitive to a subtle probabilistic contingency between an extraneous feature (font color) and syntactic structure and (2) whether this sensitivity should be attributed to implicit learning. Participants read a large set of sentences, 40% of which were garden-path sentences containing temporary syntactic ambiguities. Critically, but unbeknownst to participants, font color probabilistically predicted the presence of a garden-path structure, with 75% of garden-path sentences (and 25% of normative sentences) appearing in a given font color. ERPs were recorded during sentence processing. Almost all participants indicated no conscious awareness of the relationship between font color and sentence structure. Nonetheless, after sufficient time to learn this relationship, ERPs time-locked to the point of syntactic ambiguity resolution in garden-path sentences differed significantly as a function of font color. End-of-sentence grammaticality judgments were also influenced by font color, suggesting that a match between font color and sentence structure increased processing fluency. Overall, these findings indicate that participants can implicitly detect subtle co-occurrences between physical features of sentences and abstract, syntactic properties, supporting the notion that implicit learning mechanisms are generally operative during online language processing.
AD  - Northwestern University.
AN  - 27243616
AU  - Batterink, L. J.
AU  - Cheng, L. Y.
AU  - Paller, K. A.
C2  - Pmc5125623
C6  - Nihms831043
DA  - Oct
DO  - 10.1162/jocn_a_00985
DP  - NLM
ET  - 2016/06/01
J2  - Journal of cognitive neuroscience
KW  - Adolescent
Adult
Analysis of Variance
Awareness
Comprehension/*physiology
Electroencephalography
Evoked Potentials
Female
Humans
Interviews as Topic
Learning/*physiology
Male
Neuropsychological Tests
Reaction Time
*Reading
Surveys and Questionnaires
Visual Perception/*physiology
Young Adult
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0898-929X (Print)
0898-929x
SP  - 1636-49
ST  - Neural Measures Reveal Implicit Learning during Language Processing
T2  - J Cogn Neurosci
TI  - Neural Measures Reveal Implicit Learning during Language Processing
VL  - 28
ID  - 204375
ER  - 


TY  - JOUR
AB  - Slow oscillations during slow-wave sleep (SWS) may facilitate memory consolidation by regulating interactions between hippocampal and cortical networks. Slow oscillations appear as high-amplitude, synchronized EEG activity, corresponding to upstates of neuronal depolarization and downstates of hyperpolarization. Memory reactivations occur spontaneously during SWS, and can also be induced by presenting learning-related cues associated with a prior learning episode during sleep. This technique, targeted memory reactivation (TMR), selectively enhances memory consolidation. Given that memory reactivation is thought to occur preferentially during the slow-oscillation upstate, we hypothesized that TMR stimulation effects would depend on the phase of the slow oscillation. Participants learned arbitrary spatial locations for objects that were each paired with a characteristic sound (eg, cat-meow). Then, during SWS periods of an afternoon nap, one-half of the sounds were presented at low intensity. When object location memory was subsequently tested, recall accuracy was significantly better for those objects cued during sleep. We report here for the first time that this memory benefit was predicted by slow-wave phase at the time of stimulation. For cued objects, location memories were categorized according to amount of forgetting from pre- to post-nap. Conditions of high versus low forgetting corresponded to stimulation timing at different slow-oscillation phases, suggesting that learning-related stimuli were more likely to be processed and trigger memory reactivation when they occurred at the optimal phase of a slow oscillation. These findings provide insight into mechanisms of memory reactivation during sleep, supporting the idea that reactivation is most likely during cortical upstates. SIGNIFICANCE STATEMENT: Slow-wave sleep (SWS) is characterized by synchronized neural activity alternating between active upstates and quiet downstates. The slow-oscillation upstates are thought to provide a window of opportunity for memory consolidation, particularly conducive to cortical plasticity. Recent evidence shows that sensory cues associated with previous learning can be delivered subtly during SWS to selectively enhance memory consolidation. Our results demonstrate that this behavioral benefit is predicted by slow-oscillation phase at stimulus presentation time. Cues associated with high versus low forgetting based on analysis of subsequent recall performance were delivered at opposite slow-oscillation phases. These results provide evidence of an optimal slow-oscillation phase for memory consolidation during sleep, supporting the idea that memory processing occurs preferentially during cortical upstates.
AD  - Northwestern University, Evanston, Illinois 60208-2710 lbatterink@northwestern.edu.
Northwestern University, Evanston, Illinois 60208-2710.
AN  - 26818525
AU  - Batterink, L. J.
AU  - Creery, J. D.
AU  - Paller, K. A.
C2  - Pmc4728733
DA  - Jan 27
DO  - 10.1523/jneurosci.3175-15.2016
DP  - NLM
ET  - 2016/01/29
J2  - The Journal of neuroscience : the official journal of the Society for Neuroscience
KW  - Acoustic Stimulation
Auditory Perception/*physiology
Awareness
Biological Clocks/*physiology
Brain Mapping
*Cues
Electroencephalography
Evoked Potentials, Auditory/*physiology
Female
Fourier Analysis
Humans
Male
Memory/*physiology
Sleep/*physiology
Young Adult
memory consolidation
memory reactivation
phase
slow oscillation
slow-wave sleep
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0270-6474 (Print)
0270-6474
SP  - 1401-9
ST  - Phase of Spontaneous Slow Oscillations during Sleep Influences Memory-Related Processing of Auditory Cues
T2  - J Neurosci
TI  - Phase of Spontaneous Slow Oscillations during Sleep Influences Memory-Related Processing of Auditory Cues
VL  - 36
ID  - 204574
ER  - 


TY  - JOUR
AB  - BACKGROUND: Learning disability (LD) is a serious and lifelong condition characterised by the impairment of cognitive and adaptive skills. Some cases of LD with unidentified causes may be linked to genetic factors. Next-generation sequencing (NGS) techniques are new approaches to genetic testing that are expected to increase diagnostic yield. OBJECTIVES: This scoping study focused on the diagnosis of LD in children and the objectives were to describe current pathways that involve the use of genetic testing; collect stakeholder views on the changes in service provision that would need to be put in place before NGS could be used in clinical practice; describe the new systems and safeguards that would need to be put in place before NGS could be used in clinical practice; and explore the cost-effectiveness of using NGS compared with conventional genetic testing. METHODS: A research advisory group was established. This group provided ongoing support by e-mail and telephone through the lifetime of the study and also contributed face-to-face through a workshop. A detailed review of published studies and reports was undertaken. In addition, information was collected through 33 semistructured interviews with key stakeholders. RESULTS: NGS techniques consist of targeted gene sequencing, whole-exome sequencing (WES) and whole-genome sequencing (WGS). Targeted gene panels, which are the least complex, are in their infancy in clinical settings. Some interviewees thought that during the next 3-5 years targeted gene panels would be superseded by WES. If NGS technologies were to be fully introduced into clinical practice in the future a number of factors would need to be overcome. The main resource-related issues pertaining to service provision are the need for additional computing capacity, more bioinformaticians, more genetic counsellors and also genetics-related training for the public and a wide range of staff. It is also considered that, as the number of children undergoing genetic testing increases, there will be an increase in demand for information and support for families. The main issues relating to systems and safeguards are giving informed consent, sharing unanticipated findings, developing ethical and other frameworks, equity of access, data protection, data storage and data sharing. There is little published evidence on the cost-effectiveness of NGS technologies. The major barriers to determining cost-effectiveness are the uncertainty around diagnostic yield, the heterogeneity of diagnostic pathways and the lack of information on the impact of a diagnosis on health care, social care, educational support needs and the wider family. Furthermore, as NGS techniques are currently being used only in research, costs and benefits to the NHS are unclear. CONCLUSIONS: NGS technologies are at an early stage of development and it is too soon to say whether they can offer value for money to the NHS as part of the LD diagnostic process. Substantial organisational changes, as well as new systems and safeguards, would be required if NGS technologies were to be introduced into NHS clinical practice. Considerable further research is required to establish whether using NGS technologies to diagnose learning disabilities is clinically effective and cost-effective. FUNDING: The National Institute for Health Research Health Technology Assessment programme.
AD  - Liverpool Reviews and Implementation Group (LRiG), University of Liverpool, Liverpool, UK.
Mill Mount Consulting, Easingwold, York, UK.
AN  - 26132578
AU  - Beale, S.
AU  - Sanderson, D.
AU  - Sanniti, A.
AU  - Dundar, Y.
AU  - Boland, A.
C2  - Pmc4967812
DA  - Jun
DO  - 10.3310/hta19460
DP  - NLM
ET  - 2015/07/02
J2  - Health technology assessment (Winchester, England)
KW  - Adolescent
Child
Child, Preschool
Cost-Benefit Analysis
Female
Genetic Testing/*economics/*methods
Humans
Infant
Infant, Newborn
Learning Disabilities/*diagnosis/*genetics
Male
Parents/psychology
State Medicine
Young Adult
LA  - eng
M1  - 46
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1366-5278 (Print)
1366-5278
SP  - 1-90
ST  - A scoping study to explore the cost-effectiveness of next-generation sequencing compared with traditional genetic testing for the diagnosis of learning disabilities in children
T2  - Health Technol Assess
TI  - A scoping study to explore the cost-effectiveness of next-generation sequencing compared with traditional genetic testing for the diagnosis of learning disabilities in children
VL  - 19
ID  - 204296
ER  - 


TY  - JOUR
AB  - OBJECTIVE: The aim of this review was to explore the peer-reviewed literature to answer the question: 'Why are people afraid of the dentist?' METHOD: Relevant literature was identified by searching the following on-line databases: PubMed, PsycInfo, the Cochrane Library and Google Scholar. Publications were extracted if they explored the causes and consequences of dental fear, dental anxiety or dental phobia. RESULTS: The research evidence suggests that the causes of dental fear, dental anxiety or dental phobia are related to exogenous factors such as direct learning from traumatic experiences, vicarious learning through significant others and the media, and endogenous factors such as inheritance and personality traits. Each individual aetiological factor is supported by the evidence provided. CONCLUSIONS: The evidence suggests that the aetiology of dental fear, anxiety or phobia is complex and multifactorial. The findings show that there are clear practical implications indicated by the existing research in this area: a better understanding of dental fear, anxiety and phobia may prevent treatment avoidance.
AD  - Dental Health Services Research Unit, School of Dentistry, University of Dundee, Dundee, UK.
AN  - 24356305
AU  - Beaton, L.
AU  - Freeman, R.
AU  - Humphris, G.
C2  - Pmc5586885
DO  - 10.1159/000357223
DP  - NLM
ET  - 2013/12/21
J2  - Medical principles and practice : international journal of the Kuwait University, Health Science Centre
KW  - Age Factors
Cognition
Conditioning, Psychological
Dental Anxiety/epidemiology/*etiology/*psychology
*Dentist-Patient Relations
Fear
Humans
Personality
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1011-7571 (Print)
1011-7571
SP  - 295-301
ST  - Why are people afraid of the dentist? Observations and explanations
T2  - Med Princ Pract
TI  - Why are people afraid of the dentist? Observations and explanations
VL  - 23
ID  - 204481
ER  - 


TY  - JOUR
AB  - BACKGROUND & AIMS: A recent systematic review of conversation training for communication partners of people with aphasia has shown that it is effective, and improves participation in conversation for people with chronic aphasia. Other research suggests that people with aphasia are better able to learn communication strategies in an environment which closely mirrors that of expected use, and that cognitive flexibility may be a better predictor of response to therapy than severity of language impairment. This study reports results for a single case, one of a case series evaluation of a programme of conversation training for agrammatism that directly involves a person with aphasia (PWA) as well as their communication partner. It explores how a PWA is able to engage with and learn from the therapy, and whether this leads to qualitative change in post-therapy conversation behaviours. METHODS & PROCEDURES: A 55-year-old man with chronic agrammatism and his wife took part in eight weekly sessions of conversation therapy, adapted from Supporting Partners of People With Aphasia in Relationships and Conversation (SPPARC). Language and conversation were assessed before and after therapy, and the couple's views on conversation and disability were elicited. Conversation analysis was used to analyse: (1) pre-therapy conversation patterns, (2) how the PWA engaged and learned during therapy and the forms of facilitation that aided this process, and (3) qualitative change in post-therapy conversation behaviour. OUTCOMES & RESULTS: After therapy, the PWA showed increased insight and acceptance of the use of strategies such as writing and drawing in the face of conversational difficulty. However, use was prompted by his wife and was rarely spontaneous. CONCLUSIONS & IMPLICATIONS: This single case study suggests that conversation training based around an experiential learning process is able to engage a PWA directly in learning about the effects of aphasia on conversation. Key facilitators were self-study via video and experience of practising conversation whilst receiving online feedback from a speech and language therapist. However, increased insight did not automatically change conversation behaviour. Although he better understood the effects of his aphasia on conversations with his wife, learning stopped short of the ultimate goal of the conversation training programme; the spontaneous use of strategies worked on in therapy when faced with conversation breakdown. One explanation may be that limited cognitive flexibility lead to problems with switching from one strategy to another.
AD  - St Georges NHS Trust, London, UK. f.beckley@ucl.ac.uk
AN  - 23472961
AU  - Beckley, F.
AU  - Best, W.
AU  - Johnson, F.
AU  - Edwards, S.
AU  - Maxim, J.
AU  - Beeke, S.
DA  - Mar-Apr
DO  - 10.1111/j.1460-6984.2012.00204.x
DP  - NLM
ET  - 2013/03/12
J2  - International journal of language & communication disorders
KW  - Aphasia, Broca/*therapy
Cognition
*Communication
Female
Follow-Up Studies
Humans
Language Therapy/*methods
Male
Middle Aged
Psycholinguistics
Spouses
Treatment Outcome
Verbal Learning
Writing
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1368-2822
SP  - 220-39
ST  - Conversation therapy for agrammatism: exploring the therapeutic process of engagement and learning by a person with aphasia
T2  - Int J Lang Commun Disord
TI  - Conversation therapy for agrammatism: exploring the therapeutic process of engagement and learning by a person with aphasia
VL  - 48
ID  - 204548
ER  - 


TY  - JOUR
AB  - It has been argued that clinical applications of advanced technology may hold promise for addressing impairments associated with autism spectrum disorders. This pilot feasibility study evaluated the application of a novel adaptive robot-mediated system capable of both administering and automatically adjusting joint attention prompts to a small group of preschool children with autism spectrum disorders (n = 6) and a control group (n = 6). Children in both groups spent more time looking at the humanoid robot and were able to achieve a high level of accuracy across trials. However, across groups, children required higher levels of prompting to successfully orient within robot-administered trials. The results highlight both the potential benefits of closed-loop adaptive robotic systems as well as current limitations of existing humanoid-robotic platforms.
AN  - EJ1028833
AU  - Bekele, Esubalew
AU  - Crittendon, Julie A.
AU  - Swanson, Amy
AU  - Sarkar, Nilanjan
AU  - Warren, Zachary E.
DA  - 07/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Robotics
Young Children
Autism
Assistive Technology
Attention
Pervasive Developmental Disorders
Preschool Children
Prompting
Comparative Analysis
Interpersonal Communication
Parents
Questionnaires
Interaction
Eye Movements
Measurement Equipment
Mullen Scales of Early Learning
Autism Diagnostic Observation Schedule
M1  - 5
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 1362-3613
SP  - 598-608
ST  - Pilot Clinical Application of an Adaptive Robotic System for Young Children with Autism
T2  - Autism: The International Journal of Research and Practice
TI  - Pilot Clinical Application of an Adaptive Robotic System for Young Children with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1028833&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1362361313479454
VL  - 18
ID  - 205292
ER  - 


TY  - JOUR
AB  - BACKGROUND: Memory profiles corresponding to nearly normal (NN), Subcortical impairment (Sub) and Cortical impairment (Cort) have been identified in schizophrenia by several investigators using cluster analytic techniques. Specific aims of the current study were to (1) perform a K means cluster analysis using Hopkins Verbal Learning Test-R scores (2) create classification rules based upon cluster distributions and expected memory profiles and to determine their concordance with cluster analysis; (3) explore differences among classified groups on demographic, neurocognitive and social cognitive domains; and (4) determine the stability of the classifications 12 months later. METHODS: Clinical and neuropsychological assessments were obtained at intake and 12 months from 151 outpatients with schizophrenia or schizoaffective disorder from an urban community mental health center. RESULTS: Clusters corresponded to those of the three expected subgroups. Using simple decision rules, rationally-derived groups were created and had 90% classification agreement with cluster groups. Groups did not differ on illness characteristics. Groups differed significantly in neurocognitive and social cognitive domains with NN>Cort and NN>Sub in all domains except visual/motor speed. Sub>Cort in verbal working memory. NN>Cort in social cognition. Rationally derived groupings showed fair stability at 12 month follow-up with 65% classification agreement. Specificity was good for NN (82.4%). DISCUSSION: Results support validity of memory profiles and offer some support for their stability at 12 months. The simple rules for classification can be used by other investigators for neuroimaging and other studies. Findings support the hypothesis that verbal memory may be an important source of heterogeneity in schizophrenia.
AD  - VA Connecticut Healthcare System, Psychology Service, West Haven CT 06516, United States. morris.bell@yale.edu
AN  - 20085855
AU  - Bell, M. D.
AU  - Johannesen, J. K.
AU  - Greig, T. C.
AU  - Wexler, B. E.
C2  - Pmc3699867
C6  - Nihms472560
DA  - May
DO  - 10.1016/j.schres.2009.12.037
DP  - NLM
ET  - 2010/01/21
J2  - Schizophrenia research
KW  - Adult
Analysis of Variance
Cognition/physiology
Female
Follow-Up Studies
Humans
Male
*Memory/classification/physiology
Memory Disorders/diagnosis/*etiology
Middle Aged
Neuropsychological Tests
Psychiatric Status Rating Scales
Reproducibility of Results
Schizophrenia/*complications
*Schizophrenic Psychology
LA  - eng
M1  - 1-3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0920-9964 (Print)
0920-9964
SP  - 26-33
ST  - Memory profiles in schizophrenia: categorization validity and stability
T2  - Schizophr Res
TI  - Memory profiles in schizophrenia: categorization validity and stability
VL  - 118
ID  - 204400
ER  - 


TY  - JOUR
AB  - Computer-based scaffolding provides temporary support that enables students to participate in and become more proficient at complex skills like problem solving, argumentation, and evaluation. While meta-analyses have addressed between-subject differences on cognitive outcomes resulting from scaffolding, none has addressed within-subject gains. This leaves much quantitative scaffolding literature not covered by existing meta-analyses. To address this gap, this study used Bayesian network meta-analysis to synthesize within-subjects (pre-post) differences resulting from scaffolding in 56 studies. We generated the posterior distribution using 20,000 Markov Chain Monte Carlo samples. Scaffolding has a consistently strong effect across student populations, STEM (science, technology, engineering, and mathematics) disciplines, and assessment levels, and a strong effect when used with most problem-centered instructional models (exception: inquiry-based learning and modeling visualization) and educational levels (exception: secondary education). Results also indicate some promising areas for future scaffolding research, including scaffolding among students with learning disabilities, for whom the effect size was particularly large (ḡ = 3.13).
AD  - Utah State University.
AN  - 29200508
AU  - Belland, B. R.
AU  - Walker, A. E.
AU  - Kim, N. J.
C2  - Pmc5673014
DA  - Dec
DO  - 10.3102/0034654317723009
DP  - NLM
ET  - 2017/12/05
J2  - Review of educational research
KW  - Bayesian network meta-analysis
Stem
cognitive tutor
intelligent tutoring systems
problem-centered instruction
scaffold
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0034-6543 (Print)
0034-6543
SP  - 1042-1081
ST  - A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education
T2  - Rev Educ Res
TI  - A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education
VL  - 87
ID  - 204744
ER  - 


TY  - JOUR
AB  - This research investigates risk awareness abilities among different populations of motorcyclists. Risk awareness is defined here as an extension of the Situational Awareness theory applied to critical driving situations. This study is more particularly focused on two main cognitive abilities supporting risk awareness: hazard detection, corresponding to riders' skill to perceive critical event occurring in the road environment and to identify it as a threat, and situational criticality assessment, corresponding to a subjective assessment of the accident risk. From this theoretical framework, the aim is to compare motorcyclists' performances in risk awareness according to their experience in motorcycling. Four populations of motorcyclists are investigated: Professional (Policemen), Experienced riders, Novices, and Beginners. Method implemented is based of a set of 25 video sequences of driving situations presenting a risk of collision. Participants' task was firstly to stop the video film if they detect a hazard. Then, at the end of each sequence, they have also to assess the criticality of the driving situation as a whole, with a Likert scale (from 0 to 100% of criticality). Results obtained show that cognitive abilities in both (i) hazard detection and (ii) situational criticality assessment depend of the riding experience, and are learnt from two different timing. On one side, Professional and Experienced riders obtained better results than Novices and Beginners for hazard perception (i.e. shortest reaction time). In terms of situational criticality assessment, Beginners underestimate the situational risk and seem overconfident in their abilities to manage the situational risk, against Novices, Professional and Experienced riders, who have better competences in criticality assessment. From these empirical results, a conceptual model of motorcyclists' Risk Awareness is proposed.
AD  - Université de Lyon, IFSTTAR (LESCOT), 25 Avenue F. Mitterrand, F-69675 Bron, France. thierry.bellet@ifsttar.fr
AN  - 23036392
AU  - Bellet, T.
AU  - Banet, A.
DA  - Nov
DO  - 10.1016/j.aap.2011.10.007
DP  - NLM
ET  - 2012/10/06
J2  - Accident; analysis and prevention
KW  - Accidents, Traffic/prevention & control/*psychology
Adolescent
Adult
Automobile Driving/*psychology
*Awareness
Humans
Judgment
Learning Curve
Male
*Models, Psychological
*Motorcycles
Reaction Time
Risk
*Safety
Self Efficacy
Task Performance and Analysis
Video Recording
Visual Perception
Young Adult
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0001-4575
SP  - 154-64
ST  - Towards a conceptual model of motorcyclists' Risk Awareness: a comparative study of riding experience effect on hazard detection and situational criticality assessment
T2  - Accid Anal Prev
TI  - Towards a conceptual model of motorcyclists' Risk Awareness: a comparative study of riding experience effect on hazard detection and situational criticality assessment
VL  - 49
ID  - 204610
ER  - 


TY  - JOUR
AB  - BACKGROUND: Many clinical and biological parameters have nonlinear chaotic fluctuations. These variations result in unexpected pseudo-random transitions. In these models, few risk factors can lead to unexpected phenomena if oscillations and self-reinforcement patterns occur. Complex rhythms could ease the ability of a physiological system to adapt and react quickly to a constantly changing environment. OBJECTIVES: It has been proposed that several psychiatric disorders and developmental disorders are characterized by a loss of complex rhythm in favor of a more organized pattern. We examine evidence to support these assumptions in literatures. METHODS: We performed a literature review of the main computerized databases (Medline, PubMed) and manual searches of the literature concerning non dynamic rhythms in time series analysis, in adults with psychiatric disorder and children with developmental disorder. These results were interpreted through a developmental approach that highlights the role of the learning process in the emergence of abilities. RESULTS: Analysis of clinical scores and electroencephalographic data have found that subjects with bipolar disorder or schizophrenia, tested over a time series, have lower chaotic rhythms compared with healthy subjects. Growing children share several properties of a complex system: the interdependence of developmental axes (motor, emotional, language, social skills), multiple hierarchical levels (i.e. genetic, biological, environmental, and cultural), the two-way transactions between the child and his environment, and the sensitivity to initial conditions. This could explain the difficulty to predict the emergence of abilities or the long-term prognosis of impairment in children. This limitation is not only due to errors in the explanatory model or the lack of explanatory variable. It is also caused by instability, which is a core characteristic of a chaotic system. CONCLUSION: The study of chaotic rhythms in time-series clinical and nonclinical data (e.g. EEG, functional neuroimaging) could improve the prediction of an acute event, such as relapse of mood disorder. Moreover, the complex rhythms in children may play a major part in synchronicity during interactions with a caregiver, held as essential for later development of self-regulation skills, such as emotional stability.
AD  - Service de psychiatrie de l'enfant et de l'adolescent, université Pierre-et-Marie-Curie, hôpital Pitié-Salpêtrière, AP-HP, 47-83, boulevard de l'Hôpital, 75013 Paris, France. Electronic address: xavierbenarous@gmail.com.
Service de psychiatrie de l'enfant et de l'adolescent, université Pierre-et-Marie-Curie, hôpital Pitié-Salpêtrière, AP-HP, 47-83, boulevard de l'Hôpital, 75013 Paris, France; CNRS UMR 7222, institut des systèmes intelligents et robotiques, université Pierre-et-Marie-Curie, 4, place Jussieu, 75005 Paris, France.
AN  - 26231988
AU  - Benarous, X.
AU  - Cohen, D.
DA  - Feb
DO  - 10.1016/j.encep.2015.06.002
DP  - NLM
ET  - 2015/08/02
J2  - L'Encephale
KW  - Adult
Child
Developmental Disabilities/*psychology
Humans
Mental Disorders/*psychology
Models, Psychological
*Nonlinear Dynamics
Chaos theory
Developmental disorder
Developmental psychopathology
Nonlinear dynamic
Psychiatric disorder
Psychopathologie développementale
Système dynamique non linéaire
Théorie du chaos
Trouble du développement
Trouble psychiatrique
LA  - fre
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
OP  - L'erreur est humaine ? Intérêt des modèles chaotiques dans l'étude des troubles psychiatriques de l'adulte et du développement de l'enfant.
PY  - 2016
SN  - 0013-7006 (Print)
0013-7006
SP  - 82-9
ST  - [To err is human? Interests of chaotic models to study adult psychiatric disorders and developmental disorders]
T2  - Encephale
TI  - [To err is human? Interests of chaotic models to study adult psychiatric disorders and developmental disorders]
VL  - 42
ID  - 204256
ER  - 


TY  - JOUR
AB  - Autistic adults commonly experience mental health conditions. However, research rarely involves autistic adults in deciding priorities for research on mental healthcare approaches that might work for them. The purpose of this article is to describe a stakeholder-driven project that involved autistic adults in co-leading and designing research about priorities to address mental health needs. Through a large online survey, two large meetings, and three face-to-face focus group discussions involving over 350 stakeholders, we identified five priorities for mental health research desired by autistic adults. These priorities and preferred outcomes should be used to guide research and practice for autistic adults.
AD  - Augusta University, USA.
Adelphi University, USA.
Unaffiliated Author.
Quality in Health Care Advisory Group, USA.
University of Wollongong, Australia.
The Way We Move, USA.
AN  - 32429818
AU  - Benevides, T. W.
AU  - Shore, S. M.
AU  - Palmer, K.
AU  - Duncan, P.
AU  - Plank, A.
AU  - Andresen, M. L.
AU  - Caplan, R.
AU  - Cook, B.
AU  - Gassner, D.
AU  - Hector, B. L.
AU  - Morgan, L.
AU  - Nebeker, L.
AU  - Purkis, Y.
AU  - Rankowski, B.
AU  - Wittig, K.
AU  - Coughlin, S. S.
DA  - May
DO  - 10.1177/1362361320908410
DP  - NLM
ET  - 2020/05/21
J2  - Autism : the international journal of research and practice
KW  - *autism
*autistic
*mental health
*mental health outcomes
*participatory action research
*priorities
*stakeholder
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1362-3613
SP  - 822-833
ST  - Listening to the autistic voice: Mental health priorities to guide research and practice in autism from a stakeholder-driven project
T2  - Autism
TI  - Listening to the autistic voice: Mental health priorities to guide research and practice in autism from a stakeholder-driven project
VL  - 24
ID  - 204854
ER  - 


TY  - JOUR
AB  - Video-based instruction (VBI) has a substantial amount of research supporting its use with individuals with autism spectrum disorder and other developmental disabilities. However, it has typically been implemented as a treatment package containing multiple interventions. Additionally, there are procedural variations of VBI. Thus, it is difficult to determine which components and characteristics/parameters of VBI are more or less responsible for behavior change. Researchers have conducted comparative studies using single-subject design research to understand the relative effectiveness of the components and parameters routinely used as part of VBI treatment packages. The purpose of this article was to systematically review the literature on VBI comparative studies whereby component and parametric analyses were conducted. Twenty-four studies met our inclusion criteria. The features and results of these studies are summarized, and implications for future research and practice are discussed.
AN  - EJ1138364
AU  - Bennett, Kyle D.
AU  - Aljehany, Mashal Salman
AU  - Altaf, Enas Mohammednour
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Autism
Pervasive Developmental Disorders
Developmental Disabilities
Intervention
Comparative Analysis
Prompting
Literature Reviews
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 0162-6434
SP  - 80-90
ST  - Systematic Review of Video-Based Instruction Component and Parametric Analyses
T2  - Journal of Special Education Technology
TI  - Systematic Review of Video-Based Instruction Component and Parametric Analyses
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1138364&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0162643417690255
VL  - 32
ID  - 205336
ER  - 


TY  - JOUR
AB  - Recently, researchers have compared the effectiveness of video-based instruction (VBI), particularly video modeling, when using smaller versus larger screen sizes with positive, but mixed results. Using an adapted alternating treatments design, we compared two different screen sizes (i.e., iPhone 5 versus iPad 2) using video prompting as the VBI strategy. Three secondary students with autism spectrum disorder (ages 16-18 years) participated. Our results suggest that both screen sizes were effective with two participants while the larger screen size was more effective for one participant. These results are discussed along with implications for professionals implementing video prompting on mobile devices.
AN  - EJ1120338
AU  - Bennett, Kyle D.
AU  - Gutierrez, Anibal, Jr.
AU  - Loughrey, Tara O.
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Adolescents
Autism
Pervasive Developmental Disorders
Comparative Analysis
Video Technology
Prompting
Visual Aids
Handheld Devices
Secondary School Students
Technology Uses in Education
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 2154-1647
SP  - 379-390
ST  - Comparison of Screen Sizes When Using Video Prompting to Teach Adolescents with Autism
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Comparison of Screen Sizes When Using Video Prompting to Teach Adolescents with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1120338&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETADDArchives.aspx
VL  - 51
ID  - 205119
ER  - 


TY  - JOUR
AB  - BACKGROUND: Parents are likely to seek Web-based communities to verify their suspicions of autism spectrum disorder markers in their child. Automated tools support human decisions in many domains and could therefore potentially support concerned parents. OBJECTIVE: The objective of this study was to test the feasibility of assessing autism spectrum disorder risk in parental concerns from Web-based sources, using automated text analysis tools and minimal standard questioning. METHODS: Participants were 115 parents with concerns regarding their child's social-communication development. Children were 16- to 30-months old, and 57.4% (66/115) had a family history of autism spectrum disorder. Parents reported their concerns online, and completed an autism spectrum disorder-specific screener, the Modified Checklist for Autism in Toddlers-Revised, with Follow-up (M-CHAT-R/F), and a broad developmental screener, the Ages and Stages Questionnaire (ASQ). An algorithm predicted autism spectrum disorder risk using a combination of the parent's text and a single screening question, selected by the algorithm to enhance prediction accuracy. RESULTS: Screening measures identified 58% (67/115) to 88% (101/115) of children at risk for autism spectrum disorder. Children with a family history of autism spectrum disorder were 3 times more likely to show autism spectrum disorder risk on screening measures. The prediction of a child's risk on the ASQ or M-CHAT-R was significantly more accurate when predicted from text combined with an M-CHAT-R question selected (automatically) than from the text alone. The frequently automatically selected M-CHAT-R questions that predicted risk were: following a point, make-believe play, and concern about deafness. CONCLUSIONS: The internet can be harnessed to prescreen for autism spectrum disorder using parental concerns by administering a few standardized screening questions to augment this process.
AD  - Department of Occupational Therapy, Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa, Israel.
AJ Drexel Autism Institute, Drexel University, Philadelphia, PA, United States.
Microsoft Research, Herzelia, Israel.
AN  - 29691210
AU  - Ben-Sasson, A.
AU  - Robins, D. L.
AU  - Yom-Tov, E.
C2  - Pmc5941093
DA  - Apr 24
DO  - 10.2196/jmir.9496
DP  - NLM
ET  - 2018/04/25
J2  - Journal of medical Internet research
KW  - Autism Spectrum Disorder/*diagnosis/pathology
Child, Preschool
Early Diagnosis
Female
Humans
Infant
Machine Learning/*standards
Male
Mass Screening/*methods
Parents
Risk Assessment
Surveys and Questionnaires
*autistic disorder
*child
*early diagnosis
*expression of concern
*machine learning
*parents
*screening
*technology
of the paper, DLR, is a co-owner of M-CHAT, LLC, which licenses the Modified
Checklist for Autism in Toddlers and related materials to commercial entities. No
royalties were received that relate to any data presented in this manuscript.
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1439-4456 (Print)
1438-8871
SP  - e134
ST  - Risk Assessment for Parents Who Suspect Their Child Has Autism Spectrum Disorder: Machine Learning Approach
T2  - J Med Internet Res
TI  - Risk Assessment for Parents Who Suspect Their Child Has Autism Spectrum Disorder: Machine Learning Approach
VL  - 20
ID  - 203897
ER  - 


TY  - JOUR
AB  - In the past technology products created to overcome accessibility and usability issues experienced by individuals with special needs have also resulted in greater usability for the wider population. Technology is increasingly being seen as a key component within the education of children with special needs and recently researchers have developed tailored approaches to involving this population in designing the technology. However, it is not known if these approaches could also benefit participation in a wider population. This paper investigates the potential benefits of using a new structured and supportive participatory design (PD) approach IDEAS, tailored to the specific needs of children with autism spectrum disorders (ASD), for mainstream schoolchildren. The development of this new approach is guided by the TEACCH program and additionally draws on ideas from existing PD approaches for children. A study has been undertaken to trial this approach with four design teams, two teams including children with ASD and two teams including mainstream schoolchildren. Their design task was to develop a mathematics game over a series of six design sessions following the IDEAS approach. The findings reveal that a structured and supportive PD approach can benefit both children with ASD and mainstream children. However, these benefits varied between and within different groups, with some children requiring the additional structure/support more than others. Future work intends to build upon these findings to develop a PD toolbox for a broader child population, enabling researchers to provide appropriate tailored support based on children’s individual characteristics and needs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Benton, Laura
AN  - 2013-41545-001
AU  - Benton, Laura
AU  - Johnson, Hilary
DB  - APA PsycInfo
DO  - 10.1007/s11251-013-9297-y
DP  - EBSCOhost
KW  - structured and supportive participatory design
children needs
autism spectrum disorders
mainstream school children
Experimental Design
Mainstreaming (Educational)
Mathematics Education
Special Education Students
Educational Program Evaluation
Games
Mathematics
Special Needs
Action Research
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2014
SN  - 0020-4277
1573-1952
SP  - 47-65
ST  - Structured approaches to participatory design for children: Can targeting the needs of children with autism provide benefits for a broader child population?
T2  - Instructional Science
TI  - Structured approaches to participatory design for children: Can targeting the needs of children with autism provide benefits for a broader child population?
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-41545-001&site=ehost-live&scope=site
l.benton@ioe.ac.uk
VL  - 42
ID  - 205025
ER  - 


TY  - JOUR
AB  - PURPOSE: To examine process factors that either facilitate or inhibit learning medical ethics during case-based learning. METHODS: A qualitative research approach using microanalysis of transcribed videotaped discussions of three consecutive small-group learning (SGL) sessions on medical ethics teaching (MET) for three groups, each with 10 students. RESULTS: This research effort revealed 12 themes of learning strategies, divided into 6 coping and 6 evasive strategies. Cognitive-based strategies were found to relate to Kamin's model of critical thinking in medical education, thereby supporting our distinction between the themes of coping and evasive strategies. The findings also showed that cognitive efforts as well as emotional strategies are involved in discussions of ethical dilemmas. Based on Kamin's model and the constructivist learning theory, an examination of the different themes within the two learning strategies-coping and evasive-revealed that these strategies may be understood as corresponding to process factors either facilitating or inhibiting MET in SGL, respectively. CONCLUSIONS: Our classification offers a more nuanced observation, specifically geared to pinpointing the desired and less desired process factors in the learning involved in MET in the SGL environment. Two key advantages of this observation are: (1) it brings to the forefront process factors that may inhibit and not merely facilitate MET in SGL and (2) it acknowledges the existence of emotional and not just cognitive process factors. Further enhancement of MET in SGL may thus be achieved based on these observations.
AD  - Faculty of Medicine, Bar-Ilan University, Safed, Israel.
Achva Academic College, Arugot and Bar-Ilan University, Israel.
AN  - 28348163
AU  - Bentwich, M. E.
AU  - Bokek-Cohen, Y.
DA  - Nov
DO  - 10.1136/medethics-2016-103947
DP  - NLM
ET  - 2017/03/30
J2  - Journal of medical ethics
KW  - Adaptation, Psychological
Avoidance Learning
*Cognition
Education, Medical/*methods
*Emotions
Ethical Analysis
Ethics, Medical/*education
Group Processes
Humans
*Problem-Based Learning
Qualitative Research
Students, Medical
*Thinking
*Education for Health Care Professionals
*Ethics
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0306-6800
SP  - 771-777
ST  - Process factors facilitating and inhibiting medical ethics teaching in small groups
T2  - J Med Ethics
TI  - Process factors facilitating and inhibiting medical ethics teaching in small groups
VL  - 43
ID  - 204509
ER  - 


TY  - JOUR
AB  - PURPOSE: For the growing population of adolescents and young adults with chronic childhood conditions (AYACCC), the transition from pediatric to adult health care contains many barriers and appropriate adult-based health care options are few. In 2005, the Transition Medicine Clinic (TMC), affiliated with Baylor College of Medicine, was established in Houston, Texas. It is one of the first clinics of its kind and serves AYACCC by providing a medical home in the adult health care system. This article describes the development and implementation of the TMC, its patient population and their resource needs, and lessons learned along the way. METHODS: We retrospectively examined the electronic health records of 332 patients that established care in the TMC prior to July, 2011. Data were collected describing multiple facets of the patient population and their resource utilization, both in aggregate and for several subgroups. RESULTS: The most common primary diagnoses were cerebral palsy, spina bifida, Down syndrome, genetic conditions, and autism. Patient characteristics demonstrated the unique challenges faced by the clinic: more than 80% received Medicaid, 65% had an intellectual disability, 41% used a wheelchair, and most had multiple secondary diagnoses. Compared to typical adult primary care practices, a larger amount of clinical resources, medical technology, and specialists were used, especially for those with the most medically fragile conditions. CONCLUSIONS: The results suggest that a clinic serving AYACCC requires physicians and support staff familiar with the aforementioned issues that are willing to spend a considerable amount of time and effort outside of routine office visits in health care coordination. Because many of these patients are covered by publicly funded health insurance, enhanced reimbursement must be considered to keep clinics like the TMC self-sustaining. Future research is needed to demonstrate adult-based care delivery models, develop clinical care guidelines, and evaluate key clinical outcomes.
AD  - Baylor College of Medicine, Houston, TX, USA.
Division of Internal Medicine and Pediatrics, Houston, TX, USA Baylor College of Medicine, Houston, TX, USA.
AN  - 25737343
AU  - Berens, J. C.
AU  - Peacock, C.
DO  - 10.3233/prm-150313
DP  - NLM
ET  - 2015/03/05
J2  - Journal of pediatric rehabilitation medicine
KW  - Academic Medical Centers/*organization & administration
Adolescent
Age of Onset
Chronic Disease/epidemiology/*therapy
Female
Health Services Research
Humans
Male
Medical Records/*statistics & numerical data
Needs Assessment/statistics & numerical data
Nursing Methodology Research
Patient-Centered Care/*statistics & numerical data
Retrospective Studies
Transition to Adult Care/*organization & administration/statistics & numerical data
United States/epidemiology
Young Adult
Transition to adult care
adolescents
autism
cerebral palsy
chronic illnesses/conditions
down syndrome
intellectual disabilities
primary care
spina bifida
young adults
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1874-5393
SP  - 3-12
ST  - Implementation of an academic adult primary care clinic for adolescents and young adults with complex, chronic childhood conditions
T2  - J Pediatr Rehabil Med
TI  - Implementation of an academic adult primary care clinic for adolescents and young adults with complex, chronic childhood conditions
VL  - 8
ID  - 204734
ER  - 


TY  - JOUR
AB  - The increased reliance on Internet use in social functions has presumably left out a part of the population: the oldest-older adults. These are people who have not kept themselves up to date with the technological developments for various reasons. There are, however, exceptions from whom we have something to learn. This study investigates the older people in Sweden who started to use the Internet over a period of 6 years. Cognition, extraversion, openness, functional disability, household economy, sex, age and education were investigated in relation to starting to use the Internet. A chi-square test, Spearman correlation and a logistic regression analysis were conducted. It was found that higher cognition, being male and being between the ages of 60 and 80 years were determining factors in starting to use the Internet for the Swedish older adult. Our results indicate that the oldest-older adults are slow to adapt to using the Internet and more attention should be paid on how to support this group.
AD  - Blekinge Institute of Technology, Sweden. jessica.berner@bth.se
AN  - 23715214
AU  - Berner, J. S.
AU  - Rennemark, M.
AU  - Jogréus, C.
AU  - Berglund, J.
DA  - Jun
DO  - 10.1177/1460458212462151
DP  - NLM
ET  - 2013/05/30
J2  - Health informatics journal
KW  - Age Factors
Aged
Aged, 80 and over
*Attitude to Computers
Cognition/*classification
Cohort Studies
*Diffusion of Innovation
Female
Humans
Internet/*statistics & numerical data
Longitudinal Studies
Male
*Mental Status Schedule
Middle Aged
Models, Statistical
Organizational Innovation
Socioeconomic Factors
Surveys and Questionnaires
Sweden
(Change in) Internet use
Cognition
older adults
social learning
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1460-4582
SP  - 152-62
ST  - Factors associated with change in Internet usage of Swedish older adults (2004-2010)
T2  - Health Informatics J
TI  - Factors associated with change in Internet usage of Swedish older adults (2004-2010)
VL  - 19
ID  - 204290
ER  - 


TY  - JOUR
AB  - The emergence of dynamic visualizations of three-dimensional (3D) models in anatomy curricula may be an adequate solution for spatial difficulties encountered with traditional static learning, as they provide direct visualization of change throughout the viewpoints. However, little research has explored the interplay between learning material presentation formats, spatial abilities, and anatomical tasks. First, to understand the cognitive challenges a novice learner would be faced with when first exposed to 3D anatomical content, a six-step cognitive task analysis was developed. Following this, an experimental study was conducted to explore how presentation formats (dynamic vs. static visualizations) support learning of functional anatomy, and affect subsequent anatomical tasks derived from the cognitive task analysis. A second aim was to investigate the interplay between spatial abilities (spatial visualization and spatial relation) and presentation formats when the functional anatomy of a 3D scapula and the associated shoulder flexion movement are learned. Findings showed no main effect of the presentation formats on performances, but revealed the predictive influence of spatial visualization and spatial relation abilities on performance. However, an interesting interaction between presentation formats and spatial relation ability for a specific anatomical task was found. This result highlighted the influence of presentation formats when spatial abilities are involved as well as the differentiated influence of spatial abilities on anatomical tasks.
AD  - Deparment of Psychology and Educational Sciences, TECFA, University of Geneva, Geneva, Switzerland.
Department of Psychology, Distance Learning University Switzerland, Sierre, Switzerland.
Laboratoire de la Performance Motrice, Centre de Recherche et d'Innovation sur le Sport, Mentale et du Matériel, Université Claude Bernard Lyon 1, Villeurbanne, France.
AN  - 25689057
AU  - Berney, S.
AU  - Bétrancourt, M.
AU  - Molinari, G.
AU  - Hoyek, N.
DA  - Sep-Oct
DO  - 10.1002/ase.1524
DP  - NLM
ET  - 2015/02/18
J2  - Anatomical sciences education
KW  - Adolescent
Anatomy/*education
Biomechanical Phenomena
Cognition
Comprehension
Computer-Assisted Instruction
Curriculum
Educational Measurement
Educational Status
France
Humans
*Imaging, Three-Dimensional
*Learning
*Models, Anatomic
Program Evaluation
Random Allocation
Scapula/anatomy & histology/physiology
*Spatial Navigation
Students/*psychology
Teaching/*methods
Universities
*Visual Perception
Young Adult
3D anatomy
dynamic visualization
functional anatomy
gross anatomy education
kinesiology education
mental rotation
spatial ability
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1935-9772
SP  - 452-62
ST  - How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models
T2  - Anat Sci Educ
TI  - How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models
VL  - 8
ID  - 204270
ER  - 


TY  - JOUR
AB  - Drawing from ethnographic fieldwork and in-depth interviews, I explain how informal dementia caregivers attempt to reduce the affected individual's moments of confusion and disorientation through cognitive support work. I identify three stages through which such support takes shape and then gradually declines in usage. In a first stage, family members collaborate with affected individuals to first identify and then to avoid "triggers" that elicit sudden bouts of confusion. In a second stage, caregivers lose the effective collaboration of the affected individual and begin unilateral attempts to minimize confused states through pre-emptive conversational techniques, third-party interactional support, and social-environment shifts. In a third stage, caregivers learn that the affected individual has reached a level of impairment that does not respond well to efforts at reduction and begin abandoning strategies. I identify the motivations driving cognitive support work and discuss the role of lay health knowledge in dementia caregiving. I conclude by considering the utility of cognitive support work as a concept within dementia caregiving.
AD  - Duke University, Center for the Study of Aging and Human Development, Duke University Medical Center, 201 Trent Drive, DUMC 3003, 3502 Blue Zone, Durham, NC 27710, United States. Electronic address: brandon.berry@ucdmc.ucdavis.edu.
AN  - 24984915
AU  - Berry, B.
C2  - Pmc4443911
C6  - Nihms594723
DA  - Aug
DO  - 10.1016/j.jaging.2014.05.001
DP  - NLM
ET  - 2014/07/06
J2  - Journal of aging studies
KW  - Adult
Aged
Aged, 80 and over
Caregivers/*psychology
Cognition
Confusion
Dementia/nursing/*psychology
Family/*psychology
Female
Health Knowledge, Attitudes, Practice
Humans
Male
Middle Aged
*Social Support
Alzheimer's disease/dementia
Caregiving
Chronic illness
Cognitive support
Confusion/disorientation
Symptom management
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0890-4065 (Print)
0890-4065
SP  - 121-30
ST  - Minimizing confusion and disorientation: cognitive support work in informal dementia caregiving
T2  - J Aging Stud
TI  - Minimizing confusion and disorientation: cognitive support work in informal dementia caregiving
VL  - 30
ID  - 204603
ER  - 


TY  - JOUR
AB  - BACKGROUND: Poor medication adherence is associated with negative health outcomes. We investigated whether poor medication adherence increases the rate of falls as part of Maintenance of Balance, Independent Living, Intellect, and Zest in the Elderly of Boston (MOBILIZE Boston), a prospective, community-based cohort recruited for the purpose of studying novel risk factors for falls. METHODS: A total of 246 men and 408 women (mean age, 78 years) were followed for the occurrence of falls (median follow-up, 1.8 years). Adherence was assessed by the Morisky scale based on the following four questions: whether an individual ever forgets, is careless at times, stops taking medications when feels better, or stops taking medications when feels worse. Low adherence was defined as a "yes" answer to one or more questions. High adherence was defined as a "no" answer to every question. RESULTS: Forty-eight percent of subjects were classified as having low medication adherence. The rate of falls in the low adherence group was 1.1 falls/person-year (95% confidence interval [CI]: 1.0-1.3) compared with 0.7 falls/person-year (95% CI: 0.6-0.8) in the high adherence group. After adjusting for age, sex, race/ethnicity, education, alcohol use, cognitive measures, functional status, depression, and number of medications, low medication adherence was associated with a 50% increased rate of falls compared with high medication adherence (rate ratio = 1.5, 95% CI: 1.2-1.9; p < .001). CONCLUSIONS: Low medication adherence may be associated with an increased rate of falls among older adults. Future studies should confirm this association and explore whether interventions to improve medication adherence might decrease the frequency of falls and other serious health-related outcomes.
AD  - MD Institute for Aging Research, Hebrew SeniorLife, 1200 Centre Street, Boston, MA 02131, USA. sarahberry@hrca.harvard.edu
AN  - 20231214
AU  - Berry, S. D.
AU  - Quach, L.
AU  - Procter-Gray, E.
AU  - Kiel, D. P.
AU  - Li, W.
AU  - Samelson, E. J.
AU  - Lipsitz, L. A.
AU  - Kelsey, J. L.
C2  - Pmc2854886
DA  - May
DO  - 10.1093/gerona/glq027
DP  - NLM
ET  - 2010/03/17
J2  - The journals of gerontology. Series A, Biological sciences and medical sciences
KW  - *Accidental Falls/statistics & numerical data
Age Factors
Aged
Cognition
Confidence Intervals
Female
Humans
Male
*Medication Adherence/statistics & numerical data
Multivariate Analysis
Odds Ratio
Prospective Studies
Psychological Tests
Regression Analysis
Sex Factors
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1079-5006 (Print)
1079-5006
SP  - 553-8
ST  - Poor adherence to medications may be associated with falls
T2  - J Gerontol A Biol Sci Med Sci
TI  - Poor adherence to medications may be associated with falls
VL  - 65
ID  - 204552
ER  - 


TY  - JOUR
AB  - BACKGROUND: Cognitive symptoms are common in patients with Parkinson's disease. Characterization of a patient's cognitive profile is an essential step toward the identification of predictors of cognitive worsening. OBJECTIVE: The aim of this study was to investigate the use of the combination of resting-state EEG and data-mining techniques to build characterization models. METHODS: Dense EEG data from 118 patients with Parkinson's disease, classified into 5 different groups according to the severity of their cognitive impairments, were considered. Spectral power analysis within 7 frequency bands was performed on the EEG signals. The obtained quantitative EEG features of 100 patients were mined using 2 machine-learning algorithms to build and train characterization models, namely, support vector machines and k-nearest neighbors models. The models were then blindly tested on data from 18 patients. RESULTS: The overall classification accuracies were 84% and 88% for the support vector machines and k-nearest algorithms, respectively. The worst classifications were observed for patients from groups with small sample sizes, corresponding to patients with the severe cognitive deficits. Whereas for the remaining groups for whom an accurate diagnosis was required to plan the future healthcare, the classification was very accurate. CONCLUSION: These results suggest that EEG features computed from a daily clinical practice exploration modality in-that it is nonexpensive, available anywhere, and requires minimal cooperation from the patient-can be used as a screening method to identify the severity of cognitive impairment in patients with Parkinson's disease. © 2018 International Parkinson and Movement Disorder Society.
AD  - University Lille, Inserm, CHU Lille, Degenerative & Vascular Cognitive Disorders, Lille, France.
Centre Hospitalier Universitaire Lille, Clinical Neurophysiology Department, Lille, France.
Centre Hospitalier Universitaire Lille, Neurology and Movement Disorders Department, Lille, France.
Maastricht University Medical Center, Maastricht, The Netherlands.
AN  - 30345602
AU  - Betrouni, N.
AU  - Delval, A.
AU  - Chaton, L.
AU  - Defebvre, L.
AU  - Duits, A.
AU  - Moonen, A.
AU  - Leentjens, A. F. G.
AU  - Dujardin, K.
DA  - Feb
DO  - 10.1002/mds.27528
DP  - NLM
ET  - 2018/10/23
J2  - Movement disorders : official journal of the Movement Disorder Society
KW  - Aged
Algorithms
Cognition/physiology
Cognition Disorders/*physiopathology
*Electroencephalography/methods
Female
Humans
*Machine Learning
Male
Middle Aged
Parkinson Disease/*physiopathology
Support Vector Machine
*characterization models
*cognitive deficits
*quantitative EEG
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0885-3185
SP  - 210-217
ST  - Electroencephalography-based machine learning for cognitive profiling in Parkinson's disease: Preliminary results
T2  - Mov Disord
TI  - Electroencephalography-based machine learning for cognitive profiling in Parkinson's disease: Preliminary results
VL  - 34
ID  - 203862
ER  - 


TY  - JOUR
AB  - The findings and recommendations of researchers and specialists in thinking-skill learning and teaching have important implications for classroom efforts to improve student thinking. This summary identifies various types of thinking skills and skill components recommended for classroom instruction. The author describes and cites research-derived features of effective, direct instruction in thinking skills and describes a framework for this instruction. He also describes researcher and specialist-recommended teaching techniques and lesson strategies for introducing any thinking skill, guiding continuing skill practice, and teaching students to transfer thinking skills to other contexts. He presents researcher recommendations of when, where, and why such direct skill instruction can be effectively provided. The research cited here suggests both students' academic achievement and their quality of thinking can be improved by using these techniques and strategies to teach thinking skills in subject-matter courses.
AN  - EJ812510
AU  - Beyer, Barry K.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Direct Instruction
Thinking Skills
Teaching Methods
Educational Research
Protocol Analysis
Metacognition
Scaffolding (Teaching Technique)
Prompting
Coaching (Performance)
Feedback (Response)
Transfer of Training
M1  - 5
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2008
SN  - 0037-7996
SP  - 223-232
ST  - What Research Tells Us about Teaching Thinking Skills
T2  - Social Studies
TI  - What Research Tells Us about Teaching Thinking Skills
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ812510&site=ehost-live&scope=site
http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/TSSS.99.5.223-232
VL  - 99
ID  - 205452
ER  - 


TY  - JOUR
AB  - BACKGROUND: Operative skills correlate with patient outcomes, yet at the completion of training or after learning a new procedure, these skills are rarely formally evaluated. There is interest in the use of summative video assessment of laparoscopic benign foregut and hiatal surgery (LFS). If this is to be used to determine competency, it must meet the robust criteria established for high-stakes assessments. The purpose of this review is to identify tools that have been used to assess performance of LFS and evaluate the available validity evidence for each instrument. METHODS: A systematic search was conducted up to July 2017. Eligible studies reported data on tools used to assess performance in the operating room during LFS. Two independent reviewers considered 1084 citations for eligibility. The characteristics and testing conditions of each assessment tool were recorded. Validity evidence was evaluated using five sources of validity (content, response process, internal structure, relationship to other variables, and consequences). RESULTS: There were six separate tools identified. Two tools were generic to laparoscopy, and four were specific to LFS [two specific to Nissen fundoplication (NF), one heller myotomy (HM), and one paraesophageal hernia repair (PEH)]. Overall, only one assessment was supported by moderate evidence while the others had limited or unknown evidence. Validity evidence was based mainly on internal structure (all tools reporting reliability and item analysis) and content (two studies referencing previous papers for tool development in the context of clinical assessment, and four listing items without specifying the development procedures). There was little or no evidence supporting test response process (one study reporting rater training), relationship to other variables (two comparing scores in subjects with different clinical experience), and consequences (no studies). Two tools were identified to have evidence for video assessment, specific to NF. CONCLUSION: There is limited evidence supporting the validity of assessment tools for laparoscopic foregut surgery. This precludes their use for summative video-based assessment to verify competency. Further research is needed to develop an assessment tool designed for this purpose.
AD  - Steinberg-Bernstein Centre for Minimally Invasive Surgery and Innovation, McGill University Health Centre, Montreal, QC, Canada.
Montreal General Hospital Medical Library, McGill University Health Centre, 1650, Cedar Avenue, L9. 309, Montréal, QC, H3G 1A4, Canada.
Steinberg-Bernstein Centre for Minimally Invasive Surgery and Innovation, McGill University Health Centre, Montreal, QC, Canada. liane.feldman@mcgill.ca.
AN  - 30671670
AU  - Bilgic, E.
AU  - Al Mahroos, M.
AU  - Landry, T.
AU  - Fried, G. M.
AU  - Vassiliou, M. C.
AU  - Feldman, L. S.
DA  - Nov
DO  - 10.1007/s00464-019-06662-9
DP  - NLM
ET  - 2019/01/24
J2  - Surgical endoscopy
KW  - *Clinical Competence
Cognition
*Digestive System Surgical Procedures/methods/standards
Humans
*Laparoscopy/methods/standards
Psychomotor Performance
Reproducibility of Results
Video Recording
*Assessment tool
*Competence
*Foregut
*Laparoscopy
*Operative assessment
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0930-2794
SP  - 3798-3805
ST  - Assessment of surgical performance of laparoscopic benign hiatal surgery: a systematic review
T2  - Surg Endosc
TI  - Assessment of surgical performance of laparoscopic benign hiatal surgery: a systematic review
VL  - 33
ID  - 204540
ER  - 


TY  - JOUR
AB  - Learning to perform self-care skills can pose a major challenge for children with Autism Spectrum Disorder (ASD) as well as the parents and caregivers who support them. The computerized device described in this paper has been used by children with ASD and their carers to autonomously assist with self-care activities. The device uses computer vision and artificial intelligence to track a child with ASD through an activity and issues audio and visual prompts as required. A pilot study involving five children with ASD was conducted to evaluate the efficacy of the device as it assisted with hand washing. Results showed that the device responded correctly to approximately 74% of the situations it encountered. While there are areas requiring improvement, acceptance of the device by children and their parents was encouraging. Efforts are underway to refine the device before evaluation through future long-term, in-home trials. (Contains 6 tables and 5 figures.)
AN  - EJ980767
AU  - Bimbrahw, Justin
AU  - Boger, Jennifer
AU  - Mihailidis, Alex
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Artificial Intelligence
Caregivers
Daily Living Skills
Pervasive Developmental Disorders
Children
Parents
Prompting
Computers
Visual Stimuli
Auditory Stimuli
Program Effectiveness
Assistive Technology
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 1040-0435
SP  - 286-298
ST  - Investigating the Efficacy of a Computerized Prompting Device to Assist Children with Autism Spectrum Disorder with Activities of Daily Living
T2  - Assistive Technology
TI  - Investigating the Efficacy of a Computerized Prompting Device to Assist Children with Autism Spectrum Disorder with Activities of Daily Living
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ980767&site=ehost-live&scope=site
http://dx.doi.org/10.1080/10400435.2012.680661
VL  - 24
ID  - 205252
ER  - 


TY  - JOUR
AB  - A single subject, multiple probe design across participants was used to evaluate the impact of using aided AAC modeling to support multi-symbol message production. Five preschoolers (three who used voice output communication systems, two who used non-electronic communication boards) participated in the study. Aided AAC models were provided by pointing to two symbols on the child's aided AAC system and then providing a grammatically complete spoken model while engaging in play activities. Four of the five preschoolers learned to consistently produce multi-symbol messages; the fifth did not demonstrate consistent gains. The four preschoolers who met criterion all evidenced long-term use of symbol combinations and generalized use of symbol combinations to novel play routines. Results, clinical implications, and future research directions are discussed.
AD  - Department of Speech and Hearing Sciences, University of New Mexico, Albuquerque, NM 87131, USA. cbinger@unm.edu
AN  - 17364486
AU  - Binger, C.
AU  - Light, J.
DA  - Mar
DO  - 10.1080/07434610600807470
DP  - NLM
ET  - 2007/03/17
J2  - Augmentative and alternative communication (Baltimore, Md. : 1985)
KW  - Articulation Disorders/*rehabilitation
Child Development
Child, Preschool
Communication
*Communication Aids for Disabled
Developmental Disabilities/*rehabilitation
Female
Humans
Male
Play and Playthings
*Semantics
Speech
Speech-Language Pathology/instrumentation
*Symbolism
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0743-4618
SP  - 30-43
ST  - The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC
T2  - Augment Altern Commun
TI  - The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC
VL  - 23
ID  - 204322
ER  - 


TY  - JOUR
AB  - Virtual reality is a relatively new technology that enables individuals to immerse themselves in a virtual world. It offers several advantages including a more realistic, lifelike environment that may allow subjects to "forget" they are being assessed, allow a better participation and an increased generalization of learning. Moreover, the virtual reality system can provide multimodal stimuli, such as visual and auditory stimuli, and can also be used to evaluate the patient's multimodal integration and to aid rehabilitation of cognitive abilities. The use of virtual reality to treat various psychiatric disorders in adults (phobic anxiety disorders, post-traumatic stress disorder, eating disorders, addictions…) and its efficacy is supported by numerous studies. Similar research for children and adolescents is lagging behind. This may be particularly beneficial to children who often show great interest and considerable success on computer, console or videogame tasks. This article will expose the main studies that have used virtual reality with children and adolescents suffering from psychiatric disorders. The use of virtual reality to treat anxiety disorders in adults is gaining popularity and its efficacy is supported by various studies. Most of the studies attest to the significant efficacy of the virtual reality exposure therapy (or in virtuo exposure). In children, studies have covered arachnophobia social anxiety and school refusal phobia. Despite the limited number of studies, results are very encouraging for treatment in anxiety disorders. Several studies have reported the clinical use of virtual reality technology for children and adolescents with autistic spectrum disorders (ASD). Extensive research has proven the efficiency of technologies as support tools for therapy. Researches are found to be focused on communication and on learning and social imitation skills. Virtual reality is also well accepted by subjects with ASD. The virtual environment offers the opportunity to administer controlled tasks such as the typical neuropsychological tools, but in an environment much more like a standard classroom. The virtual reality classroom offers several advantages compared to classical tools such as more realistic and lifelike environment but also records various measures in standardized conditions. Most of the studies using a virtual classroom have found that children with Attention Deficit/Hyperactivity Disorder make significantly fewer correct hits and more commission errors compared with controls. The virtual classroom has proven to be a good clinical tool for evaluation of attention in ADHD. For eating disorders, cognitive behavioural therapy (CBT) program enhanced by a body image specific component using virtual reality techniques was shown to be more efficient than cognitive behavioural therapy alone. The body image-specific component using virtual reality techniques boots efficiency and accelerates the CBT change process for eating disorders. Virtual reality is a relatively new technology and its application in child and adolescent psychiatry is recent. However, this technique is still in its infancy and much work is needed including controlled trials before it can be introduced in routine clinical use. Virtual reality interventions should also investigate how newly acquired skills are transferred to the real world. At present virtual reality can be considered a useful tool in evaluation and treatment for child and adolescent disorders.
AD  - Pôle universitaire psychiatrie enfants et adolescents, centre hospitalier Charles-Perrens, 121, rue de la Béchade, 33076 Bordeaux, France; Sommeil, attention et neuropsychiatrie, USR 3413, université de Bordeaux, CHU Pellegin, place Amélie-Raba-Léon, 33076 Bordeaux, France; CNRS, SANPSY, USR 3413, CHU Pellegrin, place Amélie-Raba-Léon, 33076 Bordeaux, France. Electronic address: stephaniebioulac@hotmail.com.
Sommeil, attention et neuropsychiatrie, USR 3413, université de Bordeaux, CHU Pellegin, place Amélie-Raba-Léon, 33076 Bordeaux, France; CNRS, SANPSY, USR 3413, CHU Pellegrin, place Amélie-Raba-Léon, 33076 Bordeaux, France.
Sommeil, attention et neuropsychiatrie, USR 3413, université de Bordeaux, CHU Pellegin, place Amélie-Raba-Léon, 33076 Bordeaux, France; CNRS, SANPSY, USR 3413, CHU Pellegrin, place Amélie-Raba-Léon, 33076 Bordeaux, France; Clinique du sommeil, CHU Pellegrin, place Amélie-Raba-Léon, 33076 Bordeaux, France.
Centre Jean-Abadie, CHU, 89, rue des Sablières, 33077 Bordeaux, France.
Pôle universitaire psychiatrie enfants et adolescents, centre hospitalier Charles-Perrens, 121, rue de la Béchade, 33076 Bordeaux, France.
AN  - 28870688
AU  - Bioulac, S.
AU  - de Sevin, E.
AU  - Sagaspe, P.
AU  - Claret, A.
AU  - Philip, P.
AU  - Micoulaud-Franchi, J. A.
AU  - Bouvard, M. P.
DA  - Jun
DO  - 10.1016/j.encep.2017.06.005
DP  - NLM
ET  - 2017/09/06
J2  - L'Encephale
KW  - Adolescent
Adolescent Psychiatry/*methods
Child
Child Psychiatry/*methods
Humans
*Virtual Reality
Anxious disorders
Attention deficit hyperactivity disorder
Autistic spectrum disorder
Eating disorder
Réalité virtuelle
Trouble des conduites alimentaires
Trouble du spectre de l’autisme
Trouble déficit de l’attention hyperactivité
Troubles anxieux
Virtual reality
LA  - fre
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
OP  - Qu’apportent les outils de réalité virtuelle en psychiatrie de l’enfant et l’adolescent ?
PY  - 2018
SN  - 0013-7006 (Print)
0013-7006
SP  - 280-285
ST  - [What do virtual reality tools bring to child and adolescent psychiatry?]
T2  - Encephale
TI  - [What do virtual reality tools bring to child and adolescent psychiatry?]
VL  - 44
ID  - 204705
ER  - 


TY  - JOUR
AB  - Some corvids have demonstrated cognitive abilities that rival or exceed those of the great apes; for example, tool use in New Caledonian crows, and social cognition, episodic-like memory and future planning in Western scrub-jays. Rooks appear to be able to solve novel tasks through causal reasoning rather than simple trial-and-error learning. Animals with certain expectations about how objects interact would be able to narrow the field of candidate causes substantially, because some causes are simply 'impossible'. Here we present evidence that rooks hold such expectations and appear to possess perceptual understanding of support relations similar to that demonstrated by human babies, which is more comprehensive than that of chimpanzees.
AD  - Department of Zoology, Subdepartment of Animal Behaviour, University of Cambridge, Cambridge, UK.
AN  - 19812083
AU  - Bird, C. D.
AU  - Emery, N. J.
C2  - Pmc2842627
DA  - Jan 7
DO  - 10.1098/rspb.2009.1456
DP  - NLM
ET  - 2009/10/09
J2  - Proceedings. Biological sciences
KW  - Animals
Cognition/*physiology
Crows/*physiology
Female
Male
*Photic Stimulation
Random Allocation
Videotape Recording
LA  - eng
M1  - 1678
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0962-8452 (Print)
0962-8452
SP  - 147-51
ST  - Rooks perceive support relations similar to six-month-old babies
T2  - Proc Biol Sci
TI  - Rooks perceive support relations similar to six-month-old babies
VL  - 277
ID  - 204293
ER  - 


TY  - BOOK
AB  - As new research shows how effective systematic and explicit teaching of language-based skills is for students with learning disabilities--along with the added benefits of multisensory techniques--discover the latest on this popular teaching approach with the third edition of this bestselling textbook. Adopted by colleges and universities across the country, this definitive core text is now fully revised and expanded with cutting-edge research and more on hot topics such as executive function, fluency, and adolescent literacy. The most comprehensive text available on multisensory teaching, this book shows preservice educators how to use specific multisensory approaches to dramatically improve struggling students' language skills and academic outcomes in elementary through high school. They'll be prepared to: (1) help students develop skills in key areas such as phonological awareness, letter knowledge, handwriting, phonics, fluency, spelling, comprehension, composition, and mathematics; (2) plan structured, explicit multisensory language lessons that incorporate two or more senses; (3) create a positive classroom environment conducive to effective teaching and learning for struggling students; (4) conduct successful assessment of reading difficulties and monitor progress; (5) teach older students who struggle with reading; (6) work effectively with high-functioning adults with dyslexia; (7) conduct biliteracy instruction for Spanish-speaking students; (8) meet the needs of students who use assistive technology; and (9) know the rights of individuals with dyslexia. A text to keep and use long after the course is over, this book includes practical strategies and guidelines on planning lessons, conducting assessment, helping students with learning disabilities develop good study skills, and more. And the broad and deep coverage of multisensory teaching--unmatched by other texts--make this an essential reference and professional development resource for in-service teachers and reading specialists. With this timely new edition of an authoritative textbook, teachers will be prepared to deliver high-quality multisensory instruction that improves outcomes for students with learning disabilities and their peers. Contents include: (1) Connecting Research and Practice (Judith R. Birsh); (2) Multisensory Structured Language Education (Mary L. Farrell and Gordon F. Sherman); (3) Development of Oral Language and Its Relationship to Literacy (Lydia H. Soifer); (4) The History and Structure of Written English (Marcia K. Henry); (5) Teaching Phonemic Awareness (Joanna K. Uhry); (6) Alphabet Knowledge: Letter Recognition, Naming, and Sequencing (Kay A. Allen, with Graham F. Neuhaus, and Marilyn Beckwith); (7) Teaching Handwriting (Beverly J. Wolf); (8) Teaching Reading: Accurate Decoding (Suzanne Carreker); (9) Teaching Spelling (Suzanne Carreker); (10) Fluency in Learning to Read: Conceptions, Misconceptions, Learning Disabilities, and Instructional Moves (Katherine Garnett); (11) Word Learning and Vocabulary Instruction (Nancy E. Hennessy); (12) Strategies to Improve Reading Comprehension in the Multisensory Classroom (Eileen S. Marzola); (13) Composition: Evidence-Based Instruction (Judith C. Hochman); (14) Assessment (Margaret Jo Shepherd and Eileen S. Marzola); (15) Planning Multisensory Structured Language Lessons and the Classroom Environment (Judith R. Birsh and Jean Schedler); (16) Instruction for Older Students with a Word-Level Reading Disability (Barbara A. Wilson); (17) Adolescent Literacy: Addressing the Needs of Students in Grades 4-12 (Joan Sedita); (18) Learning Strategies and Study Skills: The SkORE System (Claire Nissenbaum and Anthony Henley); (19) Working with High-Functioning Adults with Dyslexia and other Academic Challenges (Susan H. Blumenthal); (20) Language and Literacy Development Among English Language Learners (Elsa Cardenas-Hagan); (21) Multisensory Mathematics Instruction (Margaret B. Stern); (22) Technology that Supports Literacy Instruction and Learning (Linda Hecker and Ellen Urquhart Engstrom); and (23) Rights of Individuals with Dyslexia and Other Disabilities (Jo Anne Simon & Michele Kule-Korgood). Appended are: (1) Glossary (Marilyn Martin); and (2) Materials and Sources (Marilyn Martin). An index is included. [Foreword by Sally Shaywitz. For related books, see "Multisensory Teaching of Basic Language Skills. Second Edition" (ED491790) and "Multisensory Teaching of Basic Language Skills Activity Book. Revised Edition" (ED529117).
AU  - Birsh, Judith R.
DB  - ERIC
DP  - EBSCOhost
J2  - Brookes Publishing Company
KW  - Multisensory Learning
Instruction
Teaching Methods
Learning Disabilities
Reading Difficulties
Executive Function
Reading Fluency
Adolescents
Literacy
Preservice Teacher Education
Language Skills
Elementary Secondary Education
Phonological Awareness
Alphabets
Handwriting
Phonics
Spelling
Reading Comprehension
Writing (Composition)
Lesson Plans
Classroom Environment
Dyslexia
Bilingual Students
Student Needs
Assistive Technology
Student Rights
Mathematics
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Brookes Publishing Company
PY  - 2011
SN  - 978-1-59857-093-9
ST  - Multisensory Teaching of Basic Language Skills. Third Edition
TI  - Multisensory Teaching of Basic Language Skills. Third Edition
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED529098&site=ehost-live&scope=site
http://www.brookespublishing.com/store/books/birsh-70939/index.htm
ID  - 205275
ER  - 


TY  - CHAP
A2  - Volkmar, Fred R.
A2  - Reichow, Brian
A2  - McPartland, James C.
AB  - This review of the evidence base for psychosocial interventions in adults with ASD is informative in guiding future studies. The new research conducted on psychosocial interventions for adults should use more rigorous and adequately powered methodology and carefully select outcome measures which are congruent with the intervention type and research questions.'Because the social cognition training protocols appear to show the most promise, there is a significant need to test novel social cognition training approaches which use creative intervention techniques in rigorous intervention studies with larger sample sizes. This will undoubtedly build upon the work that has been conducted in this area to date. While many of the studies described in this review use protocols that could be easily adapted to community-based settings, it is important to note that none of the studies detailed in this review apply lab-tested psychosocial intervention programs to samples within the community. In the future, when research has identified efficacious intervention studies through careful testing, these evidence-based interventions need to be disseminated to the community and adapted to community-based settings in order to test their effectiveness in the day-to-day treatment of adults with ASD. As such, it will be important for interventionists to develop treatments that can not only be tested in academic research settings, but easily disseminated to the community based programs that serve the majority of adults with these conditions. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Bishop-Fitzpatrick, Lauren, University of Pittsburgh, School of Social Work, 2117 Cathedral of Learning, 4200 Fifth Ave., Pittsburgh, PA, US, 15260
AN  - 2014-16349-016
AU  - Bishop-Fitzpatrick, Lauren
AU  - Minshew, Nancy J.
AU  - Eack, Shaun M.
CY  - New York, NY
DB  - APA PsycInfo
DO  - 10.1007/978-1-4939-0506-5_16
DP  - EBSCOhost
KW  - psychosocial interventions
adults
autism spectrum disorders
social cognition
Age Differences
Psychosocial Rehabilitation
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - Springer Science + Business Media
PY  - 2014
SN  - 978-1-4939-0505-8
978-1-4939-0506-5
SP  - 315-327
ST  - A systematic review of psychosocial interventions for adults with autism spectrum disorders
T2  - Adolescents and adults with autism spectrum disorders.
TI  - A systematic review of psychosocial interventions for adults with autism spectrum disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-16349-016&site=ehost-live&scope=site
ORCID: 0000-0003-1269-4129
sme12@pitt.edu
minshewnj@upmc.edu
lef35@pitt.edu
ID  - 204867
ER  - 


TY  - JOUR
AB  - BACKGROUND AND OBJECTIVES: Towards sustainable elimination of iodine deficiency disorders (IDD), the existing programme needs to be monitored through recommended methods and indicators. Thus, we conducted the study to assess the current status of IDD in Purba Medinipur district, West Bengal. METHODS: It was a community based cross-sectional study; undertaken from October 2006-April 2007. 2400 school children, aged 8-10 years were selected by '30 cluster' sampling technique. Indicators recommended by the WHO/UNICEF/ICCIDD were used. Subjects were clinically examined by standard palpation technique for goitre, urinary iodine excretion was estimated by wet digestion method and salt samples were tested by spot iodine testing kit. RESULTS: The total goitre rate (TGR) was 19.7% (95% CI = 18.1-21.3 %) with grade I and grade II (visible goitre) being 16.7% and 3% respectively. Goitre prevalence did not differ by age but significant difference was observed in respect of sex. Median urinary iodine excretion level was 11.5 mcg/dL and none had value less than 5 mcg/dL. Only 50.4% of the salt samples tested were adequately iodised (> or = 15 ppm). CONCLUSION: The district is in a phase of transition from iodine deficiency to iodine sufficiency as evident from the high goitre prevalence (19.7%) and median urinary iodine excretion (11.5 mcg/dL) within optimum limit. But, salt iodisation level far below the recommended goal highlights the need for intensified efforts towards successful transition.
AD  - B. S. Medical College, Bankura.
AN  - 19189834
AU  - Biswas, A. B.
AU  - Chakraborty, I.
AU  - Das, D. K.
AU  - Chakraborty, A.
AU  - Ray, D.
AU  - Mitra, K.
DA  - Jul-Sep
DP  - NLM
ET  - 2009/02/05
J2  - Indian journal of public health
KW  - Child
Cross-Sectional Studies
Female
Goiter, Endemic/*epidemiology
Humans
India/epidemiology
Iodine/administration & dosage/*deficiency/urine
Male
Sodium Chloride, Dietary/*administration & dosage
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0019-557X (Print)
0019-557x
SP  - 130-5
ST  - Elimination of iodine deficiency disorders--current status in Purba Medinipur district of West Bengal, India
T2  - Indian J Public Health
TI  - Elimination of iodine deficiency disorders--current status in Purba Medinipur district of West Bengal, India
VL  - 52
ID  - 204672
ER  - 


TY  - JOUR
AB  - The purpose of this research was to investigate the effects of using cognitive and metacognitive prompting strategies in a web-based learning environment to engage college students in a complex, ill-structured task. The course context was a freshman/sophomore level Information Sciences and Technology course, and the topic was web design. Four ill-structured problem-solving outcomes were measured: problem representation, developing solutions, making justifications, and monitoring and evaluation. Findings showed significant effects of the prompting treatment on all four ill-structured problem solving outcomes. (Contains 5 tables and 1 figure.)
AN  - EJ900841
AU  - Bixler, Brett A.
AU  - Land, Susan M.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - College Students
Prompting
Problem Solving
Educational Environment
Internet
Web Based Instruction
Computer Uses in Education
Cognitive Processes
Metacognition
Computer Science
Information Technology
Program Effectiveness
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 0047-2395
SP  - 3-15
ST  - Supporting College Students' Ill-Structured Problem Solving in a Web-Based Learning Environment
T2  - Journal of Educational Technology Systems
TI  - Supporting College Students' Ill-Structured Problem Solving in a Web-Based Learning Environment
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ900841&site=ehost-live&scope=site
http://baywood.metapress.com/link.asp?target=contribution&id=X270J2523616PR34
VL  - 39
ID  - 205329
ER  - 


TY  - THES
AB  - In the next decade, community college English departments will expand their developmental course offerings. The students who take these developmental courses generally have higher incidence of diagnosed learning disabilities, bleak economic circumstances that require them to work full time, greater dependence on public transportation, and some level of frustration and confusion about being placed in a non-credit course despite graduating from high school. Using a qualitative approach, this action research study articulates the faculty behaviors, classroom environments, and faculty-student interactions that help developmental writing students succeed. The researcher interviewed successful students about what the faculty members did that helped them succeed in developmental writing classes. Then the researcher created and tested a checklist to help writing instructors conform their practices to best practices identified in published research and interviews with successful students. Instructors found the checklist useful in evaluating their own practices in relation to the current research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Bixler, L. Ann
DB  - ERIC
DP  - EBSCOhost
KW  - Community Colleges
Academic Persistence
Academic Achievement
Writing Achievement
Developmental Studies Programs
Writing Instruction
Two Year College Students
Learning Disabilities
Economically Disadvantaged
Qualitative Research
Action Research
Teacher Behavior
College Faculty
Classroom Environment
Teacher Student Relationship
Interviews
Check Lists
Best Practices
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-28683-3
ST  - Faculty Impact on Persistence and Success in Developmental Writing Courses
TI  - Faculty Impact on Persistence and Success in Developmental Writing Courses
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED549569&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3504895
ID  - 205220
ER  - 


TY  - JOUR
AB  - Few published studies have systematically compared the efficacy of different prompt-fading methods in the training of complex response chains. The current study systematically compared a most-to-least physical prompt fading hierarchy with a most-to-least vocal prompt fading strategy in the training of four arbitrary Tinkertoy® construction tasks across two participants. The results of the current study suggest that both prompt strategies are effective. For one participant, there was no difference in training effectiveness, however for the other participant, vocal prompting was a more effective training technique.
AN  - EJ1183740
AU  - Blair, Bryan J
AU  - Weiss, Julie S
AU  - Ahearn, William H
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Task Analysis
Comparative Analysis
Prompting
Training Methods
Educational Strategies
Instructional Effectiveness
Residential Schools
Autism
Pervasive Developmental Disorders
Developmental Disabilities
Error Patterns
Incidence
Elementary School Students
Experimental Groups
Control Groups
Pretests Posttests
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 0748-8491
SP  - 357-370
ST  - A Comparison of Task Analysis Training Procedures
T2  - Education and Treatment of Children
TI  - A Comparison of Task Analysis Training Procedures
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1183740&site=ehost-live&scope=site
http://wvupressonline.com/journals/etc
VL  - 41
ID  - 205073
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To identify ways to improve adolescents' understanding of informed assent by exploring adolescent comprehension of concepts common to all clinical trials as well as those specific to a human immunodeficiency virus vaccine trial. DESIGN: Qualitative descriptive study. SETTING: Community-based organizations. PARTICIPANTS: Healthy adolescents aged 15 to 17 years in 8 focus groups. INTERVENTION: Focus groups were conducted using a semistructured interview guide. Digital recordings of the groups were transcribed verbatim. OUTCOME MEASURE: Textual data were categorized by 2 investigators using directed qualitative content analysis techniques. Major themes and subthemes were identified, and representative quotes were selected. RESULTS: The general research concepts that were most difficult for teens to understand were placebo and randomization. The most difficult vaccine trial concepts were how a vaccine works and that a vaccine is used for prevention rather than treatment. The most difficult human immunodeficiency virus vaccine-specific trial concept was that standard human immunodeficiency virus antibody tests might provide a false-positive result for participants receiving the test vaccine. Focus group participants wanted to be informed about adverse effects, trial procedures, and whether previous research had been performed before making a decision about trial participation. CONCLUSIONS: Many clinical trial concepts were difficult for teens to understand. Attention needs to be directed toward developing effective ways to explain these concepts to adolescents participating in future human immunodeficiency virus vaccine and other clinical trials.
AD  - Department of Pediatrics, University of Massachusetts Medical School, Worcester, MA 01655, USA. diane.blake@umassmed.edu
AN  - 21646586
AU  - Blake, D. R.
AU  - Lemay, C. A.
AU  - Kearney, M. H.
AU  - Mazor, K. M.
C2  - Pmc4675619
C6  - Nihms741492
DA  - Jun
DO  - 10.1001/archpediatrics.2011.87
DP  - NLM
ET  - 2011/06/08
J2  - Archives of pediatrics & adolescent medicine
KW  - Adolescent
Age Factors
*Clinical Trials as Topic
*Comprehension
Female
Focus Groups
HIV Infections/prevention & control
*Health Knowledge, Attitudes, Practice
Humans
Interviews as Topic
Needs Assessment
*Qualitative Research
Risk Factors
Sensitivity and Specificity
United States
Vaccination/standards/trends
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1072-4710 (Print)
1072-4710
SP  - 533-9
ST  - Adolescents' understanding of research concepts: a focus group study
T2  - Arch Pediatr Adolesc Med
TI  - Adolescents' understanding of research concepts: a focus group study
VL  - 165
ID  - 204643
ER  - 


TY  - JOUR
AB  - Low- and middle-income countries often have limited resources, underdeveloped health systems and scarce knowledge of autism spectrum disorder. The objectives of this preliminary study were to develop and adapt intervention materials and to train a native clinician to implement a community-based parent-mediated behavioural intervention in rural Gaibandha, Bangladesh. Intervention materials to support parents' use of behavioural strategies were developed and refined by US behavioural intervention experts and Bangladesh field experts. Study investigators trained a native child psychologist in developmental milestones and behavioural intervention techniques. The native clinician delivered a 1-day group education session attended by 10 families of children aged 7-9 years with autism spectrum disorder, followed by two one-on-one training sessions with each family to train and practice individualized strategies for targeted challenging behaviours. Preliminary qualitative results indicate the importance of materials that are culturally appropriate and at an adequate literacy level. All families expressed strong desires to have learned the behavioural strategies when their child was younger and vocalized their need for further support and tools to help their children. This study is a preliminary step to creating sustainable and low-cost autism spectrum disorder interventions in rural Bangladesh, and possibly for families in regions with similar cultural and socioeconomic status backgrounds.
AD  - 1 Johns Hopkins Bloomberg School of Public Health, USA.
2 University of Maryland School of Medicine, USA.
3 The University of North Carolina at Chapel Hill, USA.
4 Johns Hopkins University - Bangladesh, Bangladesh.
5 San Diego State University, USA.
6 Child and Adolescent Services Research Center, USA.
AN  - 28366007
AU  - Blake, J. M.
AU  - Rubenstein, E.
AU  - Tsai, P. C.
AU  - Rahman, H.
AU  - Rieth, S. R.
AU  - Ali, H.
AU  - Lee, L. C.
DA  - Jul
DO  - 10.1177/1362361316683890
DP  - NLM
ET  - 2017/04/04
J2  - Autism : the international journal of research and practice
KW  - Adult
Autism Spectrum Disorder/psychology/*therapy
Bangladesh
Behavior Therapy/*methods
Child
Child Behavior/*psychology
Female
Humans
Male
Parenting/*psychology
Parents
Pilot Projects
Program Evaluation/*methods
*Rural Population
Social Class
*autism spectrum disorder
*community-based intervention
*international study
*low- and middle-income countries
*parent-mediated intervention
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1362-3613
SP  - 611-621
ST  - Lessons learned while developing, adapting and implementing a pilot parent-mediated behavioural intervention for children with autism spectrum disorder in rural Bangladesh
T2  - Autism
TI  - Lessons learned while developing, adapting and implementing a pilot parent-mediated behavioural intervention for children with autism spectrum disorder in rural Bangladesh
VL  - 21
ID  - 203968
ER  - 


TY  - JOUR
AB  - Low- and middle-income countries often have limited resources, underdeveloped health systems and scarce knowledge of autism spectrum disorder. The objectives of this preliminary study were to develop and adapt intervention materials and to train a native clinician to implement a community-based parent-mediated behavioural intervention in rural Gaibandha, Bangladesh. Intervention materials to support parents’ use of behavioural strategies were developed and refined by US behavioural intervention experts and Bangladesh field experts. Study investigators trained a native child psychologist in developmental milestones and behavioural intervention techniques. The native clinician delivered a 1-day group education session attended by 10 families of children aged 7–9 years with autism spectrum disorder, followed by two one-on-one training sessions with each family to train and practice individualized strategies for targeted challenging behaviours. Preliminary qualitative results indicate the importance of materials that are culturally appropriate and at an adequate literacy level. All families expressed strong desires to have learned the behavioural strategies when their child was younger and vocalized their need for further support and tools to help their children. This study is a preliminary step to creating sustainable and low-cost autism spectrum disorder interventions in rural Bangladesh, and possibly for families in regions with similar cultural and socioeconomic status backgrounds. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD  - Lee, Li-Ching, Johns Hopkins Bloomberg School of Public Health, 615 N. Wolfe Street, Suite E6032, Baltimore, MD, US, 21205
AN  - 2017-26703-011
AU  - Blake, Jasmine M.
AU  - Rubenstein, Eric
AU  - Tsai, Peng-Chou
AU  - Rahman, Hafizur
AU  - Rieth, Sarah R.
AU  - Ali, Hasmot
AU  - Lee, Li-Ching
DB  - APA PsycInfo
DO  - 10.1177/1362361316683890
DP  - EBSCOhost
KW  - autism spectrum disorder
community-based intervention
international study
low- and middle-income countries
parent-mediated intervention
Autism Spectrum Disorders
Middle Income Level
Rural Environments
Community Services
Countries
M1  - 5
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 1362-3613
1461-7005
SP  - 611-621
ST  - Lessons learned while developing, adapting and implementing a pilot parent-mediated behavioural intervention for children with autism spectrum disorder in rural Bangladesh
T2  - Autism
TI  - Lessons learned while developing, adapting and implementing a pilot parent-mediated behavioural intervention for children with autism spectrum disorder in rural Bangladesh
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-26703-011&site=ehost-live&scope=site
llee38@jhu.edu
VL  - 21
ID  - 204967
ER  - 


TY  - JOUR
AB  - BACKGROUND: This small, qualitative study sought to develop a richer understanding of the way in which the deprivation of liberty safeguards (DOLS) were being used for people with intellectual disabilities. It is important to note that this study was completed prior to the changes resulting from the P v Cheshire West and Chester Council judgement. METHOD: Six DOLS cases were identified and two people involved in each case were interviewed (care home managers, key workers, social workers, specialist nurses or psychologists), using semi-structured interviews. The data were analysed using grounded theory techniques. RESULTS: The interviewees described DOLS as providing a framework leading to positive outcomes for the people they supported, in some cases avoiding inpatient stays. However, they had a number of concerns including lack of knowledge and training, potential under use of DOLS and disappointment with case law. CONCLUSION: Overall, these findings are encouraging in regard to the specific individuals for whom DOLS applications were made; however, they also highlight the need for a stronger agenda regarding wider dissemination of information, and training about DOLS, as well as some reform.
AD  - South London and Maudsley NHS Trust, London, UK.
Mental Health in Learning Disabilities (Psychology) Southwark, CTC, Maudsley Hospital, London, UK.
The Tizard Centre, University of Kent, Canterbury, UK.
AN  - 27349216
AU  - Blamires, K.
AU  - Forrester-Jones, R.
AU  - Murphy, G.
DA  - Jul
DO  - 10.1111/jar.12266
DP  - NLM
ET  - 2016/06/29
J2  - Journal of applied research in intellectual disabilities : JARID
KW  - Adult
Commitment of Mentally Ill/*legislation & jurisprudence
Female
*Freedom
Human Rights/*legislation & jurisprudence
Humans
*Intellectual Disability
Male
Qualitative Research
Young Adult
challenging behaviour
deprivation of liberty
learning disability
mental capacity
restriction
social care
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1360-2322
SP  - 714-726
ST  - An Investigation into the use of the Deprivation of Liberty Safeguards with People with Intellectual Disabilities
T2  - J Appl Res Intellect Disabil
TI  - An Investigation into the use of the Deprivation of Liberty Safeguards with People with Intellectual Disabilities
VL  - 30
ID  - 204406
ER  - 


TY  - JOUR
AB  - People adopt two distinct learning strategies during navigation. "Spatial learners" navigate by building a cognitive map using environmental landmarks, and display more grey matter in the hippocampus. Conversely, "response learners" memorize a series of rigid turns to navigate and display more grey matter in the caudate nucleus of the striatum. Evidence has linked these two structures with autism spectrum disorder (ASD) and autistic traits in non-clinical populations. Both people with ASD and neurotypical people with higher levels of autistic traits have been shown to display more grey matter in the hippocampus and less functional activity in the caudate nucleus. We therefore tested 56 healthy participants who completed the Autism Quotient (AQ) Scale and the 4-on-8 Virtual Maze (4/8 VM), which determines the reliance on landmarks during navigation. We found that people who relied on landmarks during navigation also displayed significantly higher scores on the AQ Scale. Because spatial strategies are associated with increased attention to environmental landmark use and are supported by the hippocampus, our results provide a potential behavioral mechanism linking higher autistic traits (e.g., increased attention to detail and increased sensory processes) to increased hippocampal grey matter.
AD  - Department of Psychology, University of Montreal, Montreal, Canada.
Department of Psychiatry, Douglas Hospital Research Centre, McGill University, Verdun, Canada.
AN  - 30294869
AU  - Blanchette, C. A.
AU  - Amirova, J.
AU  - Bohbot, V. D.
AU  - West, G. L.
DA  - Mar
DO  - 10.1002/pchj.230
DP  - NLM
ET  - 2018/10/09
J2  - PsyCh journal
KW  - Adult
Autism Spectrum Disorder/*physiopathology
Female
*Hippocampus/anatomy & histology/physiology
Humans
Male
Spatial Learning/*physiology
Spatial Memory/*physiology
Spatial Navigation/*physiology
Young Adult
Autism Quotient (AQ)
hippocampus
navigation
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 2046-0252
SP  - 137-146
ST  - Autistic traits in neurotypical individuals are associated with increased landmark use during navigation
T2  - Psych J
TI  - Autistic traits in neurotypical individuals are associated with increased landmark use during navigation
VL  - 8
ID  - 204132
ER  - 


TY  - JOUR
AB  - Individuals with autism spectrum disorders have deficits in communication, social interactions, and emotional regulation and exhibit repetitive behaviors. These individuals can become very reactive to their environment and at times may engage in emotional outbursts. The social deficits seen in autism spectrum disorders are in part caused by the difficulty these individuals have with modulating their own anger and interpreting their own emotions and those of people around them. Individuals with autism spectrum disorders tend to learn and process visual information more effectively than auditory information. Thus, visual supports can help individuals with autism spectrum disorders process information more effectively. This article discusses the use of one particular visual support, an "emotions thermometer," in helping instruct individuals with autism spectrum disorders on recognizing and modulating their own emotions. The article also discusses anger management techniques that can be utilized once individuals have begun to recognize more subtle signs of irritability within themselves.
AD  - Dr. Blankenship is a developmental disabilities fellow, Department of Psychiatry, Indiana University School of Medicine, Indianapolis, Indiana.
AN  - 20877532
AU  - Blankenship, K.
AU  - Minshawi, N. F.
C2  - Pmc2945855
DA  - Aug
DP  - NLM
ET  - 2010/09/30
J2  - Psychiatry (Edgmont (Pa. : Township))
KW  - Asperger's disorder
autism spectrum disorder
psychotherapy
visual supports
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1550-5952 (Print)
1550-5952
SP  - 38-41
ST  - Behavioral Therapy with an Individual with Asperger's Disorder
T2  - Psychiatry (Edgmont)
TI  - Behavioral Therapy with an Individual with Asperger's Disorder
VL  - 7
ID  - 204782
ER  - 


TY  - JOUR
AB  - The purpose of this case report was to describe the outcomes following the use of kinesthetic feedback as a primary intervention strategy for gait training. The plan of care for this 22-year-old female addressed the patient's social wellness goal of "walking more normally," using motor learning principles. At initial examination, the patient demonstrated asymmetries for gait kinematics between the left and right lower extremity (analyzed using video motion analysis), pattern of force distribution at the foot, and activation of specific lower extremity muscles (as measured by surface electromyography). Interventions for this patient consisted of neuromuscular and body awareness training, with an emphasis on kinesthetic feedback. Weekly sessions lasted 30-60 minutes over 4 weeks. The patient was prescribed a home program of walking 30-60 minutes three times/week at a comfortable pace while concentrating on gait correction through kinesthetic awareness of specific deviations. Following intervention, the patient's gait improved across all objective measures. She reported receiving positive comments from others regarding improved gait and a twofold increase in her walking confidence. Outcomes support a broadened scope of practice that incorporates previously unreported integration of a patient's social wellness goals into patient management.
AD  - Providence Willamette Falls Medical Center, 1500 Division Street, Oregon City, OR 97045, USA. jbliever@gmail.com
AN  - 22007684
AU  - Blievernicht, J.
AU  - Sullivan, K.
AU  - Erickson, M. R.
DA  - May
DO  - 10.3109/09593985.2011.606290
DP  - NLM
ET  - 2011/10/20
J2  - Physiotherapy theory and practice
KW  - Awareness
Biomechanical Phenomena
Electromyography
*Feedback, Sensory
Female
*Gait
Gait Disorders, Neurologic/diagnosis/physiopathology/psychology/*rehabilitation
Humans
*Kinesthesis
Learning
Lower Extremity/*physiopathology
*Physical Therapy Modalities
Recovery of Function
Self Concept
*Social Behavior
Time Factors
Treatment Outcome
Video Recording
*Walking
Young Adult
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0959-3985
SP  - 326-32
ST  - Outcomes following kinesthetic feedback for gait training in a direct access environment: a case report on social wellness in relation to gait impairment
T2  - Physiother Theory Pract
TI  - Outcomes following kinesthetic feedback for gait training in a direct access environment: a case report on social wellness in relation to gait impairment
VL  - 28
ID  - 204644
ER  - 


TY  - JOUR
AB  - OBJECTIVES: This study sought to evaluate the potential of using spoken language and signing together (simultaneous communication, SimCom, sign-supported speech) as a means of improving speech recognition, comprehension, and learning by cochlear implant (CI) users in noisy contexts. METHODS: Forty eight college students who were active CI users, watched videos of three short presentations, the text versions of which were standardized at the 8(th)-grade reading level. One passage was presented in spoken language only, one was presented in spoken language with multi-talker babble background noise, and one was presented via simultaneous communication with the same background noise. Following each passage, participants responded to 10 (standardized) open-ended questions designed to assess comprehension. Indicators of participants' spoken language and sign language skills were obtained via self-reports and objective assessments. RESULTS: When spoken materials were accompanied by signs, scores were significantly higher than when materials were spoken in noise without signs. Participants' receptive spoken language skills significantly predicted scores in all three conditions; neither their receptive sign skills nor age of implantation predicted performance. DISCUSSION: Students who are CI users typically rely solely on spoken language in the classroom. The present results, however, suggest that there are potential benefits of simultaneous communication for such learners in noisy settings. For those CI users who know sign language, the redundancy of speech and signs potentially can offset the reduced fidelity of spoken language in noise. CONCLUSION: Accompanying spoken language with signs can benefit learners who are CI users in noisy situations such as classroom settings. Factors associated with such benefits, such as receptive skills in signed and spoken modalities, classroom acoustics, and material difficulty need to be empirically examined.
AD  - a Behavioural Science Institute, Radboud University and Royal Dutch Kentalis , P.O. Box 9104, Nijmegen 6500 HE , The Netherlands.
b Center for Education Research Partnerships, National Technical Institute for the Deaf, Rochester Institute of Technology , 52 Lomb Memorial Drive, Rochester , NY 14623 , USA.
c School of Psychology , University of Aberdeen , Regent Walk, Aberdeen , AB24 3FX , Scotland.
AN  - 28010675
AU  - Blom, H.
AU  - Marschark, M.
AU  - Machmer, E.
C2  - Pmc5581506
C6  - Nihms900694
DA  - Jan
DO  - 10.1080/14670100.2016.1265188
DP  - NLM
ET  - 2016/12/25
J2  - Cochlear implants international
KW  - Adolescent
Cochlear Implantation/methods
Cochlear Implants/*psychology
*Communication
Comprehension
Deafness/*psychology/surgery
Female
Humans
*Learning
Male
*Noise
*Sign Language
Speech Perception
Young Adult
*Classroom acoustics
*Cochlear implant
*Deaf learners
*Simultaneous communication
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1467-0100 (Print)
1467-0100
SP  - 49-56
ST  - Simultaneous communication supports learning in noise by cochlear implant users
T2  - Cochlear Implants Int
TI  - Simultaneous communication supports learning in noise by cochlear implant users
VL  - 18
ID  - 204638
ER  - 


TY  - JOUR
AB  - Although there is a trend towards developing health care in a patient-centred direction, changes are usually planned by the professionals without involving the patients. This paper presents an ongoing participatory action research project where patients with chronic renal failure, nurses at a specialist renal failure unit, a hospital manager and a researcher worked together to develop patient-centred care. The project combined the expertise of patients in their own experiences of living with a chronic condition with the professional expertise of nurses, the manager and the researcher. As the workload on the unit was uneven, the development work needed to be low in intensity but long-term. Based on a number of dialogues in focus groups, four main development areas were identified; access to test results, prerequisites for postponing the progress of the illness, general awareness and understanding of living with chronic renal failure, and family-focused care. A number of changes have been planned or implemented, such as developing a prototype for a web-based feed-back system, expanding patient education to newly diagnosed patients, steering the nurses' role towards a guiding and family-focused function, and planning a digital story-telling workshop. Involving committed people who have the mandate to change practices were prerequisites for success.
AD  - School of Health and Society, Kristianstad University College, Kristianstad, Sweden. kerstin.blomqvist@hkr.se
AN  - 21059149
AU  - Blomqvist, K.
AU  - Theander, E.
AU  - Mowide, I.
AU  - Larsson, V.
DA  - Dec
DO  - 10.1111/j.1440-1800.2010.00513.x
DP  - NLM
ET  - 2010/11/10
J2  - Nursing inquiry
KW  - Awareness
Community-Based Participatory Research/methods
Cooperative Behavior
Female
Focus Groups
Health Services Research/*methods
Humans
*Kidney Failure, Chronic
Male
Patient Care/*methods
Patient Education as Topic/*methods
*Patient Satisfaction
Patient-Centered Care
Program Development
Program Evaluation
Self Care
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1320-7881
SP  - 317-23
ST  - What happens when you involve patients as experts? a participatory action research project at a renal failure unit
T2  - Nurs Inq
TI  - What happens when you involve patients as experts? a participatory action research project at a renal failure unit
VL  - 17
ID  - 204199
ER  - 


TY  - JOUR
AB  - Children with autism spectrum disorders (ASD) are primary targets for bullies and victimization. Research shows school personnel may be uneducated about bullying and ways to intervene. Speech-language pathologists (SLPs) in schools often work with children with ASD and may have victims of bullying on their caseloads. These victims may feel most comfortable turning to SLPs for help during one-to-one treatment sessions to discuss these types of experiences. A nationwide survey mailed to 1000 school-based SLPs, using a vignette design technique, determined perceptions about intervention for bullying and use of specific strategies. Results revealed a majority of the SLPs (89%) responses were in "likely" or "very likely" to intervene categories for all types of bullying (physical, verbal, relational and cyber), regardless of whether the episode was observed or not. A factor analysis was conducted on a 14 item strategy scale for dealing with bullying for children with ASD. Three factors emerged, labeled "Report/Consult", "Educate the Victim", and Reassure the Victim". SLPs providing no services to children with ASD on their caseloads demonstrated significantly lower mean scores for the likelihood of intervention and using select strategies. SLPs may play an important role in reducing and/or eliminating bullying episodes in children with ASD. LEARNING OUTCOMES: Readers will be able to (a) explain four different types of bullying, (b) describe the important role of school personnel in reducing and eliminating bullying, (c) describe the perceptions and strategies selected by SLPs to deal with bullying episodes for students with ASD, and (d) outline the potential role of SLPs in assisting students with ASD who are victimized.
AD  - Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA 16802, USA. f2x@psu.edu
AN  - 23497960
AU  - Blood, G. W.
AU  - Blood, I. M.
AU  - Coniglio, A. D.
AU  - Finke, E. H.
AU  - Boyle, M. P.
DA  - Mar-Apr
DO  - 10.1016/j.jcomdis.2013.01.002
DP  - NLM
ET  - 2013/03/19
J2  - Journal of communication disorders
KW  - Adult
Attitude of Health Personnel
*Bullying
Child
Child Development Disorders, Pervasive/*psychology
Counseling
Factor Analysis, Statistical
*Faculty
Female
Humans
Male
Middle Aged
Professional Role
*Speech-Language Pathology
Surveys and Questionnaires
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0021-9924
SP  - 169-80
ST  - Familiarity breeds support: speech-language pathologists' perceptions of bullying of students with autism spectrum disorders
T2  - J Commun Disord
TI  - Familiarity breeds support: speech-language pathologists' perceptions of bullying of students with autism spectrum disorders
VL  - 46
ID  - 204781
ER  - 


TY  - JOUR
AB  - The brain regions tied to pleasure can be triggered by engaging in sex, eating tasty food, watching a movie, accomplishments at school and athletics, consuming drugs, and noble efforts to help the community, the country, and the world. It is noteworthy that research suggests that the latter type of satisfaction, supporting the community, may result in the most substantial positive effects on our immune system. However, these pathways for these effects are not understood. Berridge and Kringelbach have suggested that pleasure is mediated by well-developed mesocorticolimbic circuitry and serves adaptive functions. In affective disorders, anhedonia (lack of pleasure) or dysphoria (negative affect) can result from a breakdown of that hedonic system. Most importantly, human neuroimaging investigations indicate that surprisingly similar circuitry is activated by quite diverse pleasures, suggesting a common neural pathway shared by all rewarding stimuli and behaviors. Over many years the controversy of dopamine involvement in pleasure/reward has led to confusion in terms, such as trying to separate motivation from pure pleasure (i.e., wanting versus liking). We take the position that animal studies cannot provide real clinical information that is described by self-reports in humans. On November 23(rd), 2017, evidence for our concerns was revealed. A brain system involved in everything from addiction to autism appears to have evolved differently in humans than in apes, as reported by a large research team in the journal Science. To reiterate, the new findings by Sousa et al., also suggest the importance of not over-relying on rodent and even non-human primate studies. Extrapolations, when it comes to the concept of pleasure, dopamine, and reinforcement, are not supported by these data. Human experience and study are now much more critical and important. Extrapolations from non-humans to humans may be more fiction than fact. While this statement is bold it should not at all suggest that animal date is unimportant, that is not the case. It is extremely valuable in many aspects and we must encourage the development of animal models for disease. However, we must be cautious in our interpretation of results without leaping to conclusions that may be explained by follow-up human experiments and subsequent data. We are further proposing that in terms of overcoming a never -ending battle related to the current drug epidemic, the scientific community should realize that disturbing dopamine homeostasis by taking drugs or having a system compromised by genes or other epigenetic experiences, should be treated by alternative therapeutic modalities, expressed in this article as a realistic key goal. Application of genetic addiction risk (GARS™) testing and pro-dopamine regulation (KB220) should be considered along with other promising technologies including cognitive behavioral therapy, mind fullness, brain spotting and trauma therapy. Basic scientists have worked very hard to dis-entangle pleasure from incentive salience and learning signals in brain reward circuitry, but this work may be limited to animal models and rodents. A different consideration regarding the human reward systems is required.
AD  - Department of Psychiatry, Boonshoft School of Medicine, Dayton VA Medical Center, Wright State University, Dayton, OH, USA.
Department of Psychiatry, McKnight Brain Institute, University of Florida College of Medicine, Gainesville, FL, USA.
Department of Psychiatry and Behavioral Sciences, Keck Medicine University of Southern California, Los Angeles, CA, USA.
Division of Applied Clinical Research & Education, Dominion Diagnostics, LLC, North Kingstown, RI, USA.
Department of Precision Medicine, Geneus Health LLC, San Antonio, TX, USA.
Department of Addiction Research & Therapy, Nupathways Inc., Innsbrook, MO, USA.
Department of Clinical Neurology, Path Foundation, New York, NY, USA.
Division of Neuroscience-Based Addiction Therapy, The Shores Treatment & Recovery Center, Port Saint Lucie, FL, USA.
Institute of Psychology, Eötvös Loránd University, Budapest, Hungary.
Division of Addiction Research, Dominion Diagnostics, LLC. North Kingston, RI, USA.
Victory Nutrition International, Lederach, PA., USA.
National Human Genome Center at Howard University, Washington, DC., USA.
Departments of Anatomy and Psychiatry, Howard University College of Medicine, Washington, DC USA.
Department Psychiatry, Cooper University School of Medicine, Camden, NJ, USA.
Department of Psychology, Curry College, Milton, MA, USA.
Department of Psychiatry, Washington University, St. Louis, MO, USA.
AN  - 30956812
AU  - Blum, K.
AU  - Gondré-Lewis, M.
AU  - Steinberg, B.
AU  - Elman, I.
AU  - Baron, D.
AU  - Modestino, E. J.
AU  - Badgaiyan, R. D.
AU  - Gold, M. S.
C2  - Pmc6446569
C6  - Nihms1010609
DA  - Jun
DO  - 10.15761/jsin.1000191
DP  - NLM
ET  - 2018/02/28
J2  - Journal of systems and integrative neuroscience
KW  - *brain reward circuitry
*comparative neuroanatomy
*dopamine
*hominids
*pleasure
*reward deficiency
genetic testing and KB220 variants. There are no other any conflicts of interest to
declare.
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 2059-9781 (Print)
2059-9781
ST  - Our evolved unique pleasure circuit makes humans different from apes: Reconsideration of data derived from animal studies
T2  - J Syst Integr Neurosci
TI  - Our evolved unique pleasure circuit makes humans different from apes: Reconsideration of data derived from animal studies
VL  - 4
ID  - 204778
ER  - 


TY  - JOUR
AB  - While effective self-management of chronic pain is important, clinic-based studies exclude the more typical pattern of self-management that occurs in the community, often without reference to health professionals. We examined specific hypotheses about the use of self-management strategies in a population-based study of chronic pain subjects. Data came from an Australian population-based random digit dialling computer-assisted telephone survey and included 474 adults aged 18 or over with chronic pain (response rate 73.4%). Passive strategies were more often reported than active ones: passive strategies such as taking medication (47%), resting (31.5%), and using hot/cold packs (23.4%) were most commonly reported, while the most commonly reported active strategy was exercising (25.8%). Only 33.5% of those who used active behavioural and/or cognitive strategies used them exclusively, while 67.7% of those who used passive behavioural and/or conventional medical strategies did so exclusively. Self-management strategies were associated with both pain-related disability and use of health services in multiple logistic regression models. Using passive strategies increased the likelihood of having high levels of pain-related disability (adjusted OR 2.59) and more pain-related health care visits (adjusted OR 2.9); using active strategies substantially reduced the likelihood of having high levels of pain-related disability (adjusted OR 0.2). In conclusion, we have shown in a population-based study that clinical findings regarding self-management strategies apply to the broader population and advocate that more attention be given to community-based strategies for improving awareness and uptake of active self-management strategies for chronic pain.
AD  - Pain Management and Research Institute, University of Sydney, Royal North Shore Hospital, St Leonards, NSW 2065, Australia. fblyth@doh.health.nsw.gov.au
AN  - 15661435
AU  - Blyth, F. M.
AU  - March, L. M.
AU  - Nicholas, M. K.
AU  - Cousins, M. J.
DA  - Feb
DO  - 10.1016/j.pain.2004.12.004
DP  - NLM
ET  - 2005/01/22
J2  - Pain
KW  - Activities of Daily Living
Adaptation, Psychological
Adolescent
Adult
Age Distribution
Aged
Aged, 80 and over
Cetrimonium Compounds
Chronic Disease
Cognition/physiology
Demography
Disability Evaluation
Disabled Persons
Drug Combinations
Female
*Health Care Surveys
Health Surveys
Humans
Logistic Models
Male
Middle Aged
Myristates
Nicotinic Acids
Odds Ratio
Pain/epidemiology/*psychology
Pain Measurement
Patient Acceptance of Health Care/statistics & numerical data
Residence Characteristics
*Self Care
Simethicone
Stearic Acids
Surveys and Questionnaires
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0304-3959 (Print)
0304-3959
SP  - 285-92
ST  - Self-management of chronic pain: a population-based study
T2  - Pain
TI  - Self-management of chronic pain: a population-based study
VL  - 113
ID  - 204499
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To evaluate mediational intervention for sensitizing caregivers (MISC). MISC biweekly caregiver training significantly enhanced child development compared with biweekly training on health and nutrition (active control) and to evaluate whether MISC training improved the emotional well-being of the caregivers compared with controls. STUDY DESIGN: Sixty of 120 rural Ugandan preschool child/caregiver dyads with HIV were assigned by randomized clusters to biweekly MISC training, alternating between home and clinic for 1 year. Control dyads received a health and nutrition curriculum. Children were evaluated at baseline, 6 months, and 1 year with the Mullen Early Learning Scales and the Color-Object Association Test for memory. Caldwell Home Observation for Measurement of the Environment and videotaped child/caregiver MISC interactions also were evaluated. Caregivers were evaluated for depression and anxiety with the Hopkins Symptoms Checklist. RESULTS: Between-group repeated-measures ANCOVA comparisons were made with age, sex, CD4 levels, viral load, material socioeconomic status, physical development, and highly active anti-retroviral therapy treatment status as covariates. The children given MISC had significantly greater gains compared with controls on the Mullen Visual Reception scale (visual-spatial memory) and on Color-Object Association Test memory. MISC caregivers significantly improved on Caldwell Home Observation for Measurement of the Environment scale and total frequency of MISC videotaped interactions. MISC caregivers also were less depressed. Mortality was less for children given MISC compared with controls during the training year. CONCLUSIONS: MISC was effective in teaching Ugandan caregivers to enhance their children's cognitive development through practical and sustainable techniques applied during daily interactions in the home.
AD  - Department of Psychiatry and Neurology/Ophthalmology, Michigan State University, East Lansing, MI. Electronic address: boivin@msu.edu.
AN  - 23958115
AU  - Boivin, M. J.
AU  - Bangirana, P.
AU  - Nakasujja, N.
AU  - Page, C. F.
AU  - Shohet, C.
AU  - Givon, D.
AU  - Bass, J. K.
AU  - Opoka, R. O.
AU  - Klein, P. S.
C2  - Pmc3812379
C6  - Nihms502485
DA  - Nov
DO  - 10.1016/j.jpeds.2013.06.055
DP  - NLM
ET  - 2013/08/21
J2  - The Journal of pediatrics
KW  - Antiretroviral Therapy, Highly Active
Anxiety/prevention & control
Caregivers/*psychology
*Child Development
Child Nutrition Sciences
Child, Preschool
Cognition
Depression/prevention & control
Female
HIV Infections/*therapy
Health Education
Health Promotion
Humans
Infant
Male
Patient Education as Topic/*methods
Rural Population
Uganda
Cai
Cbcl
Coat
Child Behavior Checklist
Childhealth Advocacy International
Color-Object Association Test
Haart
Home
Hscl-25
Highly active anti-retroviral therapy
Home observation for measurement of the environment
Hopkins Symptoms Checklist 25-item
Mels
Misc
Msu
Mediational intervention for sensitizing caregivers
Michigan State University
Mullen Early Learning Scales
Omi
Observing mediational interactions
Rm-ancova
Repeated-measure ANCOVA
Ucobac
Uganda Community Based Organization for Child Welfare
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0022-3476 (Print)
0022-3476
SP  - 1409-16.e1-5
ST  - A year-long caregiver training program improves cognition in preschool Ugandan children with human immunodeficiency virus
T2  - J Pediatr
TI  - A year-long caregiver training program improves cognition in preschool Ugandan children with human immunodeficiency virus
VL  - 163
ID  - 204566
ER  - 


TY  - JOUR
AB  - The present study is aimed at creating a holistic fractal model (HFM) of autonomous learning for English acquisition in a blended environment of e-studies in adult non-formal education on the basis of the theories and paradigms of philosophy, psychology and education for sustainable development to promote the development of adult learners' experiences of English acquisition. Thus, the present research attempts to find out how autonomous learning influences transformation of the system of values and integration in the learning environment. The research is based on the holistic paradigm of science. Adults' English learning experience, their readiness to learn the language in blended e-studies and the SWOT analysis of metacognitive strategies are investigated in the paper. The authors also put forward recommendations for facilitating the transformation of the system of values in the process of autonomous learning for English acquisition in blended e-studies. The research has resulted in the HFM that interprets the systemic view on the transformation of values in the environment in the classroom and virtual environment, shows more holistic comprehension of the deepness and structure of the complexity of language learning and makes a methodological basis for its holistic facilitation in blended e-studies for adults.
AN  - EJ1131231
AU  - Bojare, Inara
AU  - Skrinda, Astrida
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Blended Learning
Holistic Approach
Models
Adult Education
Informal Education
Learning Experience
English (Second Language)
Second Language Learning
Second Language Instruction
Sustainable Development
Electronic Learning
Independent Study
Metacognition
Values
Questionnaires
Statistical Analysis
Feedback (Response)
Social Values
Action Research
Qualitative Research
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 1691-4147
SP  - 119-134
ST  - Transformation of the System of Values of Autonomous Learning for English Acquisition in Blended E-Studies for Adults: A Holistic Fractal Model
T2  - Journal of Teacher Education for Sustainability
TI  - Transformation of the System of Values of Autonomous Learning for English Acquisition in Blended E-Studies for Adults: A Holistic Fractal Model
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1131231&site=ehost-live&scope=site
VL  - 18
ID  - 205394
ER  - 


TY  - JOUR
AB  - IMPORTANCE: Cerebral white matter hyperintensities (WMHs) are involved in the evolution of impaired mobility and executive functions. Executive functions and mobility are also associated. Thus, WMHs may impair mobility directly, by disrupting mobility-related circuits, or indirectly, by disrupting circuits responsible for executive functions. Understanding the mechanisms underlying impaired mobility in late life will increase our capacity to develop effective interventions. OBJECTIVE: To identify regional WMHs most related to slower gait and to examine whether these regional WMHs directly impact mobility, or indirectly by executive functions. DESIGN: Cross-sectional study. Twenty-one WMH variables (i.e., total WMH volume and WMHs in 20 tracts), gait speed, global cognition (Modified Mini-Mental State Examination; 3MS), and executive functions and processing speed (Digit-Symbol Substitution Test; DSST) were assessed. An L1-L2 regularized regression (i.e., Elastic Net model) identified the WMH variables most related to slower gait. Multivariable linear regression models quantified the association between these WMH variables and gait speed. Formal tests of mediation were also conducted. SETTING: Community-based sample. PARTICIPANTS: Two hundred fifty-three adults (mean age: 83years, 58% women, 41% black). MAIN OUTCOME MEASURE: Gait speed. RESULTS: In older adults with an average gait speed of 0.91m/sec, total WMH volume, WMHs located in the right anterior thalamic radiation (ATRR) and frontal corpuscallosum (CCF) were most associated with slower gait. There was a >10% slower gait for each standard deviation of WMH in CCF, ATRR or total brain (standardized beta in m/sec [p value]: -0.11 [p=0.046], -0.15 [p=0.007] and -0.14 [p=0.010], respectively). These associations were substantially and significantly attenuated after adjustment for DSST. This effect was stronger for WMH in CCF than for ATRR or total WMH (standardized beta in m/sec [p value]: -0.07 [p=0.190], -0.12 [p=0.024] and -0.10 [p=0.049], respectively). Adjustment for 3MS did not change these associations. The mediation analyses also found that DSST significantly mediated the associations between WMHs and gait speed. Our models were adjusted for age, sex, BMI, quadriceps strength, years of education, standing height, and prevalent hypertension. CONCLUSION: The impact, direct or indirect, of WMHs on gait speed depended on their location and was mediated by executive function. Thus, multi-faceted interventions targeting executive control functions as well as motor functions, such as balance and strength training, are candidates to the maintenance of mobility across the lifespan.
AD  - Aging, Mobility, and Cognitive Neuroscience Laboratory, Department of Physical Therapy, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada; Brain Research Centre, University of British Columbia, Vancouver, BC, Canada; Experimental Medicine Graduate Program, Department of Medicine, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada.
Aging, Mobility, and Cognitive Neuroscience Laboratory, Department of Physical Therapy, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada; Brain Research Centre, University of British Columbia, Vancouver, BC, Canada.
Geriatric Psychiatry Neuroimaging Laboratory, Faculty of Medicine, University of Pittsburgh, Pittsburgh, PA, USA.
Laboratory of Epidemiology and Population Sciences, National Institute on Aging, Bethesda, MD, USA.
Department of Psychiatry, University of California, San Francisco, CA, USA.
Sticht Center on Aging, Wake Forest School of Medicine, Winston-Salem, NC, USA.
Center for Aging and Population Health, School of Public Health, University of Pittsburgh, Pittsburgh, PA, USA.
Center for Aging and Population Health, School of Public Health, University of Pittsburgh, Pittsburgh, PA, USA. Electronic address: RosanoC@edc.pitt.edu.
AN  - 24841418
AU  - Bolandzadeh, N.
AU  - Liu-Ambrose, T.
AU  - Aizenstein, H.
AU  - Harris, T.
AU  - Launer, L.
AU  - Yaffe, K.
AU  - Kritchevsky, S. B.
AU  - Newman, A.
AU  - Rosano, C.
C2  - Pmc4508128
C6  - Nihms602070
DA  - Oct 1
DO  - 10.1016/j.neuroimage.2014.05.017
DP  - NLM
ET  - 2014/05/21
J2  - NeuroImage
KW  - Aged
Aged, 80 and over
Aging/physiology
Body Mass Index
Brain/*pathology
Chronic Pain/pathology
Cognition
Cross-Sectional Studies
Educational Status
Female
Gait
Gait Disorders, Neurologic/*pathology
Humans
Hypertension/pathology
Male
Neural Pathways/*pathology
Neuropsychological Tests
White Matter/pathology
Cognitive function
Executive function
Gait speed
Mediation
Mobility
White matter hyperintensities
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1053-8119 (Print)
1053-8119
SP  - 7-13
ST  - Pathways linking regional hyperintensities in the brain and slower gait
T2  - Neuroimage
TI  - Pathways linking regional hyperintensities in the brain and slower gait
VL  - 99
ID  - 204619
ER  - 


TY  - JOUR
AB  - BACKGROUND: Healthcare professionals (HCPs) play an important role in discussing weight with children and their parents but report barriers such as lack of training and supports. These barriers are especially prevalent within specialized populations such as children with autism spectrum disorder (ASD). To address this, a Knowledge Translation Casebook on positive weight-related conversations was developed by a research team at a Canadian paediatric hospital. The purpose of the current pre-implementation pilot study was to explore initial acceptability and adoption of the Casebook into clinical settings. METHODS: An interactive, multimodal education workshop was created to provide HCPs with knowledge and training on how to have positive weight-related conversations with children and parents. Two workshops were conducted using the same curriculum but delivered either in-person or online. Participants were drawn from a team of clinicians at a teaching hospital whose care focuses on medication management for clients with ASD and clinicians participating in a distance learning programme on best practice care for clients with ASD. Participants completed a demographic questionnaire, workshop evaluation, and a pre-workshop and post-workshop questionnaire. Descriptive statistics were used to summarize demographic, questionnaire, and survey data. Answers to open-ended questions were analysed using content analysis. RESULTS: Participants agreed that the workshop gave them a clear understanding of the Casebook's content and helped them easily navigate the Casebook. Based on raw scores, self-efficacy in having weight-related conversations seemed to increase from pre-to post-workshop, but reported weight-management clinical practice scores did not change over time. However, the small sample precluded in-depth statistical analysis. CONCLUSIONS: The Casebook was acceptable and appeared to increase self-efficacy about having weight-related conversations with children with ASD and parents. More robust implementation strategies are needed to foster the uptake of best practices in weight-related conversations into clinical practice.
AD  - Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Institute, Toronto, Ontario, Canada.
Evidence to Care, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada.
Teaching and Learning Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada.
Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Ontario, Canada.
Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada.
Rehabilitation Sciences Institute, University of Toronto, Toronto, Ontario, Canada.
AN  - 32083751
AU  - Bonder, R.
AU  - Provvidenza, C. F.
AU  - Hubley, D.
AU  - McPherson, A. C.
DA  - May
DO  - 10.1111/cch.12762
DP  - NLM
ET  - 2020/02/23
J2  - Child: care, health and development
KW  - *casebook
*communication
*healthcare professionals
*knowledge translation
*obesity
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0305-1862
SP  - 360-368
ST  - Putting positive weight-related conversations into practice: The pilot implementation of a Knowledge Translation Casebook
T2  - Child Care Health Dev
TI  - Putting positive weight-related conversations into practice: The pilot implementation of a Knowledge Translation Casebook
VL  - 46
ID  - 204791
ER  - 


TY  - JOUR
AB  - OBJECTIVES: The objective of this work is to provide updated guidelines for the evaluation and treatment of girls and women with Turner syndrome (TS). PARTICIPANTS: The Turner Syndrome Consensus Study Group is a multidisciplinary panel of experts with relevant clinical and research experience with TS that met in Bethesda, Maryland, April 2006. The meeting was supported by the National Institute of Child Health and unrestricted educational grants from pharmaceutical companies. EVIDENCE: The study group used peer-reviewed published information to form its principal recommendations. Expert opinion was used where good evidence was lacking. CONSENSUS: The study group met for 3 d to discuss key issues. Breakout groups focused on genetic, cardiological, auxological, psychological, gynecological, and general medical concerns and drafted recommendations for presentation to the whole group. Draft reports were available for additional comment on the meeting web site. Synthesis of the section reports and final revisions were reviewed by e-mail and approved by whole-group consensus. CONCLUSIONS: We suggest that parents receiving a prenatal diagnosis of TS be advised of the broad phenotypic spectrum and the good quality of life observed in TS in recent years. We recommend that magnetic resonance angiography be used in addition to echocardiography to evaluate the cardiovascular system and suggest that patients with defined cardiovascular defects be cautioned in regard to pregnancy and certain types of exercise. We recommend that puberty should not be delayed to promote statural growth. We suggest a comprehensive educational evaluation in early childhood to identify potential attention-deficit or nonverbal learning disorders. We suggest that caregivers address the prospect of premature ovarian failure in an open and sensitive manner and emphasize the critical importance of estrogen treatment for feminization and for bone health during the adult years. All individuals with TS require continued monitoring of hearing and thyroid function throughout the lifespan. We suggest that adults with TS be monitored for aortic enlargement, hypertension, diabetes, and dyslipidemia.
AD  - Developmental Endocrinology Branch, National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, Maryland 20892, USA. bondyc@mail.nih.gov
AN  - 17047017
AU  - Bondy, C. A.
DA  - Jan
DO  - 10.1210/jc.2006-1374
DP  - NLM
ET  - 2006/10/19
J2  - The Journal of clinical endocrinology and metabolism
KW  - Adult
Bone and Bones/metabolism
Cardiovascular Diseases/diagnosis/etiology
Child
Cognition
Estrogen Replacement Therapy
Female
Fertility
Humans
Infant, Newborn
Liver Diseases/etiology
Neonatal Screening
Prenatal Diagnosis
Puberty
Turner Syndrome/complications/diagnosis/psychology/*therapy
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0021-972X (Print)
0021-972x
SP  - 10-25
ST  - Care of girls and women with Turner syndrome: a guideline of the Turner Syndrome Study Group
T2  - J Clin Endocrinol Metab
TI  - Care of girls and women with Turner syndrome: a guideline of the Turner Syndrome Study Group
VL  - 92
ID  - 204653
ER  - 


TY  - JOUR
AB  - The social intelligence hypothesis proposes that the challenges of complex social life bolster the evolution of intelligence, and accordingly, advanced cognition has convergently evolved in several social lineages. Lions (Panthera leo) offer an ideal model system for cognitive research in a highly social species with an egalitarian social structure. We investigated cognition in lions using a novel resource task: the suspended puzzle box. The task required lions (n = 12) to solve a novel problem, learn the techniques used to solve the problem, and remember techniques for use in future trials. The majority of lions demonstrated novel problem-solving and learning; lions (11/12) solved the task, repeated success in multiple trials, and significantly reduced the latency to success across trials. Lions also demonstrated cognitive abilities associated with memory and solved the task after up to a 7-month testing interval. We also observed limited evidence for social facilitation of the task solution. Four of five initially unsuccessful lions achieved success after being partnered with a successful lion. Overall, our results support the presence of cognition associated with novel problem-solving, learning, and memory in lions. To date, our study is only the second experimental investigation of cognition in lions and further supports expanding cognitive research to lions.
AD  - School of Life Sciences, University of Kwazulu-Natal, Westville Campus, Durban, 4041, South Africa. nborrego@umn.edu.
Department of Biology, University of Miami, 33 Cox Science Center, 1301 Memorial Drive, Coral Gables, FL, 33134, USA. nborrego@umn.edu.
Lion Country Safari, 2003 Lion Country Safari Rd, Loxahatchee, FL, 33470, USA.
AN  - 27311315
AU  - Borrego, N.
AU  - Dowling, B.
DA  - Sep
DO  - 10.1007/s10071-016-1009-y
DP  - NLM
ET  - 2016/06/18
J2  - Animal cognition
KW  - Animals
Cognition
*Learning
*Lions
Memory
*Problem Solving
*Animal Cognition
*Novel problem solving
*Panthera leo
*Social facilitation
*Social intelligence hypothesis
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1435-9448
SP  - 1019-25
ST  - Lions (Panthera leo) solve, learn, and remember a novel resource acquisition problem
T2  - Anim Cogn
TI  - Lions (Panthera leo) solve, learn, and remember a novel resource acquisition problem
VL  - 19
ID  - 204215
ER  - 


TY  - JOUR
AB  - Williams syndrome (WS), a genetic deletion syndrome, is characterized by severe visuospatial deficits affecting performance on both tabletop spatial tasks and on tasks which assess orientation and navigation. Nevertheless, previous studies of WS spatial capacities have ignored the fact that two different spatial memory systems are believed to contribute parallel spatial representations supporting navigation. The place learning system depends on the hippocampal formation and creates flexible relational representations of the environment, also known as cognitive maps. The spatial response learning system depends on the striatum and creates fixed stimulus-response representations, also known as habits. Indeed, no study assessing WS spatial competence has used tasks which selectively target these two spatial memory systems. Here, we report that individuals with WS exhibit a dissociation in their spatial abilities subserved by these two memory systems. As compared to typically developing (TD) children in the same mental age range, place learning performance was impaired in individuals with WS. In contrast, their spatial response learning performance was facilitated. Our findings in individuals with WS and TD children suggest that place learning and response learning interact competitively to control the behavioral strategies normally used to support human spatial navigation. Our findings further suggest that the neural pathways supporting place learning may be affected by the genetic deletion that characterizes WS, whereas those supporting response learning may be relatively preserved. The dissociation observed between these two spatial memory systems provides a coherent theoretical framework to characterize the spatial abilities of individuals with WS, and may lead to the development of new learning strategies based on their facilitated response learning abilities.
AD  - Laboratory of Brain and Cognitive Development, The Institute of Psychology, University of Lausanne, Lausanne, 1005, Switzerland.
Department of Neuroscience, Bambino Gesù Children's Hospital, Rome, 00165, Italy.
AN  - 28710800
AU  - Bostelmann, M.
AU  - Fragnière, E.
AU  - Costanzo, F.
AU  - Di Vara, S.
AU  - Menghini, D.
AU  - Vicari, S.
AU  - Lavenex, P.
AU  - Lavenex, P. B.
DA  - Nov
DO  - 10.1002/hipo.22764
DP  - NLM
ET  - 2017/07/16
J2  - Hippocampus
KW  - Adolescent
Adult
Child
Child, Preschool
Choice Behavior
Cues
Feedback, Psychological
Female
Humans
Linear Models
Male
Middle Aged
Neuropsychological Tests
Reward
*Space Perception
*Spatial Learning
*Spatial Memory
*Spatial Navigation
Speech Perception
Williams Syndrome/*psychology
Young Adult
*genetic disorder
*hippocampus
*place learning
*response learning
*striatum
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1050-9631
SP  - 1192-1203
ST  - Dissociation of spatial memory systems in Williams syndrome
T2  - Hippocampus
TI  - Dissociation of spatial memory systems in Williams syndrome
VL  - 27
ID  - 204554
ER  - 


TY  - JOUR
AB  - This investigation used an ABAB withdrawal design to determine the effect of self-monitoring using the MotivAider® (MotivAider, 2000) on percentage of intervals of on-task behavior by an 11-year old male with a moderate intellectual disability who attended a rural middle school. The MotivAider® is a small device, the size of a pager, which can be programmed to vibrate on a variable or fixed interval schedule. The student used the MotivAider® as a tactile prompt to self-record the presence or absence of on-task behavior at 3-min time intervals while completing math assignments independently in a resource setting. During 15-min sessions, the student completed a math assignment requiring computation skills for one- and two-digit addition and subtraction facts. The investigators used a pretest-posttest measure to examine the effects of the self-monitoring intervention on the student's math fluency before and after intervention. To enhance social validity, the instructional assistant implemented the intervention and the design of the investigation supported and monitored the student's Individualized Education Program goals for math computation and self-sufficiency. Results of this investigation demonstrated (a) an increased percentage of time on-task during self-monitoring intervention, (b) the ability of the student to accurately self-monitor his on-task behavior, and (c) a 100% increase in math fluency from the pretest to posttest. Implications of these findings and directions for future research are discussed.
AN  - EJ1147760
AU  - Boswell, M. Alison
AU  - Knight, Victoria
AU  - Spriggs, Amy D.
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Middle School Students
Moderate Intellectual Disability
Task Analysis
Self Management
Rural Areas
Prompting
Intervals
Assistive Technology
Addition
Subtraction
Computation
Pretests Posttests
Student Behavior
Behavior Patterns
Predictor Variables
Mathematics Skills
Children
Intelligence Tests
Adjustment (to Environment)
Behavior Rating Scales
Wechsler Intelligence Scale for Children
Vineland Adaptive Behavior Scales
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 8756-8705
SP  - 23-30
ST  - Self-Monitoring of On-Task Behaviors Using the MotivAider® by a Middle School Student with a Moderate Intellectual Disability
T2  - Rural Special Education Quarterly
TI  - Self-Monitoring of On-Task Behaviors Using the MotivAider® by a Middle School Student with a Moderate Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1147760&site=ehost-live&scope=site
http://dx.doi.org/10.1177/875687051303200205
VL  - 32
ID  - 205314
ER  - 


TY  - JOUR
AB  - A participatory learning approach, combined with both a traditional and a competitive assessment, was used to motivate students and promote a deep approach to learning biochemistry. Students were challenged to research, author, and explain their own multiple-choice questions (MCQs). They were also required to answer, evaluate, and discuss MCQs written by their peers. The technology used to support this activity was PeerWise--a freely available, innovative web-based system that supports students in the creation of an annotated question repository. In this case study, we describe students' contributions to, and perceptions of, the PeerWise system for a cohort of 107 second-year biomedical science students from three degree streams studying a core biochemistry subject. Our study suggests that the students are eager participants and produce a large repository of relevant, good quality MCQs. In addition, they rate the PeerWise system highly and use higher order thinking skills while taking an active role in their learning. We also discuss potential issues and future work using PeerWise for biomedical students.
AD  - School of Biomedical Sciences, Faculty of Health Sciences, Curtin University, Western Australia. s.bottomley@curtin.edu.au
AN  - 21948507
AU  - Bottomley, S.
AU  - Denny, P.
DA  - Sep-Oct
DO  - 10.1002/bmb.20526
DP  - NLM
ET  - 2011/09/29
J2  - Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
KW  - Adult
Biochemistry/*education
Cognition
Education, Medical, Undergraduate
Educational Measurement/*methods
Female
Humans
Internet
*Learning
Male
Motivation
Plagiarism
Students, Medical
Teaching/*methods
Thinking
*User-Computer Interface
Young Adult
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1470-8175
SP  - 352-61
ST  - A participatory learning approach to biochemistry using student authored and evaluated multiple-choice questions
T2  - Biochem Mol Biol Educ
TI  - A participatory learning approach to biochemistry using student authored and evaluated multiple-choice questions
VL  - 39
ID  - 204106
ER  - 


TY  - JOUR
AB  - BACKGROUND/AIMS/METHODS: Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using the Virtual-Abstract instructional sequenceto teach middle school students, predominantly with mild intellectual disability, to add fractions of unlike denominators. Researchers used a multiple probe across participants design to determine if a functional relation existed between the Virtual-Abstract instructional sequence strategy and students' ability to add fractions with unlike denominators. PROCEDURES/OUTCOMES: The study of consisted of three-to-nine baseline sessions, 6-11 intervention sessions, and two maintenance sessions for each student. Data were collected on accuracy across five addition of fractions with unlike denominators problems. RESULTS/CONCLUSIONS: The VA instructional strategy was effective in thestudents to add fractions with unlike denominators; a functional relation existed between the VA instructional sequence and adding fractions with unlike denominators for three of the four students. IMPLICATIONS: The Virtual-Abstract instructional sequencemay be appropriate to support students with mild intellectual disability in learning mathematics, especially when drawing or representing the mathematical concepts may prove challenging.
AD  - Michigan State University, United States. Electronic address: ecb@msu.edu.
Michigan State University, United States.
Central Michigan University, United States.
Ball State University, United States.
Portland Public Schools, United States.
AN  - 28950232
AU  - Bouck, E. C.
AU  - Park, J.
AU  - Sprick, J.
AU  - Shurr, J.
AU  - Bassette, L.
AU  - Whorley, A.
DA  - Nov
DO  - 10.1016/j.ridd.2017.09.002
DP  - NLM
ET  - 2017/09/28
J2  - Research in developmental disabilities
KW  - Adolescent
Education of Intellectually Disabled/*methods
Female
Humans
*Intellectual Disability
Learning
Male
Mathematics/*education
Students
Fractions
Mathematics
Mild intellectual disability
Single case
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0891-4222
SP  - 163-174
ST  - Using the virtual-abstract instructional sequence to teach addition of fractions
T2  - Res Dev Disabil
TI  - Using the virtual-abstract instructional sequence to teach addition of fractions
VL  - 70
ID  - 204355
ER  - 


TY  - JOUR
AB  - Nursing students historically have struggled to learn a large amount of content in a short period of time. Reliance on intense memorization of endless facts from multiple textbook chapters is ineffective, exhausting, and generally does not result in knowledge retention. Nursing educators face the challenge of facilitating learning that promotes critical thinking through the use of strategies that actively engage the students. Creating an environment of learning where students come prepared to class and use the textbook material to enhance understanding and knowledge acquisition is imperative. This article presents active learning strategies that are flexible for varying class sizes, time availability, and topics. Classroom assessment techniques support the value of this teaching-learning approach.
AD  - Indiana University Southeast, USA. dbowles@ius.edu
AN  - 17049042
AU  - Bowles, D. J.
DO  - 10.2202/1548-923x.1184
DP  - NLM
ET  - 2006/10/20
J2  - International journal of nursing education scholarship
KW  - Cognition
*Curriculum
Education, Nursing/*trends
*Health Knowledge, Attitudes, Practice
Humans
Students, Nursing
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 1548-923x
SP  - Article 22
ST  - Active learning strategies...not for the birds!
T2  - Int J Nurs Educ Scholarsh
TI  - Active learning strategies...not for the birds!
VL  - 3
ID  - 204393
ER  - 


TY  - JOUR
AB  - This paper describes the application of collaboration scripts to guide social interaction behaviours of children with intellectual disabilities. The use of such scripts demonstrate potential as a means of creating CSCL environments that can be used to provide children with communication and social interaction impairments with a platform for learning and practicing such skills in a meaningful social context.
AD  - School of Computer Science and Statistics, Trinity College Dublin, Ireland.
AN  - 28873805
AU  - Boyle, B.
AU  - Arnedillo-Sánchez, I.
DP  - NLM
ET  - 2017/09/07
J2  - Studies in health technology and informatics
KW  - Child
*Computer-Assisted Instruction
*Cooperative Behavior
Humans
*Intellectual Disability
*Interpersonal Relations
*Learning
Computer Supported Collaborative Learning
Intellectual Disabilities
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0926-9630
SP  - 241-248
ST  - The Application of CSCL Scripts to Support Teaching and Learning for Children with Intellectual Disabilities
T2  - Stud Health Technol Inform
TI  - The Application of CSCL Scripts to Support Teaching and Learning for Children with Intellectual Disabilities
VL  - 242
ID  - 204006
ER  - 


TY  - JOUR
AB  - Machine learning methods have been employed to make predictions in psychiatry from genotypes, with the potential to bring improved prediction of outcomes in psychiatric genetics; however, their current performance is unclear. We aim to systematically review machine learning methods for predicting psychiatric disorders from genetics alone and evaluate their discrimination, bias and implementation. Medline, PsycInfo, Web of Science and Scopus were searched for terms relating to genetics, psychiatric disorders and machine learning, including neural networks, random forests, support vector machines and boosting, on 10 September 2019. Following PRISMA guidelines, articles were screened for inclusion independently by two authors, extracted, and assessed for risk of bias. Overall, 63 full texts were assessed from a pool of 652 abstracts. Data were extracted for 77 models of schizophrenia, bipolar, autism or anorexia across 13 studies. Performance of machine learning methods was highly varied (0.48-0.95 AUC) and differed between schizophrenia (0.54-0.95 AUC), bipolar (0.48-0.65 AUC), autism (0.52-0.81 AUC) and anorexia (0.62-0.69 AUC). This is likely due to the high risk of bias identified in the study designs and analysis for reported results. Choices for predictor selection, hyperparameter search and validation methodology, and viewing of the test set during training were common causes of high risk of bias in analysis. Key steps in model development and validation were frequently not performed or unreported. Comparison of discrimination across studies was constrained by heterogeneity of predictors, outcome and measurement, in addition to sample overlap within and across studies. Given widespread high risk of bias and the small number of studies identified, it is important to ensure established analysis methods are adopted. We emphasise best practices in methodology and reporting for improving future studies.
AD  - MRC Centre for Neuropsychiatric Genetics and Genomics, Division of Psychological Medicine and Clinical Neurosciences, School of Medicine, Cardiff University, Cardiff, UK.
Dementia Research Institute, School of Medicine, Cardiff University, Cardiff, UK.
MRC Centre for Neuropsychiatric Genetics and Genomics, Division of Psychological Medicine and Clinical Neurosciences, School of Medicine, Cardiff University, Cardiff, UK. escottpricev@cardiff.ac.uk.
Dementia Research Institute, School of Medicine, Cardiff University, Cardiff, UK. escottpricev@cardiff.ac.uk.
AN  - 32591634
AU  - Bracher-Smith, M.
AU  - Crawford, K.
AU  - Escott-Price, V.
DA  - Jun 26
DO  - 10.1038/s41380-020-0825-2
DP  - NLM
ET  - 2020/06/28
J2  - Molecular psychiatry
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1359-4184
ST  - Machine learning for genetic prediction of psychiatric disorders: a systematic review
T2  - Mol Psychiatry
TI  - Machine learning for genetic prediction of psychiatric disorders: a systematic review
ID  - 204708
ER  - 


TY  - THES
AB  - This action research study is the culmination of several action cycles investigating cognitive information processing and learning strategies based on students approach to learning theory and assessing students' meta-cognitive learning, motivation, and reflective development suggestive of deep learning. The study introduces a reading assignment as an integrative teaching method with the purpose of challenging students' assumptions and requiring them to think from multiple perspectives thus influencing deep learning. The hypothesis is that students who are required to critically reflect on their own perceptions will develop the deep learning skills needed in the 21st century. Pre and post surveys were used to assess for changes in students' preferred approach to learning and reflective practice styles. Qualitative data was collected in the form of student stories and student literature circle transcripts to further describe student perceptions of the experience. Results indicate stories that include examples of critical reflection may influence students to use more transformational types of reflective learning actions. Approximately fifty percent of the students in the course increased their preference for deep learning by the end of the course. Further research is needed to determine the effect of narratives on student preferences for deep learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Bradshaw, Vicki
DB  - ERIC
DP  - EBSCOhost
KW  - Community Colleges
Two Year College Students
Associate Degrees
Nursing Education
Nursing Students
Reflection
Action Research
Cognitive Processes
Learning Strategies
Learning Theories
Metacognition
Student Motivation
Reading Assignments
Personal Narratives
Story Telling
Student Surveys
Qualitative Research
Student Attitudes
Group Activities
Transformative Learning
Learner Engagement
Critical Thinking
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-29744-0
ST  - The Effect of Teaching with Stories on Associate Degree Nursing Students' Approach to Learning and Reflective Practice
TI  - The Effect of Teaching with Stories on Associate Degree Nursing Students' Approach to Learning and Reflective Practice
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED549750&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3505438
ID  - 205362
ER  - 


TY  - JOUR
AB  - Executive functions consist of multiple high-level cognitive processes that drive rule generation and behavioral selection. An emergent property of these processes is the ability to adjust behavior in response to changes in one's environment (i.e., behavioral flexibility). These processes are essential to normal human behavior, and may be disrupted in diverse neuropsychiatric conditions, including schizophrenia, alcoholism, depression, stroke, and Alzheimer's disease. Understanding of the neurobiology of executive functions has been greatly advanced by the availability of animal tasks for assessing discrete components of behavioral flexibility, particularly strategy shifting and reversal learning. While several types of tasks have been developed, most are non-automated, labor intensive, and allow testing of only one animal at a time. The recent development of automated, operant-based tasks for assessing behavioral flexibility streamlines testing, standardizes stimulus presentation and data recording, and dramatically improves throughput. Here, we describe automated strategy shifting and reversal tasks, using operant chambers controlled by custom written software programs. Using these tasks, we have shown that the medial prefrontal cortex governs strategy shifting but not reversal learning in the rat, similar to the dissociation observed in humans. Moreover, animals with a neonatal hippocampal lesion, a neurodevelopmental model of schizophrenia, are selectively impaired on the strategy shifting task but not the reversal task. The strategy shifting task also allows the identification of separate types of performance errors, each of which is attributable to distinct neural substrates. The availability of these automated tasks, and the evidence supporting the dissociable contributions of separate prefrontal areas, makes them particularly well-suited assays for the investigation of basic neurobiological processes as well as drug discovery and screening in disease models.
AD  - Department of Psychology, St. Mary's College of Maryland; ambrady@smcm.edu.
Department of Psychology, University of British Columbia.
AN  - 25742506
AU  - Brady, A. M.
AU  - Floresco, S. B.
C2  - Pmc4354637
DA  - Feb 15
DO  - 10.3791/52387
DP  - NLM
ET  - 2015/03/06
J2  - Journal of visualized experiments : JoVE
KW  - Animals
Behavior, Animal/*physiology
Cognition/*physiology
*Conditioning, Operant
Executive Function/*physiology
Male
Maze Learning
Prefrontal Cortex/physiology
Rats
Rats, Long-Evans
Rats, Sprague-Dawley
LA  - eng
M1  - 96
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1940-087x
SP  - e52387
ST  - Operant procedures for assessing behavioral flexibility in rats
T2  - J Vis Exp
TI  - Operant procedures for assessing behavioral flexibility in rats
ID  - 204334
ER  - 


TY  - JOUR
AB  - PURPOSE: Educators influence learning context through, among other things, triadic reciprocal causation-a behavioral model used in social cognitive theory. Eliciting responses from learners during instruction may contribute to learning by engaging their metacognition. In this study, metacognition was examined based on learners' experience with 2 different polling methods: student response systems (SRS), commonly known as "clickers," and a low-technology response system (LTRS), where students raise labeled signs, each with a different response. Scale item results are reported. METHODS: Scales measuring the influence of metacognition from polling methods were administered, following treatment (SRS) and comparison method (LTRS), to first-year physician assistant (PA) students (n = 54). Statistical tests of significance and effect size for each item were compared. RESULTS: Performance outcomes suggest that the SRS enhances learning experiences more than low-technology polling. Self-reported surveys indicate that self-monitoring, note-taking, and understanding during lectures are significantly improved with the use of clickers. Peer and social comparison items did not demonstrate significance collectively, but survey results indicate that candidates compared themselves to their peers significantly more with the LTRS than with the SRS. CONCLUSION: Findings support the practice of using an electronic SRS to poll PA students and enhance learning.
AD  - Melanie Brady, EdD, is an adjunct assistant professor of Clinical Education at the University of Southern California, Los Angeles, California. Christopher P. Forest, MSHS, PA-C, is a professor and founding program director of the Master of Science Physician Assistant Program at California State University, Monterey Bay. He conducted this research while an assistant professor of family medicine at the University of Southern California Keck School of Medicine in Alhambra, California.
AN  - 29787510
AU  - Brady, M.
AU  - Forest, C. P.
DA  - Jun
DO  - 10.1097/jpa.0000000000000203
DP  - NLM
ET  - 2018/05/23
J2  - The journal of physician assistant education : the official journal of the Physician Assistant Education Association
KW  - Adult
Female
Humans
*Learning
Male
*Metacognition
Physician Assistants/*education
Students, Health Occupations/*psychology
Young Adult
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1941-9430 (Print)
1941-9430
SP  - 104-108
ST  - Metacognition, Formative Assessment, and Student Perspective: Learning About Metacognition Through In-Class Comparison of Response Systems
T2  - J Physician Assist Educ
TI  - Metacognition, Formative Assessment, and Student Perspective: Learning About Metacognition Through In-Class Comparison of Response Systems
VL  - 29
ID  - 203848
ER  - 


TY  - JOUR
AB  - This study evaluated the effects of simulation training to teach functional community skills to four students with developmental disabilities in middle school. A multiple probe across participants and multiple probe across behaviors allowed for an evaluation of a functional relation between simulation and skill acquisition. Students learned how to match numbers from a shopping list to clothing sizes in a classroom simulation and then generalized this skill to community-based settings. Results are discussed in terms of a rationale for using computer based instruction and classroom simulation for teaching community skills and the potential for video and technology based solutions to augment traditional instruction. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Ayres, Kevin M., University of Georgia, College of Education, Department of Special Education, 537 Aderhold Hall, Athens, GA, US, 30602-7153
AN  - 2011-19570-011
AU  - Bramlett, Virginia
AU  - Ayres, Kevin M.
AU  - Douglas, Karen H.
AU  - Cihak, David F.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - computer simulation
classrooms
teaching
functional community skills
developmental disabilities
special education students
Ability
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2011
SN  - 2154-1647
SP  - 454-469
ST  - Effects of computer and classroom simulations to teach students with various exceptionalities to locate apparel sizes
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Effects of computer and classroom simulations to teach students with various exceptionalities to locate apparel sizes
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-19570-011&site=ehost-live&scope=site
VL  - 46
ID  - 204922
ER  - 


TY  - JOUR
AB  - INTRODUCTION: We report on an evaluation of the Just Right approach for planning care for adults with learning disabilities and how it can support culture change. Just Right combines installing a telemonitoring system with training for care managers in person-centred care planning and the interpretation of charts that summarise activity data for their setting. By providing insights into the needs of individuals Just Right allows existing care provision to be reviewed to ensure it is 'just right'. The Just Right approach can also potentially identify over-care and resources that can released. METHODS: A mixed-methods approach was used, triangulating qualitative and quantitative baseline and follow-up data. Qualitative data were collected before and after implementation from focus groups on barriers, enablers, success outcomes and impacts. A theory of change was developed. Detailed data on individual adults with learning disabilities were collected before and after installation of equipment using a linked online survey completed by their care managers. RESULTS: Nine commissioning local authorities were recruited with 33 care providers serving 417 adults with learning disabilities. Issues relating to implementation included staff acceptance, culture, consent, safeguarding, local authority engagement, interpretation of data and residential setting. Changes to care were identified for 20.3% of individuals, with 66% of providers not identifying any changes because Just Right confirmed that they were providing the right level of support. DISCUSSION: By combining telemonitoring and person-centred care planning, Just Right provides a holistic approach and necessary information for conversations amongst stakeholders about the care needs of adults with learning disabilities. Depending on how it is introduced, and the nature of conversations held, the Just Right approach can potentially change culture, leading to improved outcomes.
AD  - Institute of Applied Health Research, University of Birmingham, UK.
Institute of Local Government Studies, UK.
Health Service Management Centre, University of Birmingham, UK.
AN  - 30016895
AU  - Bramley, G.
AU  - Mangan, C.
AU  - Conroy, M.
DA  - Dec
DO  - 10.1177/1357633x18784419
DP  - NLM
ET  - 2018/07/19
J2  - Journal of telemedicine and telecare
KW  - Adult
Communication
Comprehensive Health Care/*organization & administration
Focus Groups
Humans
*Learning Disabilities
Problem Solving
Qualitative Research
Self Care/*methods
Telemedicine/*organization & administration
Adults with learning disabilities
cost saving
evaluation
person-centred care
telecare
telemonitoring
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1357-633x
SP  - 602-610
ST  - Using telemonitoring to support personal care planning for adults with learning disabilities
T2  - J Telemed Telecare
TI  - Using telemonitoring to support personal care planning for adults with learning disabilities
VL  - 25
ID  - 203852
ER  - 


TY  - JOUR
AB  - Higher-level cognition depends on the ability to learn models of the world. We can characterize this at the computational level as a structure-learning problem with the goal of best identifying the prevailing causal relationships among a set of relata. However, the computational cost of performing exact Bayesian inference over causal models grows rapidly as the number of relata increases. This implies that the cognitive processes underlying causal learning must be substantially approximate. A powerful class of approximations that focuses on the sequential absorption of successive inputs is captured by the Neurath's ship metaphor in philosophy of science, where theory change is cast as a stochastic and gradual process shaped as much by people's limited willingness to abandon their current theory when considering alternatives as by the ground truth they hope to approach. Inspired by this metaphor and by algorithms for approximating Bayesian inference in machine learning, we propose an algorithmic-level model of causal structure learning under which learners represent only a single global hypothesis that they update locally as they gather evidence. We propose a related scheme for understanding how, under these limitations, learners choose informative interventions that manipulate the causal system to help elucidate its workings. We find support for our approach in the analysis of 3 experiments. (PsycINFO Database Record
AD  - Department of Experimental Psychology, University College London.
Gatsby Computational Neuroscience Unit, University College London.
Department of Psychology, University of California, Berkeley.
AN  - 28240922
AU  - Bramley, N. R.
AU  - Dayan, P.
AU  - Griffiths, T. L.
AU  - Lagnado, D. A.
DA  - Apr
DO  - 10.1037/rev0000061
DP  - NLM
ET  - 2017/02/28
J2  - Psychological review
KW  - *Algorithms
Bayes Theorem
*Causality
*Cognition
Humans
*Learning
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0033-295x
SP  - 301-338
ST  - Formalizing Neurath's ship: Approximate algorithms for online causal learning
T2  - Psychol Rev
TI  - Formalizing Neurath's ship: Approximate algorithms for online causal learning
VL  - 124
ID  - 204396
ER  - 


TY  - JOUR
AB  - Domains such as force protection require an effective decision maker to maintain a high level of situation awareness. A system that combines humans with neural networks is a desirable approach. Furthermore, it is advantageous for the calculation engine to operate in three learning modes: supervised for initial training and known updating, reinforcement for online operational improvement, and unsupervised in the absence of all external signaling. An Adaptive Resonance Theory based architecture capable of seamlessly switching among the three types of learning is discussed that can be used to help optimize the decision making of a human operator in such a scenario. This is followed by a situation assessment module.
AD  - Reliability Assessment and Human Systems Integration Department, Sandia National Laboratories, Albuquerque, NM 87185, USA.
AN  - 19395234
AU  - Brannon, N. G.
AU  - Seiffertt, J. E.
AU  - Draelos, T. J.
AU  - Wunsch, D. C., 2nd
DA  - Apr
DO  - 10.1016/j.neunet.2009.03.013
DP  - NLM
ET  - 2009/04/28
J2  - Neural networks : the official journal of the International Neural Network Society
KW  - Adaptation, Psychological/physiology
*Artificial Intelligence
Awareness/*physiology
*Decision Making, Computer-Assisted
*Decision Support Techniques
Learning/physiology
*Neural Networks, Computer
Reinforcement, Psychology
User-Computer Interface
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0893-6080
SP  - 316-25
ST  - Coordinated machine learning and decision support for situation awareness
T2  - Neural Netw
TI  - Coordinated machine learning and decision support for situation awareness
VL  - 22
ID  - 204455
ER  - 


TY  - JOUR
AB  - We describe efforts by providers and stakeholders in Maryland to develop Best Practices for behavioral and mental health treatment for individuals with developmental disabilities. The Maryland initiative was characterized by inclusion of expert opinion and stakeholder experience to achieve consensus on Best Practices for the treatment of individuals dually diagnosed with a developmental disability and mental health or behavioral problems. An innovative, open space technology format was used during the Maryland Best Practices Conference that was held in February 2004. The planning and processes that resulted in the Maryland initiative are discussed and highlight the impact of these efforts. Results of the conference, workgroups and survey suggest many strengths in current practice as well as areas in need of development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Gallucci, Gerard, Special Needs Clinic, Johns Hopkins Bayview Medical Center, D2 East, 4940 Eastern Avenue, Baltimore, MD, US, 21224
AN  - 2006-22741-003
AU  - Brierley-Bowers, Patricia
AU  - Noel, Jason M.
AU  - Dressler, Diane L.
AU  - Borcherding, Breck
AU  - Gallucci, Gerard
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - mental health treatment
behavioral health treatment
developmental disabilities
best practices development
Health Care Delivery
Health Care Services
Mental Health Services
Best Practices
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2006
SN  - 1057-3291
SP  - 119-124
ST  - Developing Best Practices for Behavioral and Mental Health Treatment for Indiviuals with Developmental Disabilities: Maryland's Efforts
T2  - Mental Health Aspects of Developmental Disabilities
TI  - Developing Best Practices for Behavioral and Mental Health Treatment for Indiviuals with Developmental Disabilities: Maryland's Efforts
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-22741-003&site=ehost-live&scope=site
ggallucc@jhmi.edu
VL  - 9
ID  - 204906
ER  - 


TY  - THES
AB  - Evidence indicates that after-school programs are beneficial to children in the elementary school years, especially when they target more than just problem behaviors, but also focus on a wide range of positive developmental outcomes such as critical thinking, self-awareness and self-confidence (Catalano et al., 2002). The most effective programs (a) target problem prevention and competency promotion simultaneously, (b) are well integrated into the school or community context (Weissberg & O'Brien, 2004), and (c) focus on social and emotional development (Catalano et al., 2002; Elias et al., 1997). The present study examined the effects of participation in a community-based after-school program for a sample of elementary school-aged African American males. This study was a mixed-method descriptive analysis of a school-centered evidence-based curriculum introduced in the after-school setting. Further, it explored the efficacy and fidelity of the evidence-based curriculum used as a strategy to enhance the development of African American males. This study employed descriptive and inferential statistics and used qualitative techniques to gather additional data. It used the Teacher-Child Rating Scale, a pre-developed scientifically reliable and valid instrument that assesses a child's social emotional competence according to four subscales: task orientation, behavior control, assertiveness, and peer social skills. In addition, staff focus group interviews were used as a means to gather other supportive empirical data. Findings of this study suggested a need for further investigation. Data demonstrated positive gains for youth who were more frequently exposed to the after-school program (and curriculum) and data supported the potential future use of this curriculum in the after-school context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Brock, Leonard M.
DB  - ERIC
DP  - EBSCOhost
KW  - African Americans
Emotional Intelligence
School Activities
Males
Focus Groups
After School Programs
Rating Scales
Assertiveness
Critical Thinking
Metacognition
Interviews
Self Esteem
Prevention
Social Development
Emotional Development
Qualitative Research
Interpersonal Competence
Program Effectiveness
Self Control
Elementary Secondary Education
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2009
SN  - 978-1-124-48310-8
ST  - An Investigation of after School Supports: An After-School Program and Its Impact on African American Males Aged 5-13
TI  - An Investigation of after School Supports: An After-School Program and Its Impact on African American Males Aged 5-13
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED525997&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3443385
ID  - 205090
ER  - 


TY  - JOUR
AB  - The aim of this study is to present the available and verified methods of prevention of cognitive decline in healthy older adults and to review clinical trials of therapies to improve impaired cognitive performance. We discuss data about the actual possibility of pharmacological treatment, usefulness of physical exercises, and effectiveness of different cognitive training methods. In a separate chapter we discuss why older people cope much better in life challenges then it would appear from the measurements made by use of neuro-psychological tests. We also discuss the so-called issue of transfers, ie, the question of how certain cognitive characteristics, improved through cognitive training, are transferred to other mental skills. We distinguish between simple and sophisticated (usually computerized) forms of cognitive training and pay particular attention to methods that are simple and easy to use. In particular, we discuss the so-called "learning therapy", which amounts to "reading aloud and simple arithmetic calculations", the method based on "switching between words and imagination", and also the method consisting of personal counseling, support, and assistance in learning, especially in the form of home visits. In the final chapter we formulate practical advice, not only for individuals who want to undertake the preventing or correction activities alone with eventual help of medical professionals, but also for the members of health institutions that wish to implement preventive and therapeutic actions directed to a chosen population. We also discuss the indications and rationale for further research and clinical trials.
AD  - Independent Researcher, Institute of Occupational Medicine and Environmental Health, Sosnowiec, Poland.
Institute of Nursing, University of Applied Sciences, Nysa, Poland.
AN  - 25708246
AU  - Brodziak, A.
AU  - Wolińska, A.
AU  - Kołat, E.
AU  - Różyk-Myrta, A.
C2  - Pmc4349161
DA  - Feb 24
DO  - 10.12659/msm.892542
DP  - NLM
ET  - 2015/02/25
J2  - Medical science monitor : international medical journal of experimental and clinical research
KW  - Aged
Cognition
Cognition Disorders/epidemiology/*prevention & control/psychology/*therapy
Cognitive Dysfunction/prevention & control/therapy
Humans
Neuropsychological Tests
*Practice Guidelines as Topic
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1234-1010 (Print)
1234-1010
SP  - 585-97
ST  - Guidelines for prevention and treatment of cognitive impairment in the elderly
T2  - Med Sci Monit
TI  - Guidelines for prevention and treatment of cognitive impairment in the elderly
VL  - 21
ID  - 204523
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Sex differences following concussion are poorly understood. The purpose of this study was to examine whether male and female adolescent athletes with prior concussions differ regarding neurocognitive function and symptom reporting. SETTING: Community-based hockey teams. PARTICIPANTS: Participants included 615 elite hockey players 13 to 17 years old (mean = 15.5, 95% confidence interval [CI] = 15.4-15.6). There were 517 males and 98 females. Players with English as a second language, attention or learning problems, a concussion within 6 months of baseline, or suspected invalid test profiles were excluded from these analyses. DESIGN: Cross-sectional. MAIN MEASURE: Domain scores and symptom ratings from the ImPACT computerized battery. RESULTS: There were no significant neurocognitive differences between males and females with (F5,227 = 1.40, P = .227) or without (F5,376 = 1.33, P = 0.252) a prior history of concussion. Male and female athletes with a history of concussion reported higher raw symptom scores than those without a prior concussion; however, sex differences disappear when symptom scores are adjusted for known sex differences in controls (total score, F2,230 = 0.77, P = .46; Cohen d = 0.01 or domain scores (F4,227 = 1.52, P = .197; Cohen d = 0.07-0.18). CONCLUSIONS: Although those with prior concussions report more symptoms (but do not differ on neurocognition), this study does not support sex differences with cognition or symptoms in adolescent athletes with prior concussions.
AD  - Neurosciences (Brain Injury and Rehabilitation programs), Alberta Children's Hospital, Departments of Paediatrics and Clinical Neurosciences, Faculty of Medicine, University of Calgary, Alberta Children's Hospital Research Institute for Child and Maternal Health, University of Calgary, Calgary, Alberta, Canada (Dr Brooks); Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada (Dr Mrazik); Paediatric Neurology, Faculty of Medicine, University of Calgary, Neurosciences (Brain Injury and Rehabilitation programs), Alberta Children's Hospital, Alberta Children's Hospital Research Institute for Child and Maternal Health, University of Calgary, Calgary, Alberta, Canada (Dr Barlow); Sport Injury Prevention Research Centre, Faculty of Kinesiology, University of Calgary, Calgary, Alberta, Canada (Dr McKay); Sport Injury Prevention Research Centre, Faculty of Kinesiology, University of Calgary, Calgary, Alberta, Canada (Dr Meeuwisse); and Sport Injury Prevention Research Centre, Faculty of Kinesiology, University of Calgary, Alberta Children's Hospital Research Institute for Child and Maternal Health, University of Calgary, Calgary, Alberta, Canada (Dr Emery).
AN  - 24413074
AU  - Brooks, B. L.
AU  - Mrazik, M.
AU  - Barlow, K. M.
AU  - McKay, C. D.
AU  - Meeuwisse, W. H.
AU  - Emery, C. A.
DA  - May-Jun
DO  - 10.1097/htr.0000000000000016
DP  - NLM
ET  - 2014/01/15
J2  - The Journal of head trauma rehabilitation
KW  - Adolescent
Brain Concussion/*epidemiology/etiology
Canada/epidemiology
Cognition
Cross-Sectional Studies
Female
Hockey/*injuries
Humans
Male
Multivariate Analysis
*Neuropsychological Tests
Sex Factors
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0885-9701
SP  - 257-64
ST  - Absence of differences between male and female adolescents with prior sport concussion
T2  - J Head Trauma Rehabil
TI  - Absence of differences between male and female adolescents with prior sport concussion
VL  - 29
ID  - 204495
ER  - 


TY  - JOUR
AB  - OBJECT Nonsyndromic craniosynostosis (NSC) is associated with significant learning disability later in life. Surgical reconstruction is typically performed before 1 year of age to correct the cranial vault morphology and to allow for normalized brain growth with the goal of improving cognitive function. Yet, no studies have assessed to what extent normalized brain growth is actually achieved. Recent advances in MRI have allowed for automated methods of objectively assessing subtle and pronounced brain morphological differences. The authors used one such technique, deformation-based morphometry (DBM) Jacobian mapping, to determine how previously treated adolescents with sagittal NSC (sNSC) significantly differ in brain anatomy compared with healthy matched controls up to 11.5 years after surgery. METHODS Eight adolescent patients with sNSC, previously treated via whole-vault cranioplasty at a mean age of 7 months, and 8 age- and IQ-matched control subjects without craniosynostosis (mean age for both groups = 12.3 years), underwent functional 3-T MRI. Statistically significant group tissue-volume differences were assessed using DBM, a whole-brain technique that estimates morphological differences between 2 groups at each voxel (p < 0.01). Group-wise Jacobian volume maps were generated using a spacing of 1.5 mm and a resolution of 1.05 × 1.05 × 1.05 mm(3). RESULTS There were no significant areas of volume reduction or expansion in any brain areas in adolescents with sNSC compared with controls at a significance level of p < 0.01. At the more liberal threshold of p < 0.05, two areas of brain expansion extending anteroposteriorly in the right temporooccipital and left frontoparietal regions appeared in patients with sNSC compared with controls. CONCLUSIONS Compared with previous reports on untreated infants with sNSC, adolescents with sNSC in this cohort had few areas of brain dysmorphology many years after surgery. This result suggests that comprehensive cranioplasty performed at an early age offers substantial brain normalization by adolescence, but also that some effects of vault constriction may still persist after treatment. Specifically, few areas of expansion in frontoparietal and temporooccipital regions may persist. Overall, data from this small cohort support the primary goal of surgery in allowing for more normalized brain growth. Larger samples, and correlating degree of normalization with cognitive performance in NSC, are warranted.
AD  - Section of Plastic and Reconstructive Surgery.
Department of Neurosurgery, University of California, Los Angeles, California; and.
Department of Diagnostic Radiology, and.
Center for Translational Developmental Neuroscience, Child Study Center, and.
Department of Neurosurgery, Yale School of Medicine, New Haven, Connecticut;
Department of Biomedical Engineering, Yale University, New Haven, Connecticut.
AN  - 26684766
AU  - Brooks, E. D.
AU  - Yang, J.
AU  - Beckett, J. S.
AU  - Lacadie, C.
AU  - Scheinost, D.
AU  - Persing, S.
AU  - Zellner, E. G.
AU  - Oosting, D.
AU  - Keifer, C.
AU  - Friedman, H. E.
AU  - Wyk, B. V.
AU  - Jou, R. J.
AU  - Sun, H.
AU  - Gary, C.
AU  - Duncan, C. C.
AU  - Constable, R. T.
AU  - Pelphrey, K. A.
AU  - Persing, J. A.
C2  - Pmc7182140
C6  - Nihms1571039
DA  - Apr
DO  - 10.3171/2015.7.peds15221
DP  - NLM
ET  - 2015/12/20
J2  - Journal of neurosurgery. Pediatrics
KW  - Adolescent
Brain/*pathology
Child
Craniosynostoses/*surgery
Female
Follow-Up Studies
Humans
Infant
Magnetic Resonance Imaging/*methods
Male
*Outcome Assessment, Health Care
DBM = deformation-based morphometry
DTI = diffusion tensor imaging
NSC = nonsyndromic craniosynostosis
WISC-III = Wechsler Intelligence Scale for Children, Third Edition
craniofacial
deformation-based morphometry
fMRI = functional MRI
magnetic resonance imaging
sNSC = sagittal NSC
sagittal craniosynostosis
voxel-based morphometry
materials or methods used in this study or the findings specified in this paper.
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1933-0707 (Print)
1933-0707
SP  - 460-8
ST  - Normalization of brain morphology after surgery in sagittal craniosynostosis
T2  - J Neurosurg Pediatr
TI  - Normalization of brain morphology after surgery in sagittal craniosynostosis
VL  - 17
ID  - 204833
ER  - 


TY  - JOUR
AB  - Providing evidence-based interventions in competitive employment settings is critical to improve employment outcomes for individuals with autism. This study used a multiple baseline across behaviors design to enhance the customer service skills of a young adult with autism employed as a cashier at a retail store. Results indicated the use of customer service phrases increased contingent on delivery of corresponding video models. Implications for employing young adults with autism in community-based settings are discussed.
AN  - EJ1233344
AU  - Bross, Leslie Ann
AU  - Travers, Jason C.
AU  - Munandar, Vidya D.
AU  - Morningstar, Mary
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Competition
Autism
Intervention
Evidence Based Practice
Retailing
Pervasive Developmental Disorders
Employment
Young Adults
Modeling (Psychology)
Interpersonal Competence
Children
Intelligence Tests
Adjustment (to Environment)
Behavior Rating Scales
Community Colleges
Nonprofit Organizations
Reliability
Service Occupations
Wechsler Intelligence Scale for Children
Vineland Adaptive Behavior Scales
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 1088-3576
SP  - 226-235
ST  - Video Modeling to Improve Customer Service Skills of an Employed Young Adult with Autism
T2  - Focus on Autism and Other Developmental Disabilities
TI  - Video Modeling to Improve Customer Service Skills of an Employed Young Adult with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1233344&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1088357618805990
VL  - 34
ID  - 205444
ER  - 


TY  - JOUR
AB  - This study investigated the effects of a modified system of least prompts and an electronic story-mapping intervention for elementary students with autism spectrum disorder. Participants were first taught to identify story element definitions using constant time delay. Participants then listened to age-appropriate narrative texts with a problem-solution structure, completed an electronic story map, and orally answered questions related to the story elements. If unable to complete the map or answer questions, a system of least prompts was used that redirected the students to use provided supports and provided rereads of portions of the text. A multiple probe across participants design was used to examine the effects of the intervention. Outcomes indicated the intervention was effective for teaching story element definitions, labeling of the story element map on an iPad, and comprehension of story element questions. The limitations of the study as well as implications for future research and practice are discussed.
AN  - EJ1160739
AU  - Browder, Diane M.
AU  - Root, Jenny R.
AU  - Wood, Leah
AU  - Allison, Caryn
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Story Grammar
Handheld Devices
Technology Uses in Education
Reading Comprehension
Elementary School Students
Autism
Pervasive Developmental Disorders
Prompting
Instructional Materials
Problem Solving
Story Reading
Intervention
Outcomes of Education
Reading Instruction
Instructional Effectiveness
Special Education
Disabilities
Educational Legislation
Equal Education
Federal Legislation
Individuals with Disabilities Education Act
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 1088-3576
SP  - 243-255
ST  - Effects of a Story-Mapping Procedure Using the iPad on the Comprehension of Narrative Texts by Students with Autism Spectrum Disorder
T2  - Focus on Autism and Other Developmental Disabilities
TI  - Effects of a Story-Mapping Procedure Using the iPad on the Comprehension of Narrative Texts by Students with Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1160739&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1088357615611387
VL  - 32
ID  - 205172
ER  - 


TY  - JOUR
AB  - The study set out to explore whether local area coordinators (LACs) and their managers view the health role of LACs as an essential component of their work and identify the health-related activities undertaken by LACs in Scotland. A mixed methods cross-sectional phenomenological study involving local authority service managers (n = 25) and LACs (n = 40) was adopted. Quantitative data from LACs were obtained using online and postal questionnaires. Qualitative data from local authority service managers and LACs were collected using one-to-one interviews and focus groups. Thematic analysis was undertaken of the qualitative data. The results indicate that there is a need to develop further the wider public health role of LACs to incorporate health-related activities focused on broader community-based outcomes such as empowerment and community integration. By adopting a public health role, LACs will be able to contribute to the reduction of health inequalities in people with learning disabilities.
AD  - Edinburgh Napier University, UK, and NHS Lothian, UK.
AN  - 24166152
AU  - Brown, M.
AU  - Karatzias, T.
AU  - O'Leary, L.
DA  - Dec
DO  - 10.1177/1744629513509795
DP  - NLM
ET  - 2013/10/30
J2  - Journal of intellectual disabilities : JOID
KW  - Adult
Cross-Sectional Studies
Delivery of Health Care/*organization & administration
Female
*Health Services/standards
Health Services Research/*methods
Healthcare Disparities/standards
Humans
Learning Disabilities/rehabilitation
Male
Middle Aged
*Public Health/standards
Qualitative Research
Scotland
Workforce
Public health
health inequalities
health needs
health policy
intellectual disabilities
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1744-6295
SP  - 387-402
ST  - The health role of local area coordinators in Scotland: a mixed methods study
T2  - J Intellect Disabil
TI  - The health role of local area coordinators in Scotland: a mixed methods study
VL  - 17
ID  - 204319
ER  - 


TY  - JOUR
AB  - Purpose Speech motor control relies on neural processes for generating sensory expectations using an efference copy mechanism to maintain accurate productions. The N100 auditory event-related potential (ERP) has been identified as a possible neural marker of the efference copy with a reduced amplitude during active listening while speaking when compared to passive listening. This study investigates N100 suppression while controlling a motor imagery speech synthesizer brain-computer interface (BCI) with instantaneous auditory feedback to determine whether similar mechanisms are used for monitoring BCI-based speech output that may both support BCI learning through existing speech motor networks and be used as a clinical marker for the speech network integrity in individuals without severe speech and physical impairments. Method The motor-induced N100 suppression is examined based on data from 10 participants who controlled a BCI speech synthesizer using limb motor imagery. We considered listening to auditory target stimuli (without motor imagery) in the BCI study as passive listening and listening to BCI-controlled speech output (with motor imagery) as active listening since audio output depends on imagined movements. The resulting ERP was assessed for statistical significance using a mixed-effects general linear model. Results Statistically significant N100 ERP amplitude differences were observed between active and passive listening during the BCI task. Post hoc analyses confirm the N100 amplitude was suppressed during active listening. Conclusion Observation of the N100 suppression suggests motor planning brain networks are active as participants control the BCI synthesizer, which may aid speech BCI mastery.
AD  - Department of Speech-Language-Hearing: Sciences & Disorders, The University of Kansas, Lawrence.
AN  - 31306609
AU  - Brumberg, J. S.
AU  - Pitt, K. M.
C2  - Pmc6808362
DA  - Jul 15
DO  - 10.1044/2019_jslhr-s-msc18-18-0198
DP  - NLM
ET  - 2019/07/16
J2  - Journal of speech, language, and hearing research : JSLHR
KW  - Adult
Auditory Perception/physiology
*Brain-Computer Interfaces
Communication Aids for Disabled
Electroencephalography
Evoked Potentials, Auditory/*physiology
Evoked Potentials, Motor/physiology
Feedback, Sensory/physiology
Female
Humans
Imagination/*physiology
Male
Psychomotor Performance/*physiology
Speech/*physiology
Young Adult
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1092-4388 (Print)
1092-4388
SP  - 2133-2140
ST  - Motor-Induced Suppression of the N100 Event-Related Potential During Motor Imagery Control of a Speech Synthesizer Brain-Computer Interface
T2  - J Speech Lang Hear Res
TI  - Motor-Induced Suppression of the N100 Event-Related Potential During Motor Imagery Control of a Speech Synthesizer Brain-Computer Interface
VL  - 62
ID  - 204278
ER  - 


TY  - JOUR
AB  - Applied Computer technologies can address the needs of individuals with autism spectrum disorders (ASD). Data on the efficacy of assistive technology in ASD is limited, and its effectiveness in supporting and facilitating skill acquisition in this specific population must be still demonstrated. 63 Italian ASD subjects underwent learning activities administered by cardboards or a touch screen support. The support preference was evaluated in a choice trial, and quantitative analysis was performed on items regarding communication and challenging behaviours. Touch devices are attractive especially for males without intellectual disability and a lower communication and cooperation behaviours with the use of touch screen compared with paper support was shown depending on activities. Overall, our data do not confirm the hypothesis that touch screen presentation improves activity completion and behavioural performance for each individual with ASD. Data discourage an indiscriminate use of these devices and suggest analysing with more attention the core ingredients that should shape digital devices when used for people on ASD.
AD  - Centro Autismo e Sindrome di Asperger, ASL CN1, Child and adolescent mental health service, Ospedale Regina Montis Regalis, Mondovì, Cuneo, Italy.
Centro di Riferimento Scienze Comportamentali e Salute Mentale, Istituto Superiore di Sanità, Rome, Italy.
AN  - 31264638
AU  - Brunero, F.
AU  - Venerosi, A.
AU  - Chiarotti, F.
AU  - Arduino, G. M.
DA  - Apr-Jun
DO  - 10.4415/ann_19_02_07
DP  - NLM
ET  - 2019/07/03
J2  - Annali dell'Istituto superiore di sanita
KW  - Adolescent
Adolescent Behavior
Age Factors
*Audiovisual Aids
Autism Spectrum Disorder/*psychology
Child
Child Behavior
Child Development Disorders, Pervasive/psychology
Communication Barriers
*Computer Terminals
Consumer Behavior
Female
Humans
Intellectual Disability/psychology
Interpersonal Relations
Learning Disabilities/psychology
Male
Pilot Projects
Touch
User-Computer Interface
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0021-2571
SP  - 151-160
ST  - Are touch screen technologies more effective than traditional educational methods in children with autism spectrum disorders? A pilot study
T2  - Ann Ist Super Sanita
TI  - Are touch screen technologies more effective than traditional educational methods in children with autism spectrum disorders? A pilot study
VL  - 55
ID  - 203856
ER  - 


TY  - JOUR
AB  - Understanding the psychosocial impact of a congenital condition such as Down syndrome on affected individuals and their family requires an understanding of the cultural context in which they are situated. This study carried out in 2008 used Q-Methodology to characterize understandings of Down syndrome (DS) in Pakistan in a sample of health professionals, researchers and parents of children with the condition. Fifty statements originally developed for a UK study and translated into Urdu were Q-sorted by 60 participants. The use of factor analytic techniques identified three independent accounts and qualitative data collected during the Q-sorting exercise supported their interpretation. In two accounts, the 'will of God' was central to an understanding of the existence of people with DS although perceptions about the value and quality of life of the affected individual differed significantly between these accounts as did views about the impact on the family. The third account privileged a more 'scientific worldview' of DS as a genetic abnormality but also a belief that society can further contribute to disabling those affected. Attitudes towards prenatal testing and termination of pregnancy demonstrated that a belief in the will of Allah was not necessarily associated with a rejection of these technologies. Accounts reflect the religious, cultural and economic context of Pakistan and issues associated with raising a child with a learning disability in that country.
AD  - Leeds Institute of Health Sciences, University of Leeds, UK. l.d.bryant@leeds.ac.uk
AN  - 21470731
AU  - Bryant, L. D.
AU  - Ahmed, S.
AU  - Ahmed, M.
AU  - Jafri, H.
AU  - Raashid, Y.
DA  - Apr
DO  - 10.1016/j.socscimed.2011.02.036
DP  - NLM
ET  - 2011/04/08
J2  - Social science & medicine (1982)
KW  - Down Syndrome/*diagnosis
Female
Humans
*Islam
Male
Pakistan
Pregnancy
Pregnancy Complications/diagnosis/genetics
*Prenatal Diagnosis
Q-Sort
*Religion and Medicine
United Kingdom
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0277-9536
SP  - 1393-9
ST  - 'All is done by Allah'. Understandings of Down syndrome and prenatal testing in Pakistan
T2  - Soc Sci Med
TI  - 'All is done by Allah'. Understandings of Down syndrome and prenatal testing in Pakistan
VL  - 72
ID  - 204378
ER  - 


TY  - THES
AB  - Independent task completion was examined using a multiple probe across participants research design for three students with autism spectrum disorders (ASD) functioning in an inclusive classroom. Results were positive and suggest that video self-modeling (VSM) is a viable solution to decrease prompt dependence and increase independence and task completion for students with an ASD. Participants quickly reached criterion, generalized behavior, and maintained skills after four weeks at 80-100% independence. Social validity of VSM was also measured by surveying teachers and students and found clear variations between general and special education teachers regarding their perceptions of the independence of students as a result of the VSM. This study also revealed the discrepancy between the levels of prompting between general education and special education teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Bucalos, Julie Iberer
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Children
Video Technology
Modeling (Psychology)
Daily Living Skills
Inclusion
Behavior Modification
Special Education Teachers
Teacher Surveys
Regular and Special Education Relationship
Prompting
Teacher Attitudes
Differences
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2013
SN  - 978-1-303-85432-3
ST  - Increasing Independence in Children with Autism Spectrum Disorders Using Video Self Modeling
TI  - Increasing Independence in Children with Autism Spectrum Disorders Using Video Self Modeling
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED558343&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3586943
ID  - 205242
ER  - 


TY  - JOUR
AB  - A number of influential spatial learning theories posit that organisms encode a viewpoint independent (i.e. allocentric) representation of the global boundary shape of their environment in order to support spatial reorientation and place learning. In contrast to the trial and error learning mechanisms that support domain-general processes, a representation of the global-shape of the environment is thought to be encoded automatically as part of a cognitive map, and without interference from other spatial cues. To date, however, this core theoretical assumption has not been appropriately examined. This is because previous attempts to address this question have failed to employ tasks that fully dissociate reorientation based on an allocentric representation of global-shape from egocentric reorientation strategies. Here, we address this issue in two experiments. Participants were trained to navigate to a hidden goal on one side of a virtual arena (e.g. the inside) before being required to find the same point on the alternative side (e.g. the outside). At test, performing the correct search behaviour requires an allocentric representation of the global boundary-shape. Using established associative learning procedures of overshadowing and blocking, we find that search behaviour at test is disrupted when participants were able to form landmark-goal associations during training. These results demonstrate that encoding of an allocentric representation of boundary information is susceptible to interference from landmark cues, and is not acquired through special means. Instead, the results suggest that allocentric representations of environmental boundaries are acquired through the same kind of error-correction mechanisms that support domain-general non-spatial learning.
AD  - De Montfort University, UK and Durham University, UK. Electronic address: matthew.buckley@dmu.ac.uk.
University of Plymouth, UK.
University of Nottingham, UK.
AN  - 30544029
AU  - Buckley, M. G.
AU  - Smith, A. D.
AU  - Haselgrove, M.
DA  - Feb
DO  - 10.1016/j.cogpsych.2018.11.001
DP  - NLM
ET  - 2018/12/14
J2  - Cognitive psychology
KW  - *Cognition
*Cues
Humans
*Spatial Learning
Spatial Navigation
*Blocking
*Boundary
*Navigation
*Overshadowing
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0010-0285
SP  - 22-41
ST  - Thinking outside of the box II: Disrupting the cognitive map
T2  - Cogn Psychol
TI  - Thinking outside of the box II: Disrupting the cognitive map
VL  - 108
ID  - 204369
ER  - 


TY  - JOUR
AB  - OBJECTIVES: A hospital-based decontamination team tested whether it could (1) perform effective technical decontamination while maintaining safety of staff and patients; (2) safely accommodate unique needs in the showers, including guide dogs and motorized wheelchairs; (3) identify needs of special needs populations by patient type, including blindness, hearing loss, and cognitive learning disabilities; (4) outline effective use of federal preparedness funds to support planning and execution of tabletop and mock victim drills; and (5) demonstrate the ability of a community hospital to act as a catalyst for community-wide disaster response improvements. DESIGN: A series of five disaster exercises were used to test hypotheses and to generate quality improvement results. SETTING: Fixed emergency department decontamination facilities. PATIENTS/PARTICIPANTS: A total of 39 hospital-based decontamination team members, 40 other drill staff and 35 mock victims were included. MAIN OUTCOME MEASURES: Three priority decontamination operations changes resulted from each of the five completed drills. RESULTS: Formulated prioritized list of decontamination team procedural changes to improve patient safety and technical decontamination and to generate a table of best practices to share. CONCLUSIONS: With enhanced training, disaster drills participation of community response agencies and special needs patients, community hospitals can improve safety while accommodating unique patient needs.
AD  - Emergency Preparedness, Spectrum Health Hospital Group, Quality Department, Spectrum Health, Grand Rapids, Michigan, USA.
AN  - 21319553
AU  - Bulson, J.
AU  - Bulson, T. C.
AU  - Vande Guchte, K. S.
DA  - Nov-Dec
DP  - NLM
ET  - 2011/02/16
J2  - American journal of disaster medicine
KW  - *Disabled Persons
Disaster Planning/organization & administration
Emergency Service, Hospital/organization & administration
Hospitals, Community
Humans
Needs Assessment
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1932-149X (Print)
1932-149x
SP  - 353-60
ST  - Hospital-based special needs patient decontamination: lessons from the shower
T2  - Am J Disaster Med
TI  - Hospital-based special needs patient decontamination: lessons from the shower
VL  - 5
ID  - 204771
ER  - 


TY  - JOUR
AB  - Background: Sharing personal experience in narrative is challenging for individuals with intellectual disabilities. The aim was to investigate the potential of Storysharing® (Storysharing is an innovative communication method based on personal narrative, which has been developed to support conversations with people who have severe difficulties in communication) intervention. Materials and Methods: The study involved eleven pupil-educational supporter dyads at a special school. Storysharing® was implemented over a 15-week period. Personal narratives were captured on video pre- and post-intervention. The data were analysed for discourse and narrative. Results: Significant differences revealed a decline in "query-answer" sequences and an increase in supporter use of "prompts." After intervention, there were fewer story episodes. Narrative structure showed gains in action sequences leading to climax, and in closing elements, indicating a more complete narrative. Conclusions: The Storysharing® intervention appears to be associated with changes to the dyadic, personal narratives illustrating its potential.
AN  - EJ1143293
AU  - Bunning, Karen
AU  - Gooch, Lynsey
AU  - Johnson, Miranda
DA  - 07/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Intellectual Disability
Communication Strategies
Interpersonal Communication
Intervention
Special Schools
Personal Narratives
Video Technology
Questioning Techniques
Prompting
Children
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 1360-2322
SP  - 743-756
ST  - Developing the Personal Narratives of Children with Complex Communication Needs Associated with Intellectual Disabilities: What Is the Potential of Storysharing®?
T2  - Journal of Applied Research in Intellectual Disabilities
TI  - Developing the Personal Narratives of Children with Complex Communication Needs Associated with Intellectual Disabilities: What Is the Potential of Storysharing®?
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1143293&site=ehost-live&scope=site
http://dx.doi.org/10.1111/jar.12268
VL  - 30
ID  - 205150
ER  - 


TY  - JOUR
AB  - Computer usage features in everyday life for the majority of people in developed countries. Access is a problem for many users with intellectual disability. Action-research was conducted to develop and explore the potential of specially adapted, computer readable symbols for choosing and accessing media on a computer. Five people with profound and multiple intellectual disabilities, aged 15-28 years, took part. The symbols were introduced during computer-based activities across four trials at monthly intervals. Each trial was video-recorded. The vocal, non-vocal, and computer-related aspects of the footage were transcribed into standard orthography. A framework of activity moves based on applied linguistics analysis was used to assess user and supporter engagement. User data were summarised with descriptive statistics. Differences in user-supporter roles during symbol activities were determined by the non-parametric, U Mann-Whitney test. All the users showed some level of basic engagement with the adapted symbols, with certain individuals demonstrating functional usage. Attention levels appeared to increase as the trials progressed. Supporter contributions comprised significant levels of guidance and modelling with the symbols. Tangible symbols to access media on a computer provide some real possibilities for addressing access challenges experienced by this population. Candidacy and the mediating role of supporters require consideration. (Contains 2 tables and 6 figures.)
AN  - EJ980766
AU  - Bunning, Karen
AU  - Kwiatkowska, Gosia
AU  - Weldin, Nick
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Computers
Action Research
Video Technology
Mental Retardation
Intervals
Severe Mental Retardation
Access to Computers
Attention
Program Effectiveness
Learner Engagement
Visual Stimuli
Computer Software
Physical Disabilities
Special Schools
Residential Programs
Orthographic Symbols
Foreign Countries
Mann Whitney U Test
United Kingdom
United Kingdom
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 1040-0435
SP  - 259-270
ST  - People with Profound and Multiple Intellectual Disabilities Using Symbols to Control a Computer: Exploration of User Engagement and Supporter Facilitation
T2  - Assistive Technology
TI  - People with Profound and Multiple Intellectual Disabilities Using Symbols to Control a Computer: Exploration of User Engagement and Supporter Facilitation
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ980766&site=ehost-live&scope=site
http://dx.doi.org/10.1080/10400435.2012.659832
VL  - 24
ID  - 205288
ER  - 


TY  - JOUR
AB  - We conducted a trial of multidisciplinary tele-assistance to support 20 families of patients with intellectual disability. Psychological, educational, social and medical support was provided by videoconferencing, email and on-line sharing of diagnostic and rehabilitation tools. The main topics dealt with were self-care, learning processes, adaptation skills, management of problem behaviours and health problems. A computer network was developed which connected workstations at the patients' houses and two main sites at the Oasi Institute. It was based on ISDN transmission. During the study, 840 videoconference sessions and 805 programme planning and case discussions took place. After one year of tele-assistance, most families (84%) stated that they were satisfied with the experience, underlining, among various advantages, the availability of professional and continuous support, the reduction of inconvenient travelling to specialized centres and the increase in adaptation skills of their children. Although the present study was empirical, our experience suggests that tele-assistance can satisfy some of the main needs of persons with intellectual disability and their families.
AD  - Psychology Department, IRCCS Oasi Maria SS, Troina, Italy. fino.buono@oasi.en.it
AN  - 17697511
AU  - Buono, S.
AU  - Città, S.
DO  - 10.1258/135763307781458903
DP  - NLM
ET  - 2007/08/19
J2  - Journal of telemedicine and telecare
KW  - Caregivers/*psychology
Delivery of Health Care/standards
Family
Female
Humans
Learning Disabilities/nursing/*therapy
Male
Patient Care Team/*standards
Patient Satisfaction
Professional-Family Relations
Quality of Health Care/*standards
Videoconferencing/*organization & administration
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 1357-633X (Print)
1357-633x
SP  - 241-5
ST  - Tele-assistance in intellectual disability
T2  - J Telemed Telecare
TI  - Tele-assistance in intellectual disability
VL  - 13
ID  - 204055
ER  - 


TY  - JOUR
AB  - The Infant Primate Research Laboratory (IPRL) was established in 1970 at the University of Washington as a visionary project of Dr. Gene (Jim) P. Sackett. Supported by a collaboration between the Washington National Primate Research Center and the Center on Human Development and Disability, the IPRL operates under the principle that learning more about the causes of abnormal development in macaque monkeys will provide important insights into the origins and treatment of childhood neurodevelopmental disabilities. Over the past 40 years, a broad range of research projects have been conducted at the IPRL. Some have described the expression of normative behaviors in nursery-reared macaques while others have focused on important biomedical themes in child health and development. This article details the unique scientific history of the IPRL and the contributions produced by research conducted in the laboratory. Past and present investigations have explored the topics of early rearing effects, low-birth-weight, prematurity, birth injury, epilepsy, prenatal neurotoxicant exposure, viral infection (pediatric HIV), diarrheal disease, vaccine safety, and assisted reproductive technologies. Data from these studies have helped advance our understanding of both risk and resiliency in primate development. New directions of research at the IPRL include the production of transgenic primate models using our embryonic stem cell-based technology to better understand and treat heritable forms of human intellectual disabilities such as fragile X.
AD  - Department of Environmental and Occupational Health Sciences, School of Public Health, University of Washington, Seattle, Washington; Center on Human Development and Disability, University of Washington, Seattle, Washington; Washington National Primate Research Center, University of Washington, Seattle, Washington.
AN  - 23873400
AU  - Burbacher, T. M.
AU  - Grant, K. S.
AU  - Worlein, J.
AU  - Ha, J.
AU  - Curnow, E.
AU  - Juul, S.
AU  - Sackett, G. P.
C2  - Pmc5452618
C6  - Nihms534803
DA  - Nov
DO  - 10.1002/ajp.22175
DP  - NLM
ET  - 2013/07/23
J2  - American journal of primatology
KW  - Animals
Animals, Newborn/growth & development/psychology
Behavior, Animal
Female
History, 20th Century
History, 21st Century
Humans
Macaca
Male
Maternal-Fetal Exchange
Models, Animal
Pregnancy
*Primates
*Reproduction
Research/*history
Universities
Washington
Macaque
animal model
behavior
developmental disabilities
infant
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0275-2565 (Print)
0275-2565
SP  - 1063-83
ST  - Four decades of leading-edge research in the reproductive and developmental sciences: the Infant Primate Research Laboratory at the University of Washington National Primate Research Center
T2  - Am J Primatol
TI  - Four decades of leading-edge research in the reproductive and developmental sciences: the Infant Primate Research Laboratory at the University of Washington National Primate Research Center
VL  - 75
ID  - 204719
ER  - 


TY  - JOUR
AB  - Objective: To evaluate the iPad 2™ with Book Creator™ software to provide visual cues and video prompting to teach shopping skills in the community to a young adult with an autism spectrum disorder and intellectual disability. Methods: A multiple probe across settings design was used to assess effects of the intervention on the participant’s independence with following a shopping list in a grocery store across three community locations. Results: Visual cues and video prompting substantially increased the participant’s shopping skills within two of the three community locations, skill increases maintained after the intervention was withdrawn, and shopping skills generalized to two untaught shopping items. Social validity surveys suggested that the participant’s parent and staff favorably viewed the goals, procedures, and outcomes of intervention. Conclusions: The iPad 2™ with Book Creator™ software may be an effective way to teach independent shopping skills in the community; additional replications are needed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD  - Tincani, Matt, Temple University, POLS Department, 1301 Cecil B. Moore Ave, Philadelphia, PA, US, 19122
AN  - 2015-11018-008
AU  - Burckley, Elizabeth
AU  - Tincani, Matt
AU  - Fisher, Amanda Guld
DB  - APA PsycInfo
DO  - 10.3109/17518423.2014.945045
DP  - EBSCOhost
KW  - Applied behavior analysis
autism spectrum disorder
community-based instruction
intellectual disability
iPad
shopping skills
technology
Adolescent
Behavior Therapy
Child Development Disorders, Pervasive
Cues
Humans
Social Participation
Autism Spectrum Disorders
Intervention
Community Counseling
Intellectual Development Disorder
Mobile Devices
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2015
SN  - 1751-8423
1751-8431
SP  - 131-136
ST  - An iPad™-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability
T2  - Developmental Neurorehabilitation
TI  - An iPad™-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-11018-008&site=ehost-live&scope=site
ORCID: 0000-0003-3124-756X
tincani@temple.edu
VL  - 18
ID  - 204872
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To evaluate the iPad 2™ with Book Creator™ software to provide visual cues and video prompting to teach shopping skills in the community to a young adult with an autism spectrum disorder and intellectual disability. METHODS: A multiple probe across settings design was used to assess effects of the intervention on the participant's independence with following a shopping list in a grocery store across three community locations. RESULTS: Visual cues and video prompting substantially increased the participant's shopping skills within two of the three community locations, skill increases maintained after the intervention was withdrawn, and shopping skills generalized to two untaught shopping items. Social validity surveys suggested that the participant's parent and staff favorably viewed the goals, procedures, and outcomes of intervention. CONCLUSIONS: The iPad 2™ with Book Creator™ software may be an effective way to teach independent shopping skills in the community; additional replications are needed.
AD  - Melmark, Inc. , Berwyn, PA , United States and.
AN  - 25084013
AU  - Burckley, E.
AU  - Tincani, M.
AU  - Guld Fisher, A.
DA  - Apr
DO  - 10.3109/17518423.2014.945045
DP  - NLM
ET  - 2014/08/02
J2  - Developmental neurorehabilitation
KW  - Adolescent
Behavior Therapy/*methods
Child Development Disorders, Pervasive/complications/psychology/*rehabilitation
Cues
Humans
Intellectual Disability/complications/psychology/*rehabilitation
*Social Participation
Applied behavior analysis
autism spectrum disorder
community-based instruction
iPad™
intellectual disability
shopping skills
technology
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1751-8423
SP  - 131-6
ST  - An iPad™-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability
T2  - Dev Neurorehabil
TI  - An iPad™-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability
VL  - 18
ID  - 203898
ER  - 


TY  - JOUR
AB  - The gene discovery in Rett disorder has opened the way for the development of clinical intervention. Initial recognition of affected infants will depend on observation by clinicians and the development of key diagnostic criteria is of crucial importance. Perturbations in the development of very young infants are emerging in studies of home videos. Observations from experienced health practitioners and home video transcriptions are presented which indicate the nature of early clues to the disorder and their fluctuating nature. Early diagnosis is likely to be available before the development of effective treatment. Most children are not diagnosed before regression and, currently, no therapies are equipped to offer support to pre-regression infants and their families. When earlier diagnosis becomes available, parents of the newly-diagnosed infant will be aware of their infant's difficult future before her problems are fully apparent. Practitioners in regular contact with families will have the sensitive task of supporting infants in early infancy and into regression. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Burford, Bronwen, Section of Psychological Medicine, Department of Community Based Sciences, Academic Centre, Gartnavel Royal Hospital, 1055 Great Western Road, Glasgow, Scotland, G12 0XH
AN  - 2006-00612-001
AU  - Burford, Bronwen
DB  - APA PsycInfo
DO  - 10.1016/j.braindev.2005.03.013
DP  - EBSCOhost
KW  - infant development
Rett disorder
early diagnosis
perturbations
Community Health Nursing
Developmental Disabilities
Diagnosis, Differential
Female
Follow-Up Studies
Humans
Infant
Infant, Newborn
Methyl-CpG-Binding Protein 2
Mutation
Nursing Diagnosis
Regression (Psychology)
Rett Syndrome
Time Factors
Video Recording
Early Intervention
Genes
M1  - Suppl1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2005
SN  - 0387-7604
1872-7131
SP  - S3-S7
ST  - Perturbations in the development of infants with Rett disorder and the implications for early diagnosis
T2  - Brain & Development
TI  - Perturbations in the development of infants with Rett disorder and the implications for early diagnosis
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-00612-001&site=ehost-live&scope=site
b.burford@clinmed.gla.ac.uk
VL  - 27
ID  - 204995
ER  - 


TY  - JOUR
AB  - Conversational virtual human (VH) agents are increasingly used to support role-play experiential learning. This project examined whether a Virtual Interactive Training Agent (ViTA) system would improve job interviewing skills in individuals with autism and developmental disabilities (N = 32). A linear mixed model was employed to evaluate adjusted least square mean differences of means scores on the Marino Interview Assessment Scale (MIAS) across different time points. The mean score of MIAS over all questions increased between the first ViTA session and the final face-to-face interview. Participants developed the ability to identify strengths, self-promote, self-advocate, answer situational questions, and respond to behavioral/social questions as measured by multiple evaluations using the MIAS.
AD  - Florida International University, Robert Stempel College of Public Health and Social Work, Affiliate Faculty with FIU Embrace, 11200 S.W. 8th Street, AHC5 585, Miami, FL, 33199, USA. sburke@fiu.edu.
The Dan Marino Foundation, 400 North Andrews Avenue, Fort Lauderdale, 33301, USA.
Department of Biostatistics, Robert Stempel College of Public Health and Social Work, Florida International University, 11200 S.W. 8th Street, AHC5 464, Miami, FL, 33199, USA.
University of Southern California - Institute for Creative Technologies, 12015 Waterfront Drive, Playa Vista, CA, 90094, USA.
Department of Psychiatry & Behavioral Sciences, USC Davis School of Gerontology and USC Keck School of Medicine, Playa Vista, CA, USA.
AN  - 29168090
AU  - Burke, S. L.
AU  - Bresnahan, T.
AU  - Li, T.
AU  - Epnere, K.
AU  - Rizzo, A.
AU  - Partin, M.
AU  - Ahlness, R. M.
AU  - Trimmer, M.
DA  - Mar
DO  - 10.1007/s10803-017-3374-z
DP  - NLM
ET  - 2017/11/24
J2  - Journal of autism and developmental disorders
KW  - Adult
Autistic Disorder/diagnosis/*psychology/*therapy
Developmental Disabilities/diagnosis/*psychology/*therapy
Employment/psychology
Female
Humans
Male
Problem-Based Learning/*methods
Virtual Reality Exposure Therapy/*methods
*Autism spectrum disorders
*Developmental disability
*Employment interviews
*Intellectual disability
*Virtual human
*Virtual interactive training agent
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0162-3257
SP  - 905-912
ST  - Using Virtual Interactive Training Agents (ViTA) with Adults with Autism and Other Developmental Disabilities
T2  - J Autism Dev Disord
TI  - Using Virtual Interactive Training Agents (ViTA) with Adults with Autism and Other Developmental Disabilities
VL  - 48
ID  - 203916
ER  - 


TY  - JOUR
AB  - BACKGROUND: Mobile phone sensors can be used to develop context-aware systems that automatically detect when patients require assistance. Mobile phones can also provide ecological momentary interventions that deliver tailored assistance during problematic situations. However, such approaches have not yet been used to treat major depressive disorder. OBJECTIVE: The purpose of this study was to investigate the technical feasibility, functional reliability, and patient satisfaction with Mobilyze!, a mobile phone- and Internet-based intervention including ecological momentary intervention and context sensing. METHODS: We developed a mobile phone application and supporting architecture, in which machine learning models (ie, learners) predicted patients' mood, emotions, cognitive/motivational states, activities, environmental context, and social context based on at least 38 concurrent phone sensor values (eg, global positioning system, ambient light, recent calls). The website included feedback graphs illustrating correlations between patients' self-reported states, as well as didactics and tools teaching patients behavioral activation concepts. Brief telephone calls and emails with a clinician were used to promote adherence. We enrolled 8 adults with major depressive disorder in a single-arm pilot study to receive Mobilyze! and complete clinical assessments for 8 weeks. RESULTS: Promising accuracy rates (60% to 91%) were achieved by learners predicting categorical contextual states (eg, location). For states rated on scales (eg, mood), predictive capability was poor. Participants were satisfied with the phone application and improved significantly on self-reported depressive symptoms (beta(week) = -.82, P < .001, per-protocol Cohen d = 3.43) and interview measures of depressive symptoms (beta(week) = -.81, P < .001, per-protocol Cohen d = 3.55). Participants also became less likely to meet criteria for major depressive disorder diagnosis (b(week) = -.65, P = .03, per-protocol remission rate = 85.71%). Comorbid anxiety symptoms also decreased (beta(week) = -.71, P < .001, per-protocol Cohen d = 2.58). CONCLUSIONS: Mobilyze! is a scalable, feasible intervention with preliminary evidence of efficacy. To our knowledge, it is the first ecological momentary intervention for unipolar depression, as well as one of the first attempts to use context sensing to identify mental health-related states. Several lessons learned regarding technical functionality, data mining, and software development process are discussed. TRIAL REGISTRATION: Clinicaltrials.gov NCT01107041; http://clinicaltrials.gov/ct2/show/NCT01107041 (Archived by WebCite at http://www.webcitation.org/60CVjPH0n).
AD  - Department of Preventive Medicine, Feinberg School of Medicine, Northwestern University, Chicago, IL 60611, United States.
AN  - 21840837
AU  - Burns, M. N.
AU  - Begale, M.
AU  - Duffecy, J.
AU  - Gergle, D.
AU  - Karr, C. J.
AU  - Giangrande, E.
AU  - Mohr, D. C.
C2  - Pmc3222181
DA  - Aug 12
DO  - 10.2196/jmir.1838
DP  - NLM
ET  - 2011/08/16
J2  - Journal of medical Internet research
KW  - Adult
*Cell Phone
Cognition
Cognitive Behavioral Therapy/*methods
Depressive Disorder/psychology/*therapy
Feasibility Studies
Female
*Health Behavior
Humans
Male
Patient Acceptance of Health Care/*psychology
Pilot Projects
Self Concept
Treatment Outcome
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1438-8871
SP  - e55
ST  - Harnessing context sensing to develop a mobile intervention for depression
T2  - J Med Internet Res
TI  - Harnessing context sensing to develop a mobile intervention for depression
VL  - 13
ID  - 204501
ER  - 


TY  - JOUR
AB  - Using social-cognitive career theory, we identified the experiential sources of learning that contribute to research self-efficacy beliefs, outcome expectations, and science identity for culturally diverse undergraduate students in science, technology, engineering, and math (i.e., STEM) majors. We examined group differences by race/ethnicity and gender to investigate potential cultural variations in a model to explain students' research career intentions. Using a sample of 688 undergraduate students, we ran a series of path models testing the relationships between the experiential sources, research self-efficacy beliefs, outcome expectations, and science identity to research career intentions. Findings were largely consistent with our hypotheses in that research self-efficacy and outcome expectancies were directly and positively associated with research career intentions and the associations of the experiential sources to intentions were mediated via self-efficacy. Science identity contributed significant though modest variance to research career intentions indirectly via its positive association with outcome expectations. Science identity also partially mediated the efficacy-outcome expectancies path. The experiential sources of learning were associated in expected directions to research self-efficacy with 3 of the sources emerging as significantly correlated with science identity. An unexpected direct relationship from vicarious learning to intentions was observed. In testing for group differences by race/ethnicity and gender in subsamples of Black/African American and Latino/a students, we found that the hypothesized model incorporating science identity was supported, and most paths did not vary significantly across four Race/Ethnicity × Gender groups, except for 3 paths. Research and practice implications of the findings for supporting research career intentions of culturally diverse undergraduate students are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
AD  - Center for Women's Health Research.
Wisconsin Center for Educational Research.
AN  - 30284846
AU  - Byars-Winston, A.
AU  - Rogers, J. G.
C2  - Pmc6318046
C6  - Nihms989697
DA  - Jan
DO  - 10.1037/cou0000309
DP  - NLM
ET  - 2018/10/05
J2  - Journal of counseling psychology
KW  - Adult
*Biomedical Research/education
*Career Choice
*Cognition/physiology
Continental Population Groups/education/*psychology
Engineering/education
Ethnic Groups/education/*psychology
Female
*Gender Identity
Humans
Intention
Male
Mathematics/education
Self Efficacy
Students/psychology
Young Adult
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0022-0167 (Print)
0022-0167
SP  - 30-44
ST  - Testing intersectionality of race/ethnicity × gender in a social-cognitive career theory model with science identity
T2  - J Couns Psychol
TI  - Testing intersectionality of race/ethnicity × gender in a social-cognitive career theory model with science identity
VL  - 66
ID  - 204116
ER  - 


TY  - JOUR
AB  - Fear conditioning is a basic learning process which involves the association of a formerly neutral conditioned stimulus (CS) with a biologically relevant aversive unconditioned stimulus (US). Previous studies conducted in brain-lesioned patients have shown that while the acquisition of autonomic fear responses requires an intact amygdala, a spared hippocampus is necessary for the development of the CS-US contingency awareness. Although these data have been supported by studies using functional neuroimaging techniques in healthy people, attempts to extend these findings to the morphological aspects of amygdala and hippocampus are missing. Here we tested the hypothesis that amygdalar and hippocampal volumes play dissociable roles in determining autonomic responses and contingency awareness during fear conditioning. Fifty-two healthy individuals (mean age 21.83) underwent high-resolution magnetic resonance imaging. We used a differential delay fear conditioning paradigm while assessing skin conductance responses (SCRs), subjective ratings of CS-US contingency, as well as emotional valence and perceived arousal. Left amygdalar volume significantly predicted the magnitude of differential SCRs during fear acquisition, but had no impact on contingency learning. Conversely, bilateral hippocampal volumes were significantly related to contingency ratings, but not to SCRs. Moreover, left amygdalar volume predicted SCRs to the reinforced CS alone, but not those elicited by the US. Our findings bridge the gap between previous lesion and functional imaging studies, by showing that amygdalar and hippocampal volumes differentially modulate the acquisition of conditioned fear. Further, our results reveal that the morphology of these limbic structures moderate learning and memory already in healthy persons.
AD  - Department of Cognitive and Clinical Neuroscience, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Square J5, 68159, Mannheim, Germany.
AN  - 24903827
AU  - Cacciaglia, R.
AU  - Pohlack, S. T.
AU  - Flor, H.
AU  - Nees, F.
DA  - Sep
DO  - 10.1007/s00429-014-0807-8
DP  - NLM
ET  - 2014/06/07
J2  - Brain structure & function
KW  - Adolescent
Adult
Amygdala/*physiology
Awareness/physiology
*Brain Mapping
Conditioning, Classical/physiology
Conditioning, Psychological/*physiology
Fear/*physiology
Female
Hippocampus/physiology
Humans
Image Processing, Computer-Assisted
Magnetic Resonance Imaging/methods
Male
Young Adult
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1863-2653
SP  - 2575-86
ST  - Dissociable roles for hippocampal and amygdalar volume in human fear conditioning
T2  - Brain Struct Funct
TI  - Dissociable roles for hippocampal and amygdalar volume in human fear conditioning
VL  - 220
ID  - 204606
ER  - 


TY  - JOUR
AB  - Adult cortical areas consist of specialized cell types and circuits that support unique higher-order cognitive functions. How this regional diversity develops from an initially uniform neuroepithelium has been the subject of decades of seminal research, and emerging technologies, including single-cell transcriptomics, provide a new perspective on area-specific molecular diversity. Here, we review the early developmental processes that underlie cortical arealization, including both cortex intrinsic and extrinsic mechanisms as embodied by the protomap and protocortex hypotheses, respectively. We propose an integrated model of serial homology whereby intrinsic genetic programs and local factors establish early transcriptomic differences between excitatory neurons destined to give rise to broad "proto-regions," and activity-dependent mechanisms lead to progressive refinement and formation of sharp boundaries between functional areas. Finally, we explore the potential of these basic developmental processes to inform our understanding of the emergence of functional neural networks and circuit abnormalities in neurodevelopmental disorders.
AD  - Department of Anatomic Pathology, University of California, San Francisco, San Francisco, CA 94143, USA.
Department of Neurology, University of California, San Francisco, San Francisco, CA 94122, USA; The Eli and Edythe Broad Center for Regeneration Medicine and Stem Cell Research at the University of California, San Francisco, San Francisco, CA 94143, USA.
Developmental and Stem Cell Biology Graduate Program, University of California, San Francisco, San Francisco, CA 94143, USA; Department of Anatomy, University of California, San Francisco, San Francisco, CA 94143, USA; Department of Psychiatry, University of California, San Francisco, San Francisco, CA 94143, USA.
The Eli and Edythe Broad Center for Regeneration Medicine and Stem Cell Research at the University of California, San Francisco, San Francisco, CA 94143, USA; Department of Anatomy, University of California, San Francisco, San Francisco, CA 94143, USA; Department of Psychiatry, University of California, San Francisco, San Francisco, CA 94143, USA. Electronic address: tomasz.nowakowski@ucsf.edu.
AN  - 31557462
AU  - Cadwell, C. R.
AU  - Bhaduri, A.
AU  - Mostajo-Radji, M. A.
AU  - Keefe, M. G.
AU  - Nowakowski, T. J.
DA  - Sep 25
DO  - 10.1016/j.neuron.2019.07.009
DP  - NLM
ET  - 2019/09/27
J2  - Neuron
KW  - Animals
Cerebral Cortex/*embryology
Deep Learning
*Gene Expression Regulation, Developmental
Humans
Interneurons/cytology/metabolism
Neural Inhibition
Neurogenesis/genetics/*physiology
Neurons/*cytology/metabolism
Single-Cell Analysis
Thalamus/embryology
*autism
*brain development
*cerebral cortex
*human brain
*machine learning
*neural networks
*neurogenesis
*protocortex
*protomap
*serial homology
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0896-6273
SP  - 980-1004
ST  - Development and Arealization of the Cerebral Cortex
T2  - Neuron
TI  - Development and Arealization of the Cerebral Cortex
VL  - 103
ID  - 204776
ER  - 


TY  - THES
AB  - This study is an action research project that analyzed the ways in which ESL students improve their language learning processes by using as a teaching tool a media literacy video and Civics Education for social skills; it was presented to two groups of 12 students who were attending an ESL/Civics Education Intermediate-Advanced class in an ABE program in the Southwest of the U.S. This study took into consideration the valuable opinions of two observers who were monitoring their respective classes. They were professionals in the area of linguistics, with more than a decade of experience in the field of ESL and Civics Education. The main purpose of this study was to analyze the ways in which the participating ESL teachers' teaching experience and the students' language learning processes would be expanded in order to determine the effectiveness of learning and teaching via an innovative guided media literacy video tool, designed specifically for ESL/Civics classes. This media literacy tool is called a video lesson plan. It focused on the learning of specific second language acquisition processes and vocabulary which students may encounter in their daily lives. For example, a parent-teacher conference was used as an illustration of these processes. Analysis interwove the relationships and interactions of the video effects on the ESL students learning processes, and the social justice aspect in the adult learning processes. Students learned how to interact, what to say, and how to manage their anger while they participated in a parent-teacher conference. They learned appropriate phrases and were encouraged to them to use them right away. The observers confirmed the importance of using methods like these in teaching adult ESL students because they are visually based and worked very well for students who were shown to be visual learners. An unexpected result of the study was the depth of the learners' awareness of their metacognitive processes in learning English as a second language. Interviews with focus groups were used to collect students' perceptions of their own English language learning processes. In the focus group interviews, students provided detailed descriptions of the effects of different aspects of the video on their language learning both in response to the material as well as their ability to concentrate on and assimilate the new knowledge. At the same time, recommendations for improvements of the teaching tool regarding sound, voice recording, and pace of the presentation were provided from the participants and were incorporated into the updated version of the video itself. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Cajar-Bravo, Aristides
DB  - ERIC
DP  - EBSCOhost
KW  - Social Justice
Student Attitudes
Action Research
Second Languages
Focus Groups
Parent Teacher Conferences
Second Language Learning
Adult Learning
Interviews
Lesson Plans
Research Projects
Linguistics
Teaching Experience
Metacognition
English (Second Language)
Thinking Skills
Media Literacy
Adult Basic Education
Visual Learning
United States (Southwest)
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2010
SN  - 978-1-124-21516-7
ST  - Expanding Learning and Teaching Processes in an ESL/Civics ABE Classroom Using an Interactive Video Lesson Plan in the U.S. Southwest: An Action Research Study
TI  - Expanding Learning and Teaching Processes in an ESL/Civics ABE Classroom Using an Interactive Video Lesson Plan in the U.S. Southwest: An Action Research Study
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED519134&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3424310
ID  - 205211
ER  - 


TY  - JOUR
AB  - A study of overprotection in the lives of persons with intellectual disability in Malta was carried out on the principles of inclusive research. Focus groups were held with people with intellectual disability, parents of people with intellectual disability, and those working with persons with intellectual disability. Overprotection is a disabling barrier. Its effects were identified in employment, leisure time, intimate relationships, and the use of public transport, money, and mobile phones. People with intellectual disability who experience overprotection live very structured lives. They cannot develop their skills, abilities, and potential. Furthermore, they cannot live their life on their own terms, but on terms determined by others. This creates a sustained dependence on others, especially the family. It is important that a balance is achieved between protection and enabling support. Persons with intellectual disability should be given the support they need to express their wishes and act on them. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Callus, Anne-Marie
AN  - 2019-26582-001
AU  - Callus, Anne-Marie
AU  - Bonello, Isabel
AU  - Mifsud, Charmaine
AU  - Fenech, Rosanne
DB  - APA PsycInfo
DO  - 10.1080/09687599.2018.1547186
DP  - EBSCOhost
KW  - Inclusive research
overprotection
intellectual disability
Malta
mental retardation
Client Attitudes
Parents
Intellectual Development Disorder
Employment Status
Intimacy
Leisure Time
Public Transportation
Interpersonal Relationships
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2019
SN  - 0968-7599
1360-0508
SP  - 345-367
ST  - Overprotection in the lives of people with intellectual disability in Malta: Knowing what is control and what is enabling support
T2  - Disability & Society
TI  - Overprotection in the lives of people with intellectual disability in Malta: Knowing what is control and what is enabling support
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2019-26582-001&site=ehost-live&scope=site
anne-marie.callus@um.edu.mt
VL  - 34
ID  - 204981
ER  - 


TY  - JOUR
AB  - BACKGROUND: A comprehensive look at health status in developmentally disabled populations shows poorer physical, oral, and vision health, and higher rates of heart disease and obesity. Generally, individuals with developmental disabilities have difficulty locating able providers, and face significant barriers in accessing health services. The health care system's failure to achieve effective collaboration between medical, mental health, and residential providers too often results in substandard care and poor outcomes for these populations. METHODS: A creative partnership between two organizations in rural upstate New York, Ulster Green ARC and the Institute for Family Health, has made substantial inroads toward addressing this problem. The organizations have transformed a relationship borne of a financially failing health care model into a successful, comprehensive care network for a severely developmentally disabled population-based in a Federally Qualified Health Center. CONCLUSIONS: The success of this effort is largely owing to an innovative use of health information technology to share information.
AN  - 26639385
AU  - Calman, N.
AU  - Little, V.
AU  - Garozzo, S.
DA  - Winter
DO  - 10.1353/cpr.2015.0070
DP  - NLM
ET  - 2015/12/08
J2  - Progress in community health partnerships : research, education, and action
KW  - *Communication
Community-Based Participatory Research
Community-Institutional Relations
*Developmental Disabilities
*Disabled Persons
Electronic Health Records/*organization & administration
Health Services Accessibility/*organization & administration
Humans
New York
Rural Health Services/organization & administration
Safety-net Providers/organization & administration
Vulnerable Populations
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1557-0541 (Print)
1557-0541
SP  - 591-4
ST  - Electronic Health Records: Optimizing Communication to Support the Nonverbal Medical Patient With Developmental Disabilities
T2  - Prog Community Health Partnersh
TI  - Electronic Health Records: Optimizing Communication to Support the Nonverbal Medical Patient With Developmental Disabilities
VL  - 9
ID  - 204021
ER  - 


TY  - JOUR
AB  - To demonstrate the capability of computer vision analysis to detect atypical orienting and attention behaviors in toddlers with autism spectrum disorder. One hundred and four toddlers of 16-31 months old (mean = 22) participated in this study. Twenty-two of the toddlers had autism spectrum disorder and 82 had typical development or developmental delay. Toddlers watched video stimuli on a tablet while the built-in camera recorded their head movement. Computer vision analysis measured participants' attention and orienting in response to name calls. Reliability of the computer vision analysis algorithm was tested against a human rater. Differences in behavior were analyzed between the autism spectrum disorder group and the comparison group. Reliability between computer vision analysis and human coding for orienting to name was excellent (intra-class coefficient 0.84, 95% confidence interval 0.67-0.91). Only 8% of toddlers with autism spectrum disorder oriented to name calling on >1 trial, compared to 63% of toddlers in the comparison group (p = 0.002). Mean latency to orient was significantly longer for toddlers with autism spectrum disorder (2.02 vs 1.06 s, p = 0.04). Sensitivity for autism spectrum disorder of atypical orienting was 96% and specificity was 38%. Older toddlers with autism spectrum disorder showed less attention to the videos overall (p = 0.03). Automated coding offers a reliable, quantitative method for detecting atypical social orienting and reduced sustained attention in toddlers with autism spectrum disorder.
AN  - EJ1212221
AU  - Campbell, Kathleen
AU  - Carpenter, Kimberly L. H.
AU  - Hashemi, Jordan
AU  - Espinosa, Steven
AU  - Marsan, Samuel
AU  - Borg, Jana Schaich
AU  - Chang, Zhuoqing
AU  - Qiu, Qiang
AU  - Vermeer, Saritha
AU  - Adler, Elizabeth
AU  - Tepper, Mariano
AU  - Egger, Helen L.
AU  - Baker, Jeffery P.
AU  - Sapiro, Guillermo
AU  - Dawson, Geraldine
DA  - 04/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Toddlers
Video Technology
Motion
Attention
Responses
Child Behavior
Age Differences
At Risk Persons
Social Behavior
Visual Stimuli
Naming
Parents
Prompting
Diagnostic Tests
Observation
Autism Diagnostic Observation Schedule
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 1362-3613
SP  - 619-628
ST  - Computer Vision Analysis Captures Atypical Attention in Toddlers with Autism
T2  - Autism: The International Journal of Research and Practice
TI  - Computer Vision Analysis Captures Atypical Attention in Toddlers with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1212221&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1362361318766247
VL  - 23
ID  - 205127
ER  - 


TY  - JOUR
AB  - In this study, we investigated the source of the orthographic texture effect during familiar word spelling. Orthographic texture refers to the differential strength that individual letters in a word may be activated for output. Prior work indicates that strongly activated letters are more accurately produced than weakly activated ones (Jones, Folk, & Rapp, 2009, All Letters are not Equal: Sub-Graphemic Texture in Orthographic Working Memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1389-1402. DOI: 10.1037/a0017042). According to an orthographic lexical strength account, differences in activation of individual letters within words are the result of learning; more easily learned letters are more strongly represented and, thus, activated for output. However, an online-competition hypothesis indicates that the contribution of sublexical assembly processes during familiar word spelling may account for the effect. Current results support the orthographic lexical strength account; the lexical orthographic representations used for spelling are themselves textured.
AD  - Department of Psychology, John Carroll University, University Heights, OH, USA.
Department of Psychological Sciences, Kent State University, Kent, OH, USA.
AN  - 31461384
AU  - Canda, A. M.
AU  - Folk, J. R.
DA  - Oct-Dec
DO  - 10.1080/02643294.2019.1656605
DP  - NLM
ET  - 2019/08/29
J2  - Cognitive neuropsychology
KW  - Adult
Cognition/*physiology
Female
Humans
*Language
Young Adult
*Spelling
*orthographic representations
*orthographic texture
*phoneme-grapheme probability
LA  - eng
M1  - 7-8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0264-3294
SP  - 421-426
ST  - Orthographic texture effects during spelling are due to variations in representational strength
T2  - Cogn Neuropsychol
TI  - Orthographic texture effects during spelling are due to variations in representational strength
VL  - 36
ID  - 204323
ER  - 


TY  - JOUR
AB  - The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) is one of the most frequently used intelligence tests in clinical assessments of children with learning difficulties. Construct validity studies of the WISC-IV have generally supported the higher order structure with four correlated first-order factors and one higher-order general intelligence factor, but recent studies have supported an alternate model in which general intelligence is conceptualized as a breadth factor rather than a superordinate factor (M. W. Watkins, 2010, Structure of the Wechsler Intelligence Scale for Children-Fourth Edition among a national sample of referred students, Psychological Assessment, Vol. 22, pp. 782-787; M. W. Watkins, G. L. Canivez, T. James, K. & R. Good, in press, Construct validity of the WISC-IVUK with a large referred Irish sample, International Journal of School and Educational Psychology). WISC-IV core subtest data obtained from evaluations to assess learning difficulties in 345 children (224 boys, 121 girls) were examined. One through four, first order factor models and indirect versus direct hierarchical models were compared using confirmatory factor analyses. The correlated four-factor Wechsler model provided good fit to these data, but the direct hierarchical model showed statistically significant improvement over the indirect hierarchical model and correlated four-factor model. The direct hierarchical model was judged the best explanation of the WISC-IV factor structure, with the general factor accounting for 71.6% of the common variance while the first order factors accounted for 2.4-10.3% of the common variance. Thus, the results with the present sample of referred children were similar to those from other investigations (G. E. Gignac, 2005, Revisiting the factor structure of the WAIS-R: Insights through nested factor modeling, Assessment, Vol. 12, pp. 320-329; G. E. Gignac, 2006, The WAIS-III as a nested factors model: A useful alternative to the more conventional oblique and higher-order models, Journal of Individual Differences, Vol. 27, pp. 73-86; P. Golay, I. Reverte, J. Rossier, N. Favez, & T. Lecerf, 2012, Further insights on the French WISC-IV factor structure through Bayesian structural equation modeling. Psychological Assessment, advance online publication; M. W. Watkins, 2010, Structure of the Wechsler Intelligence Scale for Children-Fourth Edition among a national sample of referred students, Psychological Assessment, Vol. 22, pp. 782-787; M. W. Watkins, G. L. Canivez, T. James, K. & R. Good, in press, Construct validity of the WISC-IV(UK) with a large referred Irish sample, International Journal of School and Educational Psychology) supporting primary interpretation of the Full Scale IQ rather than the factor index scores.
AD  - Department of Psychology, Eastern Illinois University.
AN  - 23895320
AU  - Canivez, G. L.
DA  - Mar
DO  - 10.1037/spq0000032
DP  - NLM
ET  - 2013/07/31
J2  - School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association
KW  - Adolescent
Bayes Theorem
Child
Factor Analysis, Statistical
Female
Humans
*Intelligence
Learning Disabilities/*diagnosis
Male
Psychometrics
Reproducibility of Results
*Wechsler Scales
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1045-3830
SP  - 38-51
ST  - Construct validity of the WISC-IV with a referred sample: direct versus indirect hierarchical structures
T2  - Sch Psychol Q
TI  - Construct validity of the WISC-IV with a referred sample: direct versus indirect hierarchical structures
VL  - 29
ID  - 204328
ER  - 


TY  - JOUR
AB  - We compared two procedures (video prompting versus video modeling) for teaching six adults with developmental disabilities to set a table and put away groceries. Video prompting involved 10 separate video clips, each showing one step of the task analysis. Video modeling involved a single video showing all 10 steps from beginning to end. After watching the respective video clips, participants were given the opportunity to complete the task. Video prompting and video modeling procedures were counter-balanced across tasks and participants and compared in an alternating treatments design. Video prompting was effective in promoting rapid acquisition across both tasks in all but one case. Video modeling, in contrast, was generally shown to be ineffective. These data suggest that the number, duration, and/or perspective from which the video clips are filmed may influence their effectiveness as a teaching tool for individuals with developmental disabilities. (Contains 3 tables and 1 figure.)
AN  - EJ754220
AU  - Cannella-Malone, Helen
AU  - Sigafoos, Jeff
AU  - O'Reilly, Mark
AU  - de la Cruz, Berenice
AU  - Edrisinha, Chaturi
AU  - Lancioni, Giulio E.
DA  - 12/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Daily Living Skills
Prompting
Task Analysis
Developmental Disabilities
Instructional Effectiveness
Adults
Technology Uses in Education
Videotape Recordings
Comparative Analysis
Modeling (Psychology)
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2006
SN  - 1547-0350
SP  - 344-356
ST  - Comparing Video Prompting to Video Modeling for Teaching Daily Living Skills to Six Adults with Developmental Disabilities
T2  - Education and Training in Developmental Disabilities
TI  - Comparing Video Prompting to Video Modeling for Teaching Daily Living Skills to Six Adults with Developmental Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ754220&site=ehost-live&scope=site
http://www.dddcec.org/etmrddv/TOC/etddv41n4.htm
VL  - 41
ID  - 205116
ER  - 


TY  - JOUR
AB  - This study examined the effects of self-directed video prompting presented via an iPod Touch on teaching four adolescents with moderate-to-severe intellectual and developmental disabilities two daily living tasks. Students were taught to wash a table using instructor-delivered video prompts. After reaching 80% correct for at least three consecutive sessions, a system of most-to-least prompts was used to teach them to use the iPod Touch and a video prompting app (inPromptu) independently. In the final phase, students used inPromptu on the iPod Touch to teach themselves to vacuum with self-directed video prompts. Results of the study demonstrate that all four students learned to wash a table with instructor-directed video prompts, they all learned to use inPromptu on the iPod Touch independently, two students used inPromptu on the iPod Touch to teach themselves to vacuum, and a third student was learning to vacuum using inPromptu.
AN  - EJ1038173
AU  - Cannella-Malone, Helen I.
AU  - Brooks, David G.
AU  - Tullis, Christopher A.
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Prompting
Handheld Devices
Educational Technology
Adolescents
Moderate Mental Retardation
Severe Mental Retardation
Developmental Disabilities
Daily Living Skills
Instructional Effectiveness
Independent Study
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 1053-0819
SP  - 169-189
ST  - Using Self-Directed Video Prompting to Teach Students with Intellectual Disabilities
T2  - Journal of Behavioral Education
TI  - Using Self-Directed Video Prompting to Teach Students with Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1038173&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10864-013-9175-3
VL  - 22
ID  - 205427
ER  - 


TY  - JOUR
AB  - Objectives: This study compared the effects of self-directed video prompting with error correction using an iPod Touch to least-to-most prompting on teaching vocational skills to two post-secondary students with moderate intellectual disabilities. Methods: Students were first taught to use the inPromptu mobile application on the iPod Touch. They were then taught to collate and pack a large envelope and to tri-fold papers and pack a business envelope. The two tasks were counterbalanced across students in an adapted alternating treatments design. Students were instructed to use self-directed video prompting with error correction to teach themselves one skill, and an instructor used least-to-most prompting to teach the second skill. Data were also collected on sessions to criterion and maintenance of the skills over time. Results: Results demonstrated that both instructional techniques were effective in teaching the skills, and students generalized their use of the technology to learn a new skill with no additional instruction. These results were replicated with one of the students. Conclusions: Self-directed video prompting with error correction and least-to-most prompting were nearly equivalent in terms of acquisition efficiency and maintenance. These findings suggest that self-directed video prompting with error correction could be used in vocational settings, allowing job coaches to fade more quickly and for adults with intellectual and developmental disabilities to be more independent.
AN  - EJ1225975
AU  - Cannella-Malone, Helen I.
AU  - Chan, Jeffrey M.
AU  - Jimenez, Eliseo D.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Prompting
College Students
Moderate Intellectual Disability
Video Technology
Job Skills
Telecommunications
Handheld Devices
Educational Technology
Error Correction
Skill Development
Teaching Methods
Program Effectiveness
Autism
Down Syndrome
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 2047-3869
SP  - 211-220
ST  - Comparing Self-Directed Video Prompting to Least-to-Most Prompting in Post-Secondary Students with Moderate Intellectual Disabilities
T2  - International Journal of Developmental Disabilities
TI  - Comparing Self-Directed Video Prompting to Least-to-Most Prompting in Post-Secondary Students with Moderate Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1225975&site=ehost-live&scope=site
http://dx.doi.org/10.1080/20473869.2017.1301695
VL  - 63
ID  - 205109
ER  - 


TY  - JOUR
AB  - We conducted a systematic replication of Cannella-Malone et al. by comparing the effects of video prompting to video modeling for teaching seven students with severe disabilities to do laundry and wash dishes. The video prompting and video modeling procedures were counterbalanced across tasks and participants and compared in an alternating treatments design within a multiple probe across participants design. For six participants, video prompting was more effective than video modeling, which was generally ineffective. For one participant, neither video modeling nor video prompting was effective, but in vivo instruction led to skill acquisition. One participant who was deaf was also able to learn both skills using video prompting, even though he could not hear the voice-over instructions. These data suggest that the duration of the video may influence its effectiveness as a teaching tool and that the voice-over instructions may not be necessary. (Contains 2 figures and 2 tables.)
AN  - EJ927633
AU  - Cannella-Malone, Helen I.
AU  - Fleming, Courtney
AU  - Chung, Yi-Cheih
AU  - Wheeler, Geoffrey M.
AU  - Basbagill, Abby R.
AU  - Singh, Angella H.
DA  - 07/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Prompting
Daily Living Skills
Severe Mental Retardation
Replication (Evaluation)
Modeling (Psychology)
Intervention
Program Effectiveness
Consumer Science
Clothing Instruction
Comparative Analysis
Developmental Disabilities
Task Analysis
Occupational Home Economics
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 1098-3007
SP  - 144-153
ST  - Teaching Daily Living Skills to Seven Individuals with Severe Intellectual Disabilities: A Comparison of Video Prompting to Video Modeling
T2  - Journal of Positive Behavior Interventions
TI  - Teaching Daily Living Skills to Seven Individuals with Severe Intellectual Disabilities: A Comparison of Video Prompting to Video Modeling
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ927633&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1098300710366593
VL  - 13
ID  - 205343
ER  - 


TY  - JOUR
AB  - Video prompting has a strong evidence base as an effective strategy to teach students with severe disabilities a variety of skills including daily living skills. This study examined whether differences in daily living tasks (i.e., multistep, multicomponent, and sequential tasks) would impact skill acquisition using video prompting by three participants with severe to profound disabilities. Results indicated that although video prompting was effective broadly, aspects of task type taught may affect the pace of an individual's acquisition. Implications for future research and practice are discussed.
AN  - EJ1193080
AU  - Cannella-Malone, Helen I.
AU  - Jimenez, Eliseo D.
AU  - Schaefer, John M.
AU  - Miller, Megan
AU  - Byrum, Hollie
DA  - 11/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Prompting
Daily Living Skills
Skill Development
Severe Intellectual Disability
Error Correction
Instructional Effectiveness
Differences
Young Adults
Adolescents
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 2165-1434
SP  - 200-211
ST  - Examination of the Effects of Video Prompting across Different Types of Tasks
T2  - Career Development and Transition for Exceptional Individuals
TI  - Examination of the Effects of Video Prompting across Different Types of Tasks
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1193080&site=ehost-live&scope=site
http://dx.doi.org/10.1177/2165143417739609
VL  - 41
ID  - 205209
ER  - 


TY  - JOUR
AB  - This study used an iPod Touch to compare the effects of video prompting with and without error correction on the acquisition of two daily living skills across three students with moderate to profound intellectual disability and an extremely limited daily living skills repertoire. An adapted alternating treatments design within a multiple probe across participants design was used to demonstrate that the inclusion of error correction from the outset of intervention increased the efficiency of skill acquisition for at least one task for two students. For the third student, some skill acquisition was observed using video prompting both with and without error correction, but more stable responding was achieved using in vivo instruction. (Contains 2 figures and 3 tables.)
AN  - EJ986319
AU  - Cannella-Malone, Helen I.
AU  - Wheaton, Joe E.
AU  - Wu, Pei-Fang
AU  - Tullis, Christopher A.
AU  - Park, Ju Hee
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Daily Living Skills
Mental Retardation
Prompting
Instructional Effectiveness
Comparative Analysis
Intervention
Developmental Disabilities
Autism
Pervasive Developmental Disorders
Individualized Education Programs
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 2154-1647
SP  - 332-344
ST  - Comparing the Effects of Video Prompting with and without Error Correction on Skill Acquisition for Students with Intellectual Disability
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Comparing the Effects of Video Prompting with and without Error Correction on Skill Acquisition for Students with Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ986319&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETDDDetailsPage/tabid/80/ArticleID/637/Comparing-the-Effects-of-Video-Prompting-with-and-without-Error-Correction-on-Skill-Acquisition-for-Students-with-Intellectual-Disability.aspx
VL  - 47
ID  - 205114
ER  - 


TY  - JOUR
AB  - Traditional self-injurious behavior (SIB) management can place compliance demands on the caregiver and have low ecological validity and accuracy. To support an SIB monitoring system for autism spectrum disorder (ASD), we evaluated machine learning methods for detecting and distinguishing diverse SIB types. SIB episodes were captured with body-worn accelerometers from children with ASD and SIB. The highest detection accuracy was found with k-nearest neighbors and support vector machines (up to 99.1% for individuals and 94.6% for grouped participants), and classification efficiency was quite high (offline processing at ~ 0.1 ms/observation). Our results provide an initial step toward creating a continuous and objective smart SIB monitoring system, which could in turn facilitate the future care of a pervasive concern in ASD.
AD  - Department of Industrial and Systems Engineering, Virginia Tech, Blacksburg, VA, 24060, USA.
Department of Psychology, The University of Alabama, Tuscaloosa, AB, USA.
Department of Psychology, Virginia Tech, Blacksburg, VA, 24060, USA.
Department of Industrial and Systems Engineering, Virginia Tech, Blacksburg, VA, 24060, USA. nussbaum@vt.edu.
Department of Industrial and System Engineering, Virginia Tech, 250 Durham Hall (0118), Blacksburg, VA, 24061, USA. nussbaum@vt.edu.
AN  - 32219634
AU  - Cantin-Garside, K. D.
AU  - Kong, Z.
AU  - White, S. W.
AU  - Antezana, L.
AU  - Kim, S.
AU  - Nussbaum, M. A.
DA  - Mar 26
DO  - 10.1007/s10803-020-04463-x
DP  - NLM
ET  - 2020/03/29
J2  - Journal of autism and developmental disorders
KW  - Activity recognition
Autism
Machine learning
Wearable sensors
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0162-3257
ST  - Detecting and Classifying Self-injurious Behavior in Autism Spectrum Disorder Using Machine Learning Techniques
T2  - J Autism Dev Disord
TI  - Detecting and Classifying Self-injurious Behavior in Autism Spectrum Disorder Using Machine Learning Techniques
ID  - 204790
ER  - 


TY  - CHAP
AB  - BACKGROUND: In 2015, approximately 2.16% of adults were recorded as having intellectual disabilities. UK government policy is that adults with intellectual disabilities should access mainstream health services. However, people with intellectual disabilities experience challenges when accessing primary and community health services that can lead to inequalities and shorter life expectancy. OBJECTIVES: To map and review the evidence on access to primary and community health-care services for adults with intellectual disabilities and their carers. To identify influencing factors for gaining access to primary and community health-care services. To determine which actions, interventions or models of service provision improve entry access to these services for people with intellectual disabilities and their carers. Finally, to identify the gaps in evidence and provide implications for health care and recommendations for research. DATA SOURCES: MEDLINE, The Cochrane Library, Web of Science, Cumulative Index of Nursing and Allied Health Literature (CINAHL), Applied Social Sciences Index and Abstracts (ASSIA) and Education Resources Information Center (ERIC) were searched from 2002 to 2018. REVIEW METHODS: The mapping review methodology included an extensive literature search, article selection and data extraction of relevant abstracts. Findings from the mapping review informed the scope of the targeted systematic review. Methodology for the targeted systematic review included an extensive literature search informed by the mapping review, article selection, data extraction, quality appraisal and narrative synthesis. RESULTS: The mapping review included 413 studies with data extraction completed on abstracts. The targeted systematic review synthesised the evidence from 80 studies reported in 82 publications. During the review process, the team identified three key points at which people with intellectual disabilities potentially interacted with primary and community health-care services: identifying needs, accessing services and interaction during a consultation. In addition, there were a number of papers about interventions or innovations to improve access. Evidence from the studies was synthesised within the four clusters. Influencing factors were identified: staff knowledge/skills, joint working with learning disability services, service delivery model, uptake, appointment making, carer/support role, relationship with staff, time, accessible information and communication. The influencing factors were cross-cutting through the literature, with certain factors having more importance in certain clusters. LIMITATIONS: The main limitation was the weak evidence base. The studies generally had small samples, had study designs that were open to potential biases and measured only short-term outcomes. CONCLUSIONS: Health checks were found to help identify health needs and improve the care of long-term conditions. Important factors for accessing health services for adults with intellectual disabilities were consistency of care and support, staff training, communication skills and time to communicate, and provision of accessible information. Health professionals need to ensure that there is joint working between different services, clear communication and accurate record-keeping. Future research questions centre on the need to develop and value creative study designs capable of addressing the complex issues identified in the findings of the review for this complex population. FUNDING: This project was funded by the National Institute for Health Research (NIHR) Health Services and Delivery Research programme and will be published in full in Health Services and Delivery Research; Vol. 8, No. 5. See the NIHR Journals Library website for further project information.
The evidence base is weak but important factors for accessing health services were consistency of care and support, staff training, communication skills and time to communicate, and provision of accessible information.
eng
AD  - School for Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
AN  - 31999419
AU  - Cantrell, A.
AU  - Croot, E.
AU  - Johnson, M.
AU  - Wong, R.
AU  - Chambers, D.
AU  - Baxter, S. K.
AU  - Booth, A.
CY  - Southampton (UK)
DO  - 10.3310/hsdr08050
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PB  - NIHR Journals Library
Copyright © Queen’s Printer and Controller of HMSO 2020. This work was produced by Cantrell et al. under the terms of a commissioning contract issued by the Secretary of State for Health and Social Care. This issue may be freely reproduced for the purposes of private research and study and extracts (or indeed, the full report) may be included in professional journals provided that suitable acknowledgement is made and the reproduction is not associated with any form of advertising. Applications for commercial reproduction should be addressed to: NIHR Journals Library, National Institute for Health Research, Evaluation, Trials and Studies Coordinating Centre, Alpha House, University of Southampton Science Park, Southampton SO16 7NS, UK.
PY  - 2020
ST  - Health Services and Delivery Research
T2  - Access to primary and community health-care services for people 16 years and over with intellectual disabilities: a mapping and targeted systematic review
TI  - Health Services and Delivery Research
ID  - 204722
ER  - 


TY  - JOUR
AB  - Effective social communication relies, in part, on accurate nonverbal expression of emotion. To evaluate the nature of facial emotion expression (FEE) deficits in children with autism spectrum disorder (ASD), we compared 20 youths with ASD to a sample of typically developing (TD) youth (n = 20) using a machine-based classifier of FEE. Results indicate group differences in FEE for overall accuracy across emotions. In particular, a significant group difference in accuracy of FEE was observed when participants were prompted by a video of a human expressing an emotion, F(2, 36) = 4.99, p = .032, η(2) = .12. Specifically, youth with ASD made significantly more errors in FEE relative to TD youth. Findings support continued refinement of machine-based approaches to assess and potentially remediate FEE impairment in youth with ASD.
AD  - University of Alabama. Electronic address: nncapriola@crimson.ua.edu.
Alexandria University.
Virginia Tech.
University of Alabama.
AN  - 31208691
AU  - Capriola-Hall, N. N.
AU  - Wieckowski, A. T.
AU  - Swain, D.
AU  - Tech, V.
AU  - Aly, S.
AU  - Youssef, A.
AU  - Abbott, A. L.
AU  - White, S. W.
DA  - Jul
DO  - 10.1016/j.beth.2018.12.004
DP  - NLM
ET  - 2019/06/19
J2  - Behavior therapy
KW  - Adolescent
Autism Spectrum Disorder/*psychology
Child
*Emotions
*Facial Expression
Female
Humans
Male
*autism spectrum disorder
*facial emotion expression
*machine learning
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0005-7894
SP  - 828-838
ST  - Group Differences in Facial Emotion Expression in Autism: Evidence for the Utility of Machine Classification
T2  - Behav Ther
TI  - Group Differences in Facial Emotion Expression in Autism: Evidence for the Utility of Machine Classification
VL  - 50
ID  - 204074
ER  - 


TY  - JOUR
AB  - Many first-year biology students begin college with high aspirations but limited skills in terms of those needed for their success. Teachers are increasingly focused on students' lack of metacognitive awareness combined with students' inability to self-regulate learning behaviors. To address this need, we have designed a series of out-of-class assignments to provide explicit instruction on memory and learning. Our metacognition modules consist of six video assignments with reflective journaling prompts, allowing students to explore the relationship between the learning cycle, neuroplasticity, memory function, expert and novice thinking, and effective study strategies. By setting lessons on improving study behavior within a biological context, we help students grasp the reason for changing their behavior based on an understanding of biological functions and their application to learning. Students who complete these scaffolded journaling assignments show a shift toward a growth mindset and a consistent ability to evaluate the efficacy of their own study behaviors. In this article, we discuss the modules and student assignments, as well as provide in depth support for faculty who wish to adopt the modules for their own courses.
AD  - Alfred University, Alfred, NY 14802.
AN  - 28904648
AU  - Cardinale, J. A.
AU  - Johnson, B. C.
C2  - Pmc5524468
DO  - 10.1128/jmbe.v18i1.1212
DP  - NLM
ET  - 2017/09/15
J2  - Journal of microbiology & biology education
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1935-7877 (Print)
1935-7877
ST  - Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students' Study Skills
T2  - J Microbiol Biol Educ
TI  - Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students' Study Skills
VL  - 18
ID  - 204768
ER  - 


TY  - JOUR
AB  - Parents and professionals who work with individuals who use augmentative and alternative communication (AAC) face tremendous time pressures, especially when programming vocabulary in AAC technologies. System design (from programming functions to layout options) necessitates a range of skills related to operational competence and can impose intensive training demands for communication partners. In fact, some AAC applications impose considerable learning demands, which can lead to increased time to complete the same programming tasks. A within-subject design was used to investigate the comparative effects of three visual scene display AAC apps (GoTalk Now, AutisMate, EasyVSD) on the programming times for three off-line programming activities, by adults who were novices to programming AAC apps. The results indicated all participants were able to create scenes and add hotspots during off-line programming tasks with minimal self-guided training. The AAC app that had the least number of programming steps, EasyVSD, resulted in the fastest completion times across the three programming tasks. These results suggest that by simplifying the operational requirements of AAC apps the programming time is reduced, which may allow partners to better support individuals who use AAC.
AD  - a Department of Communication Sciences and Disorders , The Pennsylvania State University , Pennsylvania , USA.
AN  - 29057676
AU  - Caron, J.
AU  - Light, J.
AU  - Davidoff, B. E.
AU  - Drager, K. D. R.
DA  - Dec
DO  - 10.1080/07434618.2017.1388836
DP  - NLM
ET  - 2017/10/24
J2  - Augmentative and alternative communication (Baltimore, Md. : 1985)
KW  - Adult
*Communication Aids for Disabled
Communication Disorders/*rehabilitation
*Data Display
Female
Humans
Learning
Male
Middle Aged
*Mobile Applications
Vocabulary
Young Adult
Applications (apps)
augmentative and alternative communication
complex communication needs
mobile technology
visual scene displays
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0743-4618
SP  - 239-248
ST  - Comparison of the effects of mobile technology AAC apps on programming visual scene displays
T2  - Augment Altern Commun
TI  - Comparison of the effects of mobile technology AAC apps on programming visual scene displays
VL  - 33
ID  - 204140
ER  - 


TY  - JOUR
AB  - OBJECTIVES: Our objective is to explore how vasculitis affects patients' friendships and social participation. METHODS: Vasculitis patients (n=221) completed an online questionnaire that asked if, and how, relationships with friends have changed since receiving a vasculitis diagnosis. Participants' written responses were imported into Atlas.ti, and two independent researchers used both structured and unstructured coding to identify themes. After reaching 100% consensus on the themes present in each participant's responses, the coders determined how themes were interrelated across participants. RESULTS: Over half of patients (52%) expressed that vasculitis negatively impacted their friendships and 25% noted a negative impact on their social participation. At times, this negative impact was related to structural changes in patients' social networks due to loss of friendships. Reduced social participation was also associated with friends' inability to understand vasculitis and its effects, vasculitis-related fatigue, and lifestyle changes such as not being able to drink alcohol and avoiding infection-prone events. Additionally, patients withdrew from social engagements due to fatigue or because of physical symptoms and side effects. CONCLUSIONS: The unique circumstances associated with a rare chronic illness like vasculitis can create significant barriers to friendships, including loss of these relationships. Interventions designed to help patients cope with the social impact of vasculitis are implicated, especially if they increase patients' ability to engage in dialogue about their illness with their friends.
AD  - Division of Pharmaceutical Outcomes and Policy, Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC, USA. dmcarpenter@unc.edu
AN  - 22325346
AU  - Carpenter, D. M.
AU  - Meador, A. E.
AU  - Elstad, E. A.
AU  - Hogan, S. L.
AU  - DeVellis, R. F.
C2  - Pmc3760766
C6  - Nihms475816
DA  - Jan-Feb
DP  - NLM
ET  - 2012/02/14
J2  - Clinical and experimental rheumatology
KW  - Adult
Aged
Aged, 80 and over
Communication
Comprehension
*Cost of Illness
Female
*Friends
Health Knowledge, Attitudes, Practice
Humans
Internet
Life Style
Male
Middle Aged
North Carolina
Quality of Life
*Social Participation
Social Support
Surveys and Questionnaires
Vasculitis/complications/diagnosis/*psychology
Young Adult
LA  - eng
M1  - 1 Suppl 70
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0392-856X (Print)
0392-856x
SP  - S15-21
ST  - The impact of vasculitis on patients' social participation and friendships
T2  - Clin Exp Rheumatol
TI  - The impact of vasculitis on patients' social participation and friendships
VL  - 30
ID  - 204176
ER  - 


TY  - BOOK
AB  - With the new edition of this activity book--the companion to Judith Birsh's bestselling text, "Multisensory Teaching of Basic Language Skills"--students and practitioners will get the practice they need to use multisensory teaching effectively with students who have dyslexia and other learning disabilities. Ideal for both pre-service teacher education courses and in-service professional development, the activity book aligns with the third edition of the "Multisensory Teaching" textbook, so readers can easily use them in tandem. Students and professionals will get more than 100 easy-to-use activities that cover all the areas in the text, including: (1) oral language; (2) multisensory teaching; (3) research; (4) phonological awareness; (5) letter recognition; (6) syllable division; (7) spelling; (8) decoding; (9) fluency; (10) comprehension; (11) composition; and (12) mathematics. Users will also find answer keys, forms to help them with lesson planning, and other practical activities and handouts they can use with their own students. With this must-have activity book, educators will increase their knowledge of language structure and patterns, hone their instruction skills, and improve students' academic outcomes. Appended are: (1) Major Research Findings on Reading; (2) Instant Letter Recognition Chart; (3) Dictionary Relay; (4) Concentration Game Board; (5) Six Syllable Types; (6) Words for Six Syllable Types Chart; (7) Practice Words for Syllable Division; (8) Suffixes, Prefixes, Roots, and Combining Forms; (9) Rapid Word-Recognition Chart; (10) Four-Leaf Clover; (11) Word Webs; (12) Semantic Features Analysis; (13) Word Profile; (14) Comprehension Passages; (15) Fraction Lotto; and (16) Building Block Checklist for Effective Classroom Management. [For related book, "Multisensory Teaching of Basic Language Skills. Third Edition," see ED529098.]
AU  - Carreker, Suzanne
AU  - Birsh, Judith R.
DB  - ERIC
DP  - EBSCOhost
J2  - Brookes Publishing Company
KW  - Learning Disabilities
Dyslexia
Preservice Teacher Education
Inservice Teacher Education
Faculty Development
Answer Keys
Lesson Plans
Oral Language
Multisensory Learning
Instruction
Language Skills
Research
Phonological Awareness
Alphabets
Word Recognition
Syllables
Spelling
Decoding (Reading)
Reading Fluency
Reading Comprehension
Writing (Composition)
Mathematics
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Brookes Publishing Company
PY  - 2011
SN  - 978-1-59857-209-4
ST  - Multisensory Teaching of Basic Language Skills Activity Book. Revised Edition
TI  - Multisensory Teaching of Basic Language Skills Activity Book. Revised Edition
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED529117&site=ehost-live&scope=site
http://www.brookespublishing.com/store/books/carreker-72094/index.htm
ID  - 205274
ER  - 


TY  - JOUR
AB  - While participatory research approaches are being developed and applied within speech and language therapy practice it is not clear that all children are afforded the opportunity to participate in such activities. This study aimed to explore the involvement of young children, aged between two and four years, with developmental disabilities in the research process, focusing on early intervention disability services. Eight young children took part in this qualitative research. Clark and Moss's (2011) framework for listening was used to structure the multi-method data collection process. The design was iterative; the collection of data from each participant was followed by a review of theoretical ideas to support the emerging data. Findings suggest that the use of an asset based approach to participation in research, focusing on participants strengths through a variety of data collection tools, used by a skilled facilitator, supported by parental expertise enabled the children to be part of the data collection process. The research highlights that speech and language therapists can facilitate the inclusion of children with disabilities in research activities about their early intervention service they receive. As members of early intervention teams speech and language therapists need to promote their skills in facilitating the active engagement of children with developmental disabilities in research. Thus making their participation in early intervention research, a reality with potential to promote holistic practice.
AN  - EJ1117713
AU  - Carroll, Clare
AU  - Sixsmith, Jane
DA  - 10/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Young Children
Early Intervention
Developmental Disabilities
Listening
Mixed Methods Research
Allied Health Personnel
Speech Language Pathology
Learner Engagement
Nongovernmental Organizations
Observation
Video Technology
Technology
Photography
Audio Equipment
Parents
Participatory Research
Foreign Countries
Ireland
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 0265-6590
SP  - 313-325
ST  - Exploring the Facilitation of Young Children with Disabilities in Research about Their Early Intervention Service
T2  - Child Language Teaching and Therapy
TI  - Exploring the Facilitation of Young Children with Disabilities in Research about Their Early Intervention Service
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1117713&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0265659016638394
VL  - 32
ID  - 205216
ER  - 


TY  - JOUR
AB  - Emanuel syndrome is characterized by multiple congenital anomalies and developmental disability. It is caused by the presence of a supernumerary derivative chromosome that contains material from chromosomes 11 and 22. The origin of this imbalance is 3:1 malsegregation of a parental balanced translocation between chromosomes 11 and 22, which is the most common recurrent reciprocal translocation in humans. Little has been published on the clinical features of this syndrome since the 1980s and information on natural history is limited. We designed a questionnaire to collect information from families recruited through an international online support group, Chromosome 22 Central. Data gathered include information on congenital anomalies, medical and surgical history, developmental and behavioral issues, and current abilities. We received information on 63 individuals with Emanuel syndrome, ranging in age from newborn to adulthood. As previously recognized, congenital anomalies were common, the most frequent being ear pits (76%), micrognathia (60%), heart malformations (57%), and cleft palate (54%). Our data suggest that vision and hearing impairment, seizures, failure to thrive and recurrent infections, particularly otitis media, are common in this syndrome. Psychomotor development is uniformly delayed, however the majority of individuals (over 70%) eventually learn to walk with support. Language development and ability for self-care are also very impaired. This study provides new information on the clinical spectrum and natural history of Emanuel syndrome for families and physicians caring for these individuals.
AD  - Department of Genetics, Children's Hospital of Eastern Ontario, Ottawa, Canada. genequeen76@gmail.com
AN  - 19606488
AU  - Carter, M. T.
AU  - St Pierre, S. A.
AU  - Zackai, E. H.
AU  - Emanuel, B. S.
AU  - Boycott, K. M.
C2  - Pmc2733334
C6  - Nihms135059
DA  - Aug
DO  - 10.1002/ajmg.a.32957
DP  - NLM
ET  - 2009/07/17
J2  - American journal of medical genetics. Part A
KW  - Abnormalities, Multiple/diagnosis/*pathology
Adolescent
Adult
Age Distribution
Behavior
Child
Child, Preschool
Female
Genetic Counseling
Growth and Development
Heterozygote
Humans
Infant
Infant, Newborn
Male
Nervous System Diseases/complications/pathology
Parents
Phenotype
Pregnancy
Puberty
Syndrome
Young Adult
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 1552-4825 (Print)
1552-4825
SP  - 1712-21
ST  - Phenotypic delineation of Emanuel syndrome (supernumerary derivative 22 syndrome): Clinical features of 63 individuals
T2  - Am J Med Genet A
TI  - Phenotypic delineation of Emanuel syndrome (supernumerary derivative 22 syndrome): Clinical features of 63 individuals
VL  - 149a
ID  - 204783
ER  - 


TY  - JOUR
AB  - Understanding and improving how diverse people work together is a core concern of applied social sciences. This article reports ethnographic observations on a participatory design project in which researchers and adults on the autism spectrum worked together on the design of a new technology—biomusic. Biomusic uses a smartphone application and a wearable sensor to measure physiological signals and translate them into auditory output. Ethnographers were involved in this project, both to facilitate eliciting perspectives of different stakeholders and to observe, record, and reflect on the process. This paper discusses the relationship between ethnography and participatory design in two ways. First, it describes the contribution of ethnography to achieving the goals of participatory design. Second, it draws on ethnographic observations to highlight different strategies people with and without autism used to work together, including strategies put forth by the researchers, strategies already in place in the community, and strategies emerging from the intersection of both. These strategies created a space that was more accessible to many different types of people. Documenting the way that this group worked together challenged several stereotypes about autism and highlighted the role of autistic collaborators as agents. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AN  - 2020-38935-001
AU  - Cascio, M. Ariel
AU  - Grond, Florian
AU  - Motta-Ochoa, Rossio
AU  - Tembeck, Tamar
AU  - Ten Veen, Dan
AU  - Blain-Moraes, Stefanie
DA  - Spr 2020
DB  - APA PsycInfo
DO  - 10.17730/0018-7259.79.1.1
DP  - EBSCOhost
KW  - ethnography
design
autism
work
participatory research
Autism Spectrum Disorders
Work Teams
Action Research
Smartphones
Collaboration
Participation
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2020
SN  - 0018-7259
1938-3525
SP  - 1-12
ST  - Working together: Ethnographic observations on participatory design involving adults with autism
T2  - Human Organization
TI  - Working together: Ethnographic observations on participatory design involving adults with autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2020-38935-001&site=ehost-live&scope=site
VL  - 79
ID  - 205065
ER  - 


TY  - JOUR
AB  - PURPOSE: To investigate the effects of a community-based adapted walking intervention on a child with Pitt Hopkins syndrome (PTHS). METHODS: A four-year old boy with PTHS participated in a 12-week intervention comprising five one-hour long walking sessions per week at a local daycare. Walking sessions used the Upsee mobility device (Firefly by Leckey Ltd., Ireland). Outcome measures included Goal Attainment Scaling and the Mobility Ability Participation Assessment. RESULTS: Parental and caregiver goals for social interaction, physical activity and physical health surpassed expectations by post-testing. Gains were not sustained at three months follow-up. The participant's ability and mobility may have increased following the intervention. CONCLUSIONS: Participants with PTHS may benefit from regular physical activity and early intervention. The Upsee mobility device is a feasible and fun way to promote inclusive community-based physical activity and social engagement in a young child with PTHS. Further research into the health benefits of physical activity and the Upsee for children with PTHS may be warranted. Implications for Rehabilitation Physical activity may be beneficial for a child with Pitt Hopkins syndrome, a rare genetic disorder. New design, implementation of mobility intervention for a child with neurodevelopmental disabilities. The Upsee mobility device may offer physical benefits for a child with a neurodevelopmental disability. The Upsee mobility device may offer social benefits for a child with a neurodevelopmental disability.
AD  - a Department of Human Kinetics , St. Francis Xavier University , Antigonish , NS , Canada.
AN  - 28125296
AU  - Casey, A. F.
AU  - Pickard, V.
AU  - Ullrich, C.
AU  - MacNeil, Z.
DA  - Jan
DO  - 10.1080/17483107.2016.1278469
DP  - NLM
ET  - 2017/01/27
J2  - Disability and rehabilitation. Assistive technology
KW  - Child, Preschool
Exercise
Facies
Health Status
Humans
Hyperventilation/*rehabilitation
Intellectual Disability/*rehabilitation
Interpersonal Relations
Male
*Orthopedic Equipment
*Physical Therapy Modalities
*Walking
*Tcf4
*case study
*functional rehabilitation
*movement skill interventions
*paediatrics
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1748-3107
SP  - 25-30
ST  - An adapted walking intervention for a child with Pitt Hopkins syndrome<sup/>
T2  - Disabil Rehabil Assist Technol
TI  - An adapted walking intervention for a child with Pitt Hopkins syndrome<sup/>
VL  - 13
ID  - 204282
ER  - 


TY  - JOUR
AB  - BACKGROUND: In most domains of cognition, individuals with schizophrenia are generally found to be one standard deviation below the mean of the controls. As a result, examining the impact of cognitive remediation in individuals with schizophrenia has been a burgeoning area of research. However, the state of the literature remains unclear as to which domains of cognition should be targeted to produce the most widespread and durable benefits for individuals with schizophrenia. One suggestion is that targeting lower-level cognitive processes that are important for higher-level and more complex aspects of cognition may produce the most widespread benefits in cognition and everyday functioning. Relatively few studies have examined the effects of working memory or processing speed training in schizophrenia, as most studies examine broad-based remediation programs. Thus, a need exists for targeted working memory and processing speed training studies to better understand the mechanisms of cognitive enhancement in patients. This study aims to 1) investigate near-transfer gains (that is, the transfer of learning to related contexts) associated with working memory and processing speed training in schizophrenia patients; 2) investigate far-transfer gains (that is, the transfer of learning to new contexts) associated with working memory and processing speed training (that is, gains in other neurocognitive domains and social cognition); and 3) investigate real-world gains associated with training (that is, gains in daily functioning). METHODS/DESIGN: A double-blind randomized controlled trial with a three parallel group design will be conducted. A random sample of 81 patients with schizophrenia or schizoaffective disorder will be recruited through outpatient clinics at Foothills Hospital and community support programs in Calgary, Alberta. Participants will be randomly assigned using a computer-generated program in a 1:1:1 ratio to a working memory-training group, a processing speed-training group, or a no-training control group. Training will be completed at home for 30 minutes per day, 5 days per week, for a total of 10 weeks. Neurocognitive, social cognitive, and daily functioning measures will be administered both pre- and post-training to detect training-related gains. The primary outcome measures will include working memory and processing speed (near-transfer measures), as well as fluid intelligence (far-transfer measure). TRIAL REGISTRATION: Current controlled trials NCT02478827 (ClinicalTrials.gov, registered on 15 June 2015).
AD  - Clinical Neuroscience of Schizophrenia Laboratory, Administration Building, Department of Psychology, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada. bcassett@ucalgary.ca.
Clinical Neuroscience of Schizophrenia Laboratory, Administration Building, Department of Psychology, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada. vina.m.goghari@ucalgary.ca.
AN  - 26812902
AU  - Cassetta, B. D.
AU  - Goghari, V. M.
C2  - Pmc4728776
DA  - Jan 26
DO  - 10.1186/s13063-016-1188-5
DP  - NLM
ET  - 2016/01/28
J2  - Trials
KW  - *Clinical Protocols
Cognition
Double-Blind Method
Humans
*Memory, Short-Term
Outcome Assessment, Health Care
*Schizophrenic Psychology
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1745-6215
SP  - 49
ST  - Working memory and processing speed training in schizophrenia: study protocol for a randomized controlled trial
T2  - Trials
TI  - Working memory and processing speed training in schizophrenia: study protocol for a randomized controlled trial
VL  - 17
ID  - 204429
ER  - 


TY  - JOUR
AB  - There exist various guidelines for facilitating the design, preparation, and deployment of accessible eLearning applications and contents. However, such guidelines prevalently address accessibility in a rather technical sense, without giving sufficient consideration to the cognitive aspects and issues related to the use of eLearning materials by learners with disabilities. In this paper we describe how a user-centered design process was applied to develop a method and set of guidelines for didactical experts to scaffold their creation of accessible eLearning content, based on a more sound approach to accessibility. The paper also discusses possible design solutions for tools supporting eLearning content authors in the adoption and application of the proposed approach.
AD  - Dipartimento di Informatica e Sistemistica "A. Ruberti", Universita' degli Studi di Roma "La Sapienza", Via Ariosto 25, 00185, Roma, Italy, catarci@dis.uniroma1.it
AN  - 18421489
AU  - Catarci, T.
AU  - De Giovanni, L.
AU  - Gabrielli, S.
AU  - Kimani, S.
AU  - Mirabella, V.
DA  - Aug
DO  - 10.1007/s10339-008-0213-3
DP  - NLM
ET  - 2008/04/19
J2  - Cognitive processing
KW  - Adult
*Attitude to Computers
Cognition/*physiology
Computer-Assisted Instruction/methods/*standards
Guidelines as Topic/standards
Humans
Internet
Memory Disorders/physiopathology/psychology
Program Evaluation/methods/*standards
Task Performance and Analysis
*User-Computer Interface
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1612-4782 (Print)
1612-4782
SP  - 209-16
ST  - Scaffolding the design of accessible eLearning content: a user-centered approach and cognitive perspective
T2  - Cogn Process
TI  - Scaffolding the design of accessible eLearning content: a user-centered approach and cognitive perspective
VL  - 9
ID  - 204284
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To determine the early impacts of pediatric primary care parenting interventions on parent cognitive stimulation in low socioeconomic status families and whether these impacts are sustained up to 1.5 years after program completion. STUDY DESIGN: This randomized controlled trial included assignment to 1 of 2 interventions (Video Interaction Project [VIP] or Building Blocks) or to a control group. Mother-newborn dyads were enrolled postpartum in an urban public hospital. In VIP, dyads met with an interventionist on days of well-child visits; the interventionist facilitated interactions in play and shared reading through provision of learning materials and review of videotaped parent-child interactions. In Building Blocks, parents were mailed parenting pamphlets and learning materials. We compare the trajectories of cognitive stimulation for parents in VIP and control from 6 to 54 months. RESULTS: There were 546 families that contributed data. VIP was associated with enhanced reading, parent verbal responsivity, and overall stimulation at all assessment points, with analyses demonstrating a 0.38 standard deviation increase in cognitive stimulation overall. Trajectory models indicated long-term persistence of VIP impacts on reading, teaching, and verbal responsivity. CONCLUSIONS: VIP is associated with sustained enhancements in cognitive stimulation in the home 1.5 years after completion of the program and support expansion of pediatric interventions to enhance developmental trajectories of children of low socioeconomic status. TRIAL REGISTRATION: Clinicaltrials.gov: NCT00212576.
AD  - New York University School of Medicine and Bellevue Hospital Center, New York.
New York University School of Medicine and Bellevue Hospital Center, New York; Northwestern University, Chicago, Illinois.
SUNY Downstate Medical Center, Brooklyn, New York.
AN  - 29703577
AU  - Cates, C. B.
AU  - Weisleder, A.
AU  - Berkule Johnson, S.
AU  - Seery, A. M.
AU  - Canfield, C. F.
AU  - Huberman, H.
AU  - Dreyer, B. P.
AU  - Mendelsohn, A. L.
C2  - Pmc6063788
C6  - Nihms948668
DA  - Aug
DO  - 10.1016/j.jpeds.2018.03.002
DP  - NLM
ET  - 2018/04/29
J2  - The Journal of pediatrics
KW  - Child
Child Development
Child, Preschool
Cognition/*physiology
Female
Follow-Up Studies
Humans
Infant
Learning/*physiology
Male
*Parent-Child Relations
Parenting/*psychology
Primary Health Care/*methods
*Reading
Single-Blind Method
Time Factors
Video Recording/*methods
*child development
*intervention
*poverty
*prevention
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0022-3476 (Print)
0022-3476
SP  - 49-56.e1
ST  - Enhancing Parent Talk, Reading, and Play in Primary Care: Sustained Impacts of the Video Interaction Project
T2  - J Pediatr
TI  - Enhancing Parent Talk, Reading, and Play in Primary Care: Sustained Impacts of the Video Interaction Project
VL  - 199
ID  - 203909
ER  - 


TY  - JOUR
AB  - Being a family carer can be rewarding but can also lead to mental and physical exhaustion as well as feelings of social exclusion and isolation. Research has shown that the use of the Internet and online forums can provide an immediate place to find information and reassurance and that forum use can be an empathetic place to share experiences and seek emotional support. This article details a systematic literature search of research on carers of people with intellectual disabilities and/or autism using the Internet. A thematic synthesis of the resulting papers identified that online forums give carers a sense of agency by providing a place to go for informational support that may not be elsewhere. Carers also enjoyed the safe community of solidarity and emotional support that online forums provide. An important finding is the lack of published papers in this area with the inclusion of just eight papers.
AD  - Manchester Metropolitan University, UK.
AN  - 31496385
AU  - Caton, S.
AU  - Koivunen, E. R.
AU  - Allison, C.
DA  - Sep
DO  - 10.1177/1744629519874214
DP  - NLM
ET  - 2019/09/10
J2  - Journal of intellectual disabilities : JOID
KW  - *Caregivers
Humans
Intellectual Disability/*nursing
*Online Social Networking
*Social Support
Internet
carers
intellectual disabilities
learning disabilities
review
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1744-6295
SP  - 446-468
ST  - Internet use for family carers of people with intellectual disabilities: A literature review and thematic synthesis
T2  - J Intellect Disabil
TI  - Internet use for family carers of people with intellectual disabilities: A literature review and thematic synthesis
VL  - 23
ID  - 203973
ER  - 


TY  - JOUR
AB  - Little is known about recruitment methods for racial/ethnic minority populations from resource-limited areas for community-based health and needs assessments, particularly assessments that incorporate mobile health (mHealth) technology for characterizing physical activity and dietary intake. We examined whether the Communication, Awareness, Relationships and Empowerment (C.A.R.E.) model could reduce challenges recruiting and retaining participants from faith-based organizations in predominantly African American Washington, D.C. communities for a community-based assessment. Employing C.A.R.E. model elements, our diverse research team developed partnerships with churches, health organizations, academic institutions and governmental agencies. Through these partnerships, we cultivated a visible presence at community events, provided cardiovascular health education and remained accessible throughout the research process. Additionally, these relationships led to the creation of a community advisory board (CAB), which influenced the study's design, implementation, and dissemination. Over thirteen months, 159 individuals were recruited for the study, 99 completed the initial assessment, and 81 used mHealth technology to self-monitor physical activity over 30 days. The culturally and historically sensitive C.A.R.E. model strategically engaged CAB members and study participants. It was essential for success in recruitment and retention of an at-risk, African American population and may be an effective model for researchers hoping to engage racial/ethnic minority populations living in urban communities.
AD  - Cardiovascular Branch, National Heart, Lung and Blood Institute, National Institutes of Health, Bethesda, MD 20892, USA. joniqua.ceasar@nih.gov.
Blood Epidemiology and Clinical Therapeutics Branch, Division of Blood Diseases and Resources, National Heart, Lung and Blood Institute, National Institutes of Health, Bethesda, MD 20892, USA. mpeters@nhlbi.nih.gov.
Cardiovascular Branch, National Heart, Lung and Blood Institute, National Institutes of Health, Bethesda, MD 20892, USA. valerie.mitchell@nih.gov.
Cardiovascular Branch, National Heart, Lung and Blood Institute, National Institutes of Health, Bethesda, MD 20892, USA. tiffany.powell-wiley@nih.gov.
AN  - 29160826
AU  - Ceasar, J.
AU  - Peters-Lawrence, M. H.
AU  - Mitchell, V.
AU  - Powell-Wiley, T. M.
C2  - Pmc5708061
DA  - Nov 21
DO  - 10.3390/ijerph14111422
DP  - NLM
ET  - 2017/11/22
J2  - International journal of environmental research and public health
KW  - African Americans
Awareness
Communication
Community-Based Participatory Research/*methods
District of Columbia
Exercise
Female
*Health Education
Humans
Male
Power, Psychological
*Telemedicine
*Urban Population
*Black/African American
*community-based participatory research
*health disparities
*mobile health technology
*public health and health promotion
*recruitment
*underrepresented populations
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1661-7827 (Print)
1660-4601
ST  - The Communication, Awareness, Relationships and Empowerment (C.A.R.E.) Model: An Effective Tool for Engaging Urban Communities in Community-Based Participatory Research
T2  - Int J Environ Res Public Health
TI  - The Communication, Awareness, Relationships and Empowerment (C.A.R.E.) Model: An Effective Tool for Engaging Urban Communities in Community-Based Participatory Research
VL  - 14
ID  - 203965
ER  - 


TY  - JOUR
AB  - "Academic blogging" is a way of extending the primary classroom walls and enhancing learning through collaborative reflective responses to open-ended questions from prescribed text. Students learn from each other, develop critical literacy skills, voice their opinions and ask questions through blogging. This pedagogical approach broaches the areas of social media etiquette, cognitive dissonance, Information Communication Technologies, collaborative learning and utilises virtual conversations to deepen student's understanding of text. Through the methodology of Action Research with the spiral steps of; Plan, Act, Observe and Reflect an intervention strategy is devised to improve the critical literacy skills of Year 5 students in the comprehension skills of metacognition and reflection. A strategy was devised that involved the creation of a class blogosphere to share reflective insights on a class novel. While the children's results were positive using this intervention strategy the teacher's own learning as an educator and researcher is evident through this action research project.
AN  - EJ1130640
AU  - Chamberlain, Elizabeth
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Technology Uses in Education
Electronic Publishing
Web Sites
Diaries
Intervention
Critical Literacy
Elementary School Students
Educational Technology
Reflection
Cooperative Learning
Teaching Methods
Social Media
Action Research
Metacognition
Foreign Countries
Pretests Posttests
Reading Tests
Effect Size
Program Effectiveness
Australia
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 0300-4279
SP  - 243-257
ST  - Extending the Classroom Walls: Using Academic Blogging as an Intervention Strategy to Improve Critical Literacy Skills with Elementary Students
T2  - Education 3-13
TI  - Extending the Classroom Walls: Using Academic Blogging as an Intervention Strategy to Improve Critical Literacy Skills with Elementary Students
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1130640&site=ehost-live&scope=site
http://dx.doi.org/10.1080/03004279.2015.1078831
VL  - 45
ID  - 205217
ER  - 


TY  - JOUR
AB  - There is a significant research-to-practice gap in early detection of young children with autism spectrum disorder (ASD) worldwide but particularly in low- and middle-income countries (LMICs) where expertise is limited and high-quality training is difficult to access. Autism Navigator® for Primary Care is a web-based course designed to increase awareness of red flags of ASD in the second year of life and thus promote earlier detection and referral for intervention. It contains extensive video illustrations that offer rapid access to multiple exemplars of ASD red flags. This study examined aspects of feasibility of the Autism Navigator® for Primary Care in one LMIC, South Africa. A mixed-methods quasi-experimental design was used to examine relevant professionals' implementation of the course and measure changes in their knowledge of red flags after training. Perceptions of the acceptability, demand, and practicality of the course were explored in focus groups. Sixty-two providers completed the course online with a 94% completion rate. Built-in learner assessment pass rates ranged from 88% to 100%. Second-language English speakers took longer to complete the learner assessments, and professionals with less access to the Internet spent less time in the course. Participants' perceptions of the acceptability, demand, and practicality of the course were mostly positive with some suggestions made for local conditions. Results supported the feasibility of the course in this LMIC with some supports required pertaining to language and Internet access. We propose that this training has the potential to lower the age of detection of ASD in South Africa and other LMICs. Autism Research 2018, 11: 1511-1521. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Professionals in low- and middle-income countries urgently need training to recognize red flags of autism in very young children. The feasibility of utilizing the Autism Navigator® for Primary Care course for this training was explored with 62 South African professionals. After training, professionals' knowledge of early red flags improved, and most reported the course important and needed in South Africa. They found the web-based design mostly acceptable, practical, and culturally applicable. The course could help lower the age of autism detection.
AD  - Division of Child and Adolescent Psychiatry, Centre for Autism Research in Africa (CARA), University of Cape Town, Cape Town, South Africa.
Autism Institute, Florida State University, Tallahassee, Florida.
AN  - 30345721
AU  - Chambers, N. J.
AU  - de Vries, P. J.
AU  - Delehanty, A. D.
AU  - Wetherby, A. M.
DA  - Nov
DO  - 10.1002/aur.2018
DP  - NLM
ET  - 2018/10/23
J2  - Autism research : official journal of the International Society for Autism Research
KW  - Adult
*Attitude of Health Personnel
Autism Spectrum Disorder/*diagnosis
Computer-Assisted Instruction/*methods
Early Diagnosis
Feasibility Studies
Female
Humans
Male
Pediatrics/*education
Primary Health Care/*methods
South Africa
*Autism Navigator
*South Africa
*autism
*early detection
*professional development
*web-based training
LA  - eng
M1  - 11
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1939-3806
SP  - 1511-1521
ST  - Feasibility of utilizing autism navigator® for primary care in South Africa
T2  - Autism Res
TI  - Feasibility of utilizing autism navigator® for primary care in South Africa
VL  - 11
ID  - 204121
ER  - 


TY  - JOUR
AB  - Being at the crux of human cognition and behaviour, imitation has become the target of investigations ranging from experimental psychology and neurophysiology to computational sciences and robotics. It is often assumed that the imitation is innate, but it has more recently been argued, both theoretically and experimentally, that basic forms of imitation could emerge as a result of self-observation. Here, we tested this proposal on a realistic experimental platform, comprising an associative network linking a 16 degrees of freedom robotic hand and a simple visual system. We report that this minimal visuomotor association is sufficient to bootstrap basic imitation. Our results indicate that crucial features of human imitation, such as generalization to new actions, may emerge from a connectionist associative network. Therefore, we suggest that a behaviour as complex as imitation could be, at the neuronal level, founded on basic mechanisms of associative learning, a notion supported by a recent proposal on the developmental origin of mirror neurons. Our approach can be applied to the development of realistic cognitive architectures for humanoid robots as well as to shed new light on the cognitive processes at play in early human cognitive development.
AD  - ATR Computational Neuroscience Laboratory, 2-2-2 Keihanna Science City, Soraku-gun, Kyoto 619-0288, Japan. tchamina@gmail.com
AN  - 18394524
AU  - Chaminade, T.
AU  - Oztop, E.
AU  - Cheng, G.
AU  - Kawato, M.
DA  - Apr 15
DO  - 10.1016/j.brainresbull.2008.01.016
DP  - NLM
ET  - 2008/04/09
J2  - Brain research bulletin
KW  - Artifacts
Artificial Intelligence
Association
Association Learning/*physiology
Brain/physiology
Cognition/physiology
Computer Simulation
Cues
Hand/innervation/*physiology
Humans
Imitative Behavior/*physiology
Motor Skills/*physiology
Neural Networks, Computer
Neurons/physiology
Neuropsychological Tests
Photic Stimulation
Practice, Psychological
Psychomotor Performance/*physiology
Reproducibility of Results
Robotics/*methods/trends
User-Computer Interface
Volition
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0361-9230 (Print)
0361-9230
SP  - 775-84
ST  - From self-observation to imitation: visuomotor association on a robotic hand
T2  - Brain Res Bull
TI  - From self-observation to imitation: visuomotor association on a robotic hand
VL  - 75
ID  - 204315
ER  - 


TY  - JOUR
AB  - Self-control problems commonly manifest as temper outbursts and repetitive/rigid/impulsive behaviors, in children with autism spectrum disorders (ASD), which often contributes to learning difficulties and caregiver burden. The present study aims to compare the effect of a traditional Chinese Chan-based mind-body exercise, Nei Yang Gong, with that of the conventional Progressive Muscle Relaxation (PMR) technique in enhancing the self-control of children with ASD. Forty-six age- and IQ-matched ASD children were randomly assigned to receive group training in Nei Yang Gong (experimental group) or PMR (control group) twice per week for four weeks. The participants' self-control was measured by three neuropsychological tests and parental rating on standardized questionnaires, and the underlying neural mechanism was assessed by the participants' brain EEG activity during an inhibitory-control task before and after intervention. The results show that the experimental group demonstrated significantly greater improvement in self-control than the control group, which concurs with the parental reports of reduced autistic symptoms and increased control of temper and behaviors. In addition, the experimental group showed enhanced EEG activity in the anterior cingulate cortex, a region that mediates self-control, whereas the PMR group did not. The present findings support the potential application of Chinese Chan-based mind-body exercises as a form of neuropsychological rehabilitation for patients with self-control problems. Chinese Clinical Trial Registry; Registration No.: ChiCTR-TRC-12002561; URL: www.chictr.org.
AD  - Neuropsychology Laboratory, Department of Psychology, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China. aschan@psy.cuhk.edu.hk
AN  - 23874533
AU  - Chan, A. S.
AU  - Sze, S. L.
AU  - Siu, N. Y.
AU  - Lau, E. M.
AU  - Cheung, M. C.
C2  - Pmc3707921
DO  - 10.1371/journal.pone.0068184
DP  - NLM
ET  - 2013/07/23
J2  - PloS one
KW  - Adolescent
*Behavior Control/psychology
Child
Child Development Disorders, Pervasive/psychology/*therapy
Cognitive Behavioral Therapy
Exercise Therapy/*methods
Female
Humans
Male
Medicine, Chinese Traditional/*methods
*Mind-Body Therapies
Neuropsychological Tests
Self Efficacy
Treatment Outcome
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1932-6203
SP  - e68184
ST  - A chinese mind-body exercise improves self-control of children with autism: a randomized controlled trial
T2  - PLoS One
TI  - A chinese mind-body exercise improves self-control of children with autism: a randomized controlled trial
VL  - 8
ID  - 204780
ER  - 


TY  - JOUR
AB  - WHAT IS KNOWN AND OBJECTIVE: It has been reported that more than 80% of out-of-hospital medication errors among the young children involve liquid formulations. The usefulness of pictorial aids to improve communication of medication instructions has not been extensively investigated for child health. The objective of this study was to determine the effectiveness of pictorial aids used to assist caregivers in the administration of liquid medications. METHODS: MEDLINE, CINAHL, PsycINFO, ScienceDirect, Scopus and the Cochrane Library were searched for articles published up to February 2015. Studies that used pictorial aids with liquid medications and measured at least one of the following outcomes were included: dosing accuracy, comprehension of medication instructions, recall of information and adherence of caregivers. Two authors independently selected studies, extracted data and assessed methodological quality of studies using the Cochrane Collaboration's tool. RESULTS AND DISCUSSION: Five experimental studies (four hospital based and one community based) with a total of 962 participants were included. A wide range of liquid formulations were studied, including both prescription and over-the-counter medications. The existing findings suggest that pictographic interventions reduced dosing errors, enhanced comprehension and recall of medication instructions and improved adherence of caregivers. Incorporating pictorial aids into verbal medication counselling or text-based instructions was more beneficial than using the single approach alone. Mixed results were identified for the relationship between health literacy of caregivers and effectiveness of pictorial aids. WHAT IS NEW AND CONCLUSION: The evidence remains limited due to the small number of studies found and variations in methodological quality. This review suggests that pictorial aids might be potential interventions, but more high-quality studies are needed to support the routine use of any pictogram-based materials with liquid medications in the clinical settings.
AD  - Department of Pharmacy, Hospital Sultanah Bahiyah, Kedah, Malaysia.
AN  - 25865563
AU  - Chan, H. K.
AU  - Hassali, M. A.
AU  - Lim, C. J.
AU  - Saleem, F.
AU  - Tan, W. L.
DA  - Jun
DO  - 10.1111/jcpt.12272
DP  - NLM
ET  - 2015/04/14
J2  - Journal of clinical pharmacy and therapeutics
KW  - Audiovisual Aids
Caregivers
Comprehension
Health Communication/*methods
Health Literacy
Humans
Patient Education as Topic/*methods
Pharmaceutical Preparations/*administration & dosage
graphics
medication adherence
medication errors
paediatrics
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0269-4727
SP  - 266-72
ST  - Using pictograms to assist caregivers in liquid medication administration: a systematic review
T2  - J Clin Pharm Ther
TI  - Using pictograms to assist caregivers in liquid medication administration: a systematic review
VL  - 40
ID  - 204089
ER  - 


TY  - JOUR
AB  - Individuals with developmental disabilities have limited opportunities to participate in leisure activities, frequently due to lack of skills. The purpose of the current study was to teach three adults diagnosed with mild intellectual disability to use an iPad in the context of playing the video game Angry Birds. We used an adapted multiple baseline across participants research design to teach the task, which included opening the cover of the iPad, unlocking the device, opening Angry Birds, playing the game, and putting the iPad away. Instruction took place during breaks in a private room at a sheltered workshop. During intervention, participants had access to an activity schedule to aid in completion of the task. In some cases, extra prompts were provided to increase attention to the activity schedule. All three participants showed improvement in the target skill with intervention and gains were sustained during the maintenance phase.
AN  - EJ1038131
AU  - Chan, Jeffrey Michael
AU  - Lambdin, Lindsay
AU  - Graham, Kimberly
AU  - Fragale, Christina
AU  - Davis, Tonya
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Developmental Disabilities
Leisure Time
Recreational Activities
Adults
Mild Mental Retardation
Handheld Devices
Video Games
Teaching Methods
Sheltered Workshops
Intervention
Prompting
Program Effectiveness
Skill Development
Maintenance
Scheduling
Pictorial Stimuli
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 1053-0819
SP  - 247-257
ST  - A Picture-Based Activity Schedule Intervention to Teach Adults with Mild Intellectual Disability to Use an iPad during a Leisure Activity
T2  - Journal of Behavioral Education
TI  - A Picture-Based Activity Schedule Intervention to Teach Adults with Mild Intellectual Disability to Use an iPad during a Leisure Activity
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1038131&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10864-014-9194-8
VL  - 23
ID  - 205080
ER  - 


TY  - JOUR
AB  - The current study used a video prompting plus least-to-most prompting treatment package to teach a 35-year-old Caucasian man with Down Syndrome three leisure skills. Each leisure skill was task analyzed and the researchers created brief videos depicting the completion of individual steps. Using a multiple probe across behaviors design, the video prompting intervention was introduced for painting a picture, listening to music, and taking a digital picture. In addition to video prompting, a least-to-most prompting strategy was used when the participant exhibited difficulty with completion of a step. Results indicate that the participant successfully completed steps of the leisure skills with the aid of video and instructional prompts.
AN  - EJ1016450
AU  - Chan, Jeffrey Michael
AU  - Lambdin, Lindsay
AU  - Van Laarhoven, Toni
AU  - Johnson, Jesse W.
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Leisure Education
Adult Education
Video Technology
Prompting
Intervention
Adults
Down Syndrome
Males
Instructional Effectiveness
Modeling (Psychology)
Illinois
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 2154-1647
SP  - 412-420
ST  - Teaching Leisure Skills to an Adult with Developmental Disabilities Using a Video Prompting Intervention Package
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Teaching Leisure Skills to an Adult with Developmental Disabilities Using a Video Prompting Intervention Package
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1016450&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETDDDetailsPage/tabid/80/ArticleID/697/Teaching-Leisure-Skills-to-an-Adult-with-Developmental-Disabilities-Using-a-Video-Prompting-Intervention-Package.aspx
VL  - 48
ID  - 205349
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To evaluate the effectiveness of a community-based health education program via a mobile van to promote the awareness of breast cancer and breast self-examination (BSE) practice among women in Hong Kong. DESIGN: One group pretest/posttest design. SAMPLE AND MEASUREMENTS: Seven hundred and seventy-seven women in Hong Kong completed a self-administered questionnaire before and after a breast health education program from May 2002 to March 2003. RESULTS: About half were aware of breast health and breast diseases (53.7%) and breast screening methods (48.6%) before the intervention. It was found that women who had received instruction on BSE practice, and those who were aware of breast screening methods, breast health, and breast diseases were more likely to have had prior BSE practice. Most indicated their willingness to practice BSE regularly (93.3%) and to pass on the BSE knowledge to their relatives and friends (92%) in the posttest. CONCLUSIONS: The outreach health education program has successfully reached women living in the 18 districts in Hong Kong. It appears to be useful in raising the awareness of breast health and BSE practice among the women, but longer term follow-up is required to ascertain its sustainability.
AD  - Department of Nursing Studies, The University of Hong Kong, Hong Kong SAR, China. nssophia@hkucc.hku.hk
AN  - 17456128
AU  - Chan, S. S.
AU  - Chow, D. M.
AU  - Loh, E. K.
AU  - Wong, D. C.
AU  - Cheng, K. K.
AU  - Fung, W. Y.
AU  - Cheung, P. S.
DA  - May-Jun
DO  - 10.1111/j.1525-1446.2007.00633.x
DP  - NLM
ET  - 2007/04/26
J2  - Public health nursing (Boston, Mass.)
KW  - Adult
Attitude to Health
Awareness
Breast Neoplasms/*prevention & control
Breast Self-Examination/psychology
*Community-Institutional Relations
Educational Measurement
Female
Health Education/*organization & administration
Health Knowledge, Attitudes, Practice
Hong Kong
Humans
Logistic Models
Mammography
Mass Screening
Middle Aged
Mobile Health Units/*organization & administration
Nursing Evaluation Research
Program Evaluation
Risk Factors
Surveys and Questionnaires
*Women/education/psychology
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0737-1209 (Print)
0737-1209
SP  - 265-73
ST  - Using a community-based outreach program to improve breast health awareness among women in Hong Kong
T2  - Public Health Nurs
TI  - Using a community-based outreach program to improve breast health awareness among women in Hong Kong
VL  - 24
ID  - 204611
ER  - 


TY  - JOUR
AB  - An autonomous task-prompting system is presented to increase workplace and life independence for people with cognitive impairments such as traumatic brain injury, intellectual disability, schizophrenia, and Down syndrome. This paper describes an approach to providing distributed cognition support of work engagement for persons with cognitive disabilities. In the pilot study, a prototype was built and tested in a community-based rehabilitation program involving pre-service food preparation training of 8 participants with cognitive impairments. The results show improvement in helping with task engagement is statistically significant compared to the oral-instruction method. A follow-up comparative study with 2 participants evaluated the shadow-team approach against the proposed system. Although the number of participants was few, the participants were studied in depth and the findings were very promising. The results in the autonomous task prompting without staff intervention indicate that the performance is statistically as good as the shadow-team approach. Our findings suggest that acquisition of job skills may be facilitated by the proposed system in conjunction with operant conditioning strategies.
AN  - 22581142
AU  - Chang, Y. J.
AU  - Chen, S. F.
AU  - Chou, L. D.
DA  - Nov
DO  - 10.1109/titb.2012.2198484
DP  - NLM
ET  - 2012/05/15
J2  - IEEE transactions on information technology in biomedicine : a publication of the IEEE Engineering in Medicine and Biology Society
KW  - Adult
Cognition Disorders/*rehabilitation
*Computers, Handheld
Feasibility Studies
Female
Humans
Information Systems
Male
Middle Aged
Pilot Projects
Rehabilitation/*instrumentation
*Task Performance and Analysis
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1089-7771
SP  - 1157-63
ST  - A feasibility study of enhancing independent task performance for people with cognitive impairments through use of a handheld location-based prompting system
T2  - IEEE Trans Inf Technol Biomed
TI  - A feasibility study of enhancing independent task performance for people with cognitive impairments through use of a handheld location-based prompting system
VL  - 16
ID  - 204236
ER  - 


TY  - JOUR
AB  - This study assessed the possibility of training three people with cognitive impairments using a computer-based interactive game. A game was designed to provide task prompts in recycling scenarios, identify incorrect task steps on the fly, and help users learn to make corrections. Based on a multiple baseline design, the data showed that the three participants considerably increased their target response, which improved their vocational job skills during the intervention phases and enabled them to maintain the acquired job skills after intervention. The practical and developmental implications of the results are discussed.
AD  - Department of Electronic Engineering, Chung Yuan Christian University, Chung-Li 320, Taiwan; Holistic Medical Device Development Center, Chung Yuan Christian University, Chung-Li 320, Taiwan. Electronic address: yjchang@cycu.edu.tw.
Department of Special Education, Chung Yuan Christian University, Chung-Li 320, Taiwan. Electronic address: yashu@cycu.edu.tw.
Department of Electronic Engineering, Chung Yuan Christian University, Chung-Li 320, Taiwan. Electronic address: e1989680@gmail.com.
AN  - 25262012
AU  - Chang, Y. J.
AU  - Kang, Y. S.
AU  - Liu, F. L.
DA  - Dec
DO  - 10.1016/j.ridd.2014.09.009
DP  - NLM
ET  - 2014/09/30
J2  - Research in developmental disabilities
KW  - Adult
*Employment, Supported
Female
Humans
Intellectual Disability/*rehabilitation
Male
*Recycling
Rehabilitation, Vocational/*methods
*Therapy, Computer-Assisted
*Video Games
Young Adult
Cognitive impairments
Community-based rehabilitation
Interactive game
LA  - eng
M1  - 12
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0891-4222
SP  - 3672-7
ST  - A computer-based interactive game to train persons with cognitive impairments to perform recycling tasks independently
T2  - Res Dev Disabil
TI  - A computer-based interactive game to train persons with cognitive impairments to perform recycling tasks independently
VL  - 35
ID  - 204171
ER  - 


TY  - JOUR
AB  - BACKGROUND: It is unclear which learners would most benefit from the more individualised, student-structured, interactive approaches characteristic of problem-based and computer-assisted learning. The validity of learning style measures is uncertain, and there is no unifying learning style construct identified to predict such learners. OBJECTIVE: This study was conducted to validate learning style constructs and to identify the learners most likely to benefit from problem-based and computer-assisted curricula. METHODS: Using a cross-sectional design, 3 established learning style inventories were administered to 97 post-Year 2 medical students. Cognitive personality was measured by the Group Embedded Figures Test, information processing by the Learning Styles Inventory, and instructional preference by the Learning Preference Inventory. The 11 subscales from the 3 inventories were factor-analysed to identify common learning constructs and to verify construct validity. Concurrent validity was determined by intercorrelations of the 11 subscales. RESULTS: A total of 94 pre-clinical medical students completed all 3 inventories. Five meaningful learning style constructs were derived from the 11 subscales: student- versus teacher-structured learning; concrete versus abstract learning; passive versus active learning; individual versus group learning, and field-dependence versus field-independence. The concurrent validity of 10 of 11 subscales was supported by correlation analysis. Medical students most likely to thrive in a problem-based or computer-assisted learning environment would be expected to score highly on abstract, active and individual learning constructs and would be more field-independent. CONCLUSIONS: Learning style measures were validated in a medical student population and learning constructs were established for identifying learners who would most likely benefit from a problem-based or computer-assisted curriculum.
AD  - University of Colorado School of Medicine, Denver, Colorado, USA.
AN  - 16700774
AU  - Chapman, D. M.
AU  - Calhoun, J. G.
DA  - Jun
DO  - 10.1111/j.1365-2929.2006.02476.x
DP  - NLM
ET  - 2006/05/17
J2  - Medical education
KW  - Cognition
Computer-Assisted Instruction
Cross-Sectional Studies
Curriculum
Education, Medical, Graduate/*methods
Female
Humans
*Learning
Male
Personality
Students, Medical/*psychology
Teaching/*methods
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2006
SN  - 0308-0110 (Print)
0308-0110
SP  - 576-83
ST  - Validation of learning style measures: implications for medical education practice
T2  - Med Educ
TI  - Validation of learning style measures: implications for medical education practice
VL  - 40
ID  - 204486
ER  - 


TY  - JOUR
AB  - BACKGROUND: Knowledge of the prevalence of mental disorders is essential for setting up services and allocation of resources. Existing studies suffer from methodological problems which limit their utility and generalizability. There was a long felt need to conduct a scientifically robust study in different regions of India to have national prevalence rates. AIMS: This study aims to estimate the prevalence of mental disorders in a representative population of Punjab as a part of the National Mental Health Survey. SETTINGS AND DESIGN: Community-based survey carried out in rural and urban areas of Punjab using multistage, stratified, random cluster sampling technique and random selection was based on Probability Proportion to Size. MATERIALS AND METHODS: The survey was conducted in 60 clusters of 4 districts (Faridkot, Ludhiana, Moga, and Patiala) of Punjab. Mini-International Neuropsychiatric Interview adult version 6.0 for mental morbidity, case definition for generalized tonic-clonic seizure, an expansion of the Fagerström Nicotine Dependence Scale for tobacco use and screener for intellectual disability were used. Appropriate statistical methods were applied. RESULTS: A total of 2895 respondents aged >18 years from 719 households were interviewed. The prevalence of lifetime and current mental morbidity was 17.94% and 13.42%, respectively. Higher prevalence of mental morbidity was found among persons aged >60 years and those belonging to lower income group and rural population. CONCLUSIONS: The prevalence of mental morbidity is high in the population. The findings give a clear picture of magnitude of the problem and will help policy planners to tackle the situation which looks grave and warrants immediate intervention.
AD  - Department of Psychiatry, Government Medical College and Hospital, Chandigarh, Punjab, India.
Department of Psychiatry, Government Medical College and Rajindra Hospital, Patiala, Punjab, India.
Department of Community Medicine, Government Medical College and Hospital, Chandigarh, Punjab, India.
Department of Epidemiology, Centre for Public Health, National Institute of Mental Health and Neuro Sciences, Bengaluru, Karnataka, India.
AN  - 29736074
AU  - Chavan, B. S.
AU  - Das, S.
AU  - Garg, R.
AU  - Puri, S.
AU  - Banavaram, A. A.
C2  - Pmc5914240
DA  - Jan-Mar
DO  - 10.4103/psychiatry.IndianJPsychiatry_221_17
DP  - NLM
ET  - 2018/05/08
J2  - Indian journal of psychiatry
KW  - Mental disorders
Punjab State
population
prevalence
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0019-5545 (Print)
0019-5545
SP  - 121-126
ST  - Prevalence of mental disorders in Punjab: Findings from National Mental Health Survey
T2  - Indian J Psychiatry
TI  - Prevalence of mental disorders in Punjab: Findings from National Mental Health Survey
VL  - 60
ID  - 204723
ER  - 


TY  - JOUR
AB  - Energy-restricted low glycemic load diets are being used increasingly for weight loss. However, the long-term effects of such regimens on mood and cognitive performance are not known. We assessed the effects of low glycemic load (LG) and high glycemic load (HG) energy-restricted diets on mood and cognitive performance during 6 months of a randomized controlled trial when all food was provided. Subjects were 42 healthy overweight adults (age 35+/-5 years; BMI 27.8+/-1.6 kg/m(2)) with a mean weight loss of 8.7+/-5.0% that did not differ significantly by diet randomization. Mood was assessed by using the Profile of Mood States (POMS) questionnaire. Cognitive performance was assessed by using computerized tests of simple reaction time, vigilance, learning, short-term memory and attention, and language-based logical reasoning. Worsening mood outcome over time was observed in the HG diet group compared to the LG for the depression subscale of POMS (p=0.009 after including hunger as a covariate). There was no significant change over time in any cognitive performance values. These findings suggest a negative effect of an HG weight loss diet on sub-clinical depression but, in contrast to a previous suggestion, provide no support for differential effects of LG versus HD diets on cognitive performance.
AD  - Jean Mayer USDA Human Nutrition Research Center on Aging at Tufts University, Boston, MA, USA.
AN  - 19576915
AU  - Cheatham, R. A.
AU  - Roberts, S. B.
AU  - Das, S. K.
AU  - Gilhooly, C. H.
AU  - Golden, J. K.
AU  - Hyatt, R.
AU  - Lerner, D.
AU  - Saltzman, E.
AU  - Lieberman, H. R.
C2  - Pmc2775046
C6  - Nihms142087
DA  - Sep 7
DO  - 10.1016/j.physbeh.2009.06.015
DP  - NLM
ET  - 2009/07/07
J2  - Physiology & behavior
KW  - Adult
Affect/*physiology
Caloric Restriction/*psychology
Cognition/*physiology
*Diet, Reducing
Dietary Carbohydrates/*adverse effects
Female
Humans
Male
Overweight/*diet therapy
Time Factors
Weight Loss
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0031-9384 (Print)
0031-9384
SP  - 374-9
ST  - Long-term effects of provided low and high glycemic load low energy diets on mood and cognition
T2  - Physiol Behav
TI  - Long-term effects of provided low and high glycemic load low energy diets on mood and cognition
VL  - 98
ID  - 204405
ER  - 


TY  - JOUR
AB  - The purpose of our study was to compare the effectiveness of tablet- and instructor-delivered teaching (i.e., prompting and reinforcement) on the receptive identification of one-word concepts in children with autism spectrum disorders (ASDs). To this end, we embedded a multielement design within a multiple probe design to compare the effectiveness of the two instructional modalities in seven participants. Two of the seven participants showed generalization on all concepts in fewer instructional trials following instructor-delivered teaching, whereas the remaining five participants had mixed results depending on the concept. In total, the participants showed more rapid generalization with the instructor for 14 of the 19 concepts taught. Our results suggest that tablets should not systematically replace instructor-delivered prompting and reinforcement, but that they may be used to provide supplementary teaching to children with ASD.
AN  - EJ1204416
AU  - Chebli, Sabine Saade
AU  - Lanovaz, Marc J.
AU  - Dufour, Marie-Michèle
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Handheld Devices
Telecommunications
Educational Technology
Technology Uses in Education
Autism
Pervasive Developmental Disorders
Children
Prompting
Reinforcement
Instructional Effectiveness
Generalization
Teaching Methods
Foreign Countries
Rating Scales
Young Children
Receptive Language
Canada (Montreal)
Childhood Autism Rating Scale
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 0162-6434
SP  - 55-67
ST  - Comparison of Tablet-Delivered and Instructor-Delivered Teaching on Receptive Identification in Children with Autism Spectrum Disorders
T2  - Journal of Special Education Technology
TI  - Comparison of Tablet-Delivered and Instructor-Delivered Teaching on Receptive Identification in Children with Autism Spectrum Disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1204416&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0162643418781300
VL  - 34
ID  - 205122
ER  - 


TY  - JOUR
AB  - One common and effective approach used to teach vocational and independent living skills to students with ASD is technology-based intervention (Walsh, Holloway, McCoy, & Lydon, 2017). Such interventions include audio prompting (AP) and coaching, augmented and virtual reality, and video-based interventions, such as video modeling and video prompting (VP). These interventions have been shown repeatedly to be effective in teaching a variety of vocational and daily living skills to help students transition to independent living. Some examples include washing dishes (Gardner & Wolfe, 2015), cleaning (Wu, Cannella-Malone, Wheaton, & Tullis, 2016), and preparing food (Johnson, Blood, Freeman, & Simmons, 2013). Because these interventions are often carried out on portable electronic devices, they can be accessed and applied in a variety of settings, which allow students to have individualized instruction and self-prompting to help with the acquisition and long-term maintenance of skills (Bereznak, Ayres, Mechling, & Alexander, 2012). Additionally, prerecorded interventions can be used repeatedly with many students over several years, therefore reducing some of the instructor's future workload once the intervention materials have been made. Both AP and VP can be used effectively with students with autism spectrum disorder (ASD) due in part to their formats of breaking down a task into small, manageable steps. This format helps reduce the cognitive load, or effort a student must put into remembering the next step of the task (Park, Bouck, & Duenas, 2019). Additionally, if the student needs to repeat the prompt, it is easy to restart or rewind the AP or VP clip.
AN  - EJ1234372
AU  - Chen, Briella Baer
AU  - Yakubova, Gulnoza
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Prompting
Students with Disabilities
Autism
Pervasive Developmental Disorders
Vocational Education
Daily Living Skills
Independent Living
Cues
Handheld Devices
Skill Development
Intervention
Evidence Based Practice
Autoinstructional Aids
Job Skills
Individualized Transition Plans
Video Technology
Audio Equipment
Young Adults
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 0040-0599
SP  - 98-106
ST  - Promoting Independence with Vocational Audio and Video Prompting for Students with ASD
T2  - TEACHING Exceptional Children
TI  - Promoting Independence with Vocational Audio and Video Prompting for Students with ASD
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1234372&site=ehost-live&scope=site
http://dx.doi.org/10.1177/0040059919874308
VL  - 52
ID  - 205300
ER  - 


TY  - JOUR
AB  - Rigorous, quantitative examination of therapeutic techniques anecdotally reported to have been successful in people with autism who lack communicative speech will help guide basic science toward a more complete characterisation of the cognitive profile in this underserved subpopulation, and show the extent to which theories and results developed with the high-functioning subpopulation may apply. This study examines a novel therapy, the "Rapid Prompting Method" (RPM). RPM is a parent-developed communicative and educational therapy for persons with autism who do not speak or who have difficulty using speech communicatively. The technique aims to develop a means of interactive learning by pointing amongst multiple-choice options presented at different locations in space, with the aid of sensory "prompts" which evoke a response without cueing any specific response option. The prompts are meant to draw and to maintain attention to the communicative task - making the communicative and educational content coincident with the most physically salient, attention-capturing stimulus - and to extinguish the sensory-motor preoccupations with which the prompts compete. Video-recorded RPM sessions with nine autistic children ages 8-14 years who lacked functional communicative speech were coded for behaviours of interest. An analysis controlled for age indicates that exposure to the claimed therapy appears to support a decrease in repetitive behaviours and an increase in the number of multiple-choice response options without any decrease in successful responding. Direct gaze is not related to successful responding, suggesting that direct gaze might not be any advantage for this population and need not in all cases be a precondition to communication therapies.
AD  - Developmental Disabilities Clinic, Yale Child Study Center New Haven, CT, USA.
AN  - 22355292
AU  - Chen, G. M.
AU  - Yoder, K. J.
AU  - Ganzel, B. L.
AU  - Goodwin, M. S.
AU  - Belmonte, M. K.
C2  - Pmc3280620
DO  - 10.3389/fpsyg.2012.00012
DP  - NLM
ET  - 2012/02/23
J2  - Frontiers in psychology
KW  - attention
autism
communication
eye contact
gaze
non-verbal
pointing
repetitive behaviours
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1664-1078
SP  - 12
ST  - Harnessing repetitive behaviours to engage attention and learning in a novel therapy for autism: an exploratory analysis
T2  - Front Psychol
TI  - Harnessing repetitive behaviours to engage attention and learning in a novel therapy for autism: an exploratory analysis
VL  - 3
ID  - 204756
ER  - 


TY  - JOUR
AB  - Life sciences researchers are under pressure to innovate faster than ever. Big data offer the promise of unlocking novel insights and accelerating breakthroughs. Ironically, although more data are available than ever, only a fraction is being integrated, understood, and analyzed. The challenge lies in harnessing volumes of data, integrating the data from hundreds of sources, and understanding their various formats. New technologies such as cognitive computing offer promise for addressing this challenge because cognitive solutions are specifically designed to integrate and analyze big datasets. Cognitive solutions can understand different types of data such as lab values in a structured database or the text of a scientific publication. Cognitive solutions are trained to understand technical, industry-specific content and use advanced reasoning, predictive modeling, and machine learning techniques to advance research faster. Watson, a cognitive computing technology, has been configured to support life sciences research. This version of Watson includes medical literature, patents, genomics, and chemical and pharmacological data that researchers would typically use in their work. Watson has also been developed with specific comprehension of scientific terminology so it can make novel connections in millions of pages of text. Watson has been applied to a few pilot studies in the areas of drug target identification and drug repurposing. The pilot results suggest that Watson can accelerate identification of novel drug candidates and novel drug targets by harnessing the potential of big data.
AD  - IBM Almaden Research Center, San Jose, California.
IBM Watson, New York, New York. Electronic address: eargent@us.ibm.com.
AN  - 27130797
AU  - Chen, Y.
AU  - Elenee Argentinis, J. D.
AU  - Weber, G.
DA  - Apr
DO  - 10.1016/j.clinthera.2015.12.001
DP  - NLM
ET  - 2016/05/01
J2  - Clinical therapeutics
KW  - Biological Science Disciplines/*organization & administration
Cognition
Databases, Factual
Drug Delivery Systems
Drug Repositioning
Humans
*Informatics
Research/*organization & administration
big data
cognitive computing
data science
drug discovery
genetics
personalized medicine
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0149-2918
SP  - 688-701
ST  - IBM Watson: How Cognitive Computing Can Be Applied to Big Data Challenges in Life Sciences Research
T2  - Clin Ther
TI  - IBM Watson: How Cognitive Computing Can Be Applied to Big Data Challenges in Life Sciences Research
VL  - 38
ID  - 204391
ER  - 


TY  - JOUR
AB  - We examined the self-reported use of reading, study, and learning strategies in university students with a history of reading difficulties (HRD; n = 77) and with no history of reading difficulties (NRD; n = 295). We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants completed online questionnaires regarding reading history and strategy use. GPA and frequency of use of academic support services were also obtained for all students. University students with HRD reported a different profile of strategy use than their NRD peers, and self-reported strategy use was differentially predictive of GPA for students with HRD and NRD. For students with HRD, the use of metacognitive reading strategies and the use of study aids predicted academic success. Implications for university student services providers are discussed.
AD  - Department of Psychology & Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada Therese.Chevalier@dal.ca.
Department of Educational Psychology, University of Alberta, Edmonton, Canada.
IWK Health Centre, and Dalhousie University, Faculty of Medicine, Department of Community Health and Epidemiology, Halifax, Nova Scotia, Canada.
Department of Psychology & Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada.
AN  - 26025926
AU  - Chevalier, T. M.
AU  - Parrila, R.
AU  - Ritchie, K. C.
AU  - Deacon, S. H.
DA  - Jan
DO  - 10.1177/0022219415588850
DP  - NLM
ET  - 2015/05/31
J2  - Journal of learning disabilities
KW  - *Achievement
Adult
Dyslexia/*physiopathology
Female
Humans
Learning/*physiology
Male
Metacognition/*physiology
*Reading
Students/*psychology
Universities
Young Adult
*learning and study strategies
*metacognitive reading strategies
*reading difficulties
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0022-2194
SP  - 34-48
ST  - The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties
T2  - J Learn Disabil
TI  - The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties
VL  - 50
ID  - 204082
ER  - 


TY  - JOUR
AB  - Alzheimer's disease (AD) is the most common form of dementia, which can be categorized into two main forms: early onset AD and late onset AD. The genetic background of early onset AD is well understood, and three genes, the APP, PSEN1, and PSEN2 have been identified as causative genes. In the current study, we tested three siblings from Malaysia who were diagnosed with early onset dementia, as well as their available family members. The family history was positive as their deceased father was similarly affected. Patients were tested for mutations in APP, PSEN1, PSEN2, and PRNP. A novel variant, E280K, was discovered in exon 8 of PSEN1 in the three siblings. In silico analyses with SIFT, SNAP, and PolyPhen2 prediction tools and three-dimensional modeling were performed, and the results suggested that the mutation is probably a pathogenic variant. Two additional pathogenic mutations were previously been described for codon 280, E280A, and E280G, which could support the importance of the E280 residue in the PS1 protein contributing to the pathogenic nature of E280K. Additional ten family members were screened for the E280K mutation, and all of them were negative. Six of them presented with a variety of neuropsychiatric symptoms, including learning disabilities, epilepsy, and schizophrenia, while four family members were asymptomatic. A novel PRNP G127S mutation was found in a step-niece of the three siblings harboring the PSEN1 E280K mutation. In silico predictions for PRNP G127S mutation suggested that this might be possibly a damaging variant. Additional studies to characterize PRNP G127S would be necessary to further understand the effects of this mutation.
AD  - Department of Genetics, Kuala Lumpur Hospital, Kuala Lumpur, Malaysia.
Department of Bionano Technology, Gachon University, Seongnam-si, Gyeonggi-do, South Korea.
Department of Neurology, Seoul National University College of Medicine, Seongnam-si, Gyeonggi-do, South Korea ; Department of Neurology, Seoul National University Bundang Hospital, Seongnam-si, Gyeonggi-do, South Korea.
AN  - 26396515
AU  - Ch'ng, G. S.
AU  - An, S. S.
AU  - Bae, S. O.
AU  - Bagyinszky, E.
AU  - Kim, S.
C2  - Pmc4574885
DO  - 10.2147/ndt.s86334
DP  - NLM
ET  - 2015/09/24
J2  - Neuropsychiatric disease and treatment
KW  - Alzheimer’s disease
mutation
presenilin-1
prion
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1176-6328 (Print)
1176-6328
SP  - 2315-22
ST  - Identification of two novel mutations, PSEN1 E280K and PRNP G127S, in a Malaysian family
T2  - Neuropsychiatr Dis Treat
TI  - Identification of two novel mutations, PSEN1 E280K and PRNP G127S, in a Malaysian family
VL  - 11
ID  - 204684
ER  - 


TY  - JOUR
AB  - Preschoolers' questions may play an important role in cognitive development. When children encounter a problem with their current knowledge state (a gap in their knowledge, some ambiguity they do not know how to resolve, some inconsistency they have detected), asking a question allows them to get targeted information exactly when they need it. This information is available to them when they are particularly receptive to it, and because it comes as the result of their own disequilibrium, it may have depth of processing benefits. In that questions allow children to get information they need to move their knowledge structures closer to adult-like states, the ability to ask questions to gather needed information constitutes an efficient mechanism for cognitive development (referred to in this paper as the Information Requesting Mechanism [IRM]; this term is used because it includes question-asking and other information recruiting behaviors such as gestures, expressions, and vocalizations). However, the role of children's questions in their cognitive development has been largely overlooked. If questions are a force in cognitive development, the following must be true: (1) children must actually ask questions that gather information; (2) children must receive informative answers to their questions if they are able to be of use to cognitive development; (3) children must be motivated to get the information they request, rather than asking questions for other purposes such as attention; (4) the questions children ask must be relevant and of potential use to their cognitive development; (5) we must see evidence that children's questions help them in some way-that is, that they can ask questions for a purpose, and use the information they receive purposefully to successfully achieve some change of knowledge state. This monograph reports data on these points. Study 1 analyzed questions taken from four children's transcripts in the CHILDES database (age 1;2-5;1). This methodology allowed detailed, veridical analysis of every question asked by the children during their recording sessions. Results indicate that children ask many information-seeking questions and get informative answers. When they do not get an informative response, they keep asking; attention is not enough. Results also indicate that the content of children's questions parallel their conceptual advances, and shift within an exchange and over the course of development to reflect the learning process. So, these data suggest that the components of the IRM are in place and are used by children from very early in development, and the information they seek changes with time. Study 2 asked whether preverbal children who are not yet asking linguistic questions can recruit information via gestures, expressions, and vocalizations, in addition to further investigating the linguistic questions of older children. This study analyzed questions from a cross-sectional diary study, kept by 68 parents of their children's questions (aged 1;0-5;0). Also, this methodology allowed for data collection over a large number of children, a large range of situational contexts, and allows for the collection of low frequency, high-salience events. Results from Study 2 suggest that all of the components of the IRM are in place, and extends these findings down to younger, preverbal children who recruit information using gesture and vocalizations. Study 3 investigated the questions asked in one specific domain, biological knowledge, and examined the impact that different stimulus types have on children's questions. This study gathered data from 112 parent/child dyads (children aged 2, 3, and 4 years) walking through one of three zoos (one with real animals, one with drawings of animals, and one with three-dimensional replicas of animals), looking at the animals together. Results from this study also suggest that all of the components of the IRM are in place from the earliest age, further supporting the findings from Studies 1 and 2. In addition, while children still ask many nonbiological questions about the animals ("what is its name?"), biological information ("how do babies grow their bees?") is requested with much greater frequency in this study, although this need not necessarily be the case. Further, the nature of these questions suggests they may support the building of conceptual structures within the domain of biological knowledge, at a time just before the age when children make important conceptual changes in this area. Further, the type of stimulus materials used has an impact on the questions children ask; children are less likely to ask deep conceptual questions when looking at drawings or replicas of objects than when looking at the real thing. Finally, Study 4 examines the causal relation between children's questions and change in knowledge state by investigating whether or not children can ask questions in order to gain information that allows them to solve a problem. Sixty-seven 4-year-olds were asked to figure out which of two items were hidden in a box. Half of the children were allowed to ask questions to help them figure this out. Despite many ways in which they could fail to use questions correctly, children who were allowed to ask questions were significantly more likely to identify the object hidden in the box, an overt indication of their change in knowledge state. Further, children relied on their existing conceptual information about the objects to help generate disambiguating questions; even though they had a faster "dumb" method of disambiguating the objects via nonconceptual perceptual information ("is it purple?"), they were just as likely to generate questions that tapped into nonvisible conceptual information ("does it purr?"). These results suggest that children are capable of using their existing knowledge structures to generate questions that change their knowledge state in a way that allows them to productively solve a problem; they further suggest that tapping into existing conceptual knowledge to help process a current situation, and use that knowledge to generate appropriate questions, is an integral part of question asking. Together, the results of these four studies support the existence of the IRM as a way for children to learn about the world. Children ask information-seeking questions that are related in topic and structure to their cognitive development. Parents give answers to these questions, but when they do not, the children persist in asking for the information, suggesting that the goal of this behavior is to recruit needed information. The content of these questions shifts within exchanges and over the course of development in ways that reflect concept building. Finally, children generate questions efficiently in order to gather needed information, and then are able to use this information productively; they tap into their existing conceptual knowledge in order to do this. Thus, the ability to ask questions is a powerful tool that allows children to gather information they need in order to learn about the world and solve problems in it. Implications of this model for cognitive development are discussed.
AD  - Department of SSHA, University of California, Merced, CA 95344, USA. mchouinard@ucmerced.edu
AN  - 17394580
AU  - Chouinard, M. M.
DO  - 10.1111/j.1540-5834.2007.00412.x
DP  - NLM
ET  - 2007/03/31
J2  - Monographs of the Society for Research in Child Development
KW  - *Child Development
Child, Preschool
*Cognition
*Communication
Databases as Topic
*Exploratory Behavior
Female
Humans
Infant
Knowledge
Longitudinal Studies
Male
Tape Recording
United States
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0037-976X (Print)
0037-976x
SP  - vii-ix, 1-112; discussion 113-26
ST  - Children's questions: a mechanism for cognitive development
T2  - Monogr Soc Res Child Dev
TI  - Children's questions: a mechanism for cognitive development
VL  - 72
ID  - 204309
ER  - 


TY  - JOUR
AB  - Supplementing patient education content with pictographs can improve the comprehension and recall of information, especially patients with low health literacy. Pictograph design and testing, however, are costly and time consuming. We created a Web-based game, Doodle Health, for crowdsourcing the drawing and validation of pictographs. The objective of this pilot study was to test the usability of the game and its appeal to healthcare consumers. The chief purpose of the game is to involve a diverse population in the co-design and evaluation of pictographs. We conducted a community-based focus group to inform the game design. Game designers, health sciences librarians, informatics researchers, clinicians, and community members participated in two Design Box meetings. The results of the meetings were used to create the Doodle Health crowdsourcing game. The game was presented and tested at two public fairs. Initial testing indicates crowdsourcing is a promising approach to pictograph development and testing for relevancy and comprehension. Over 596 drawings were collected and 1,758 guesses were performed to date with 70-90% accuracies, which are satisfactorily high.
AD  - Department of Biomedical Informatics, University of Utah, Salt Lake City, UT.
Biomedical Informatics Center, George Washington University, Washington, DC.
Eccles Health Sciences Library, University of Utah, Salt Lake City, UT.
Genetic Science Learning Center, University of Utah, Salt Lake City, UT.
Entertainment Arts and Engineering Program, University of Utah.
Division of Cardiovascular Medicine, Department of Internal Medicine, School of Medicine, University of Utah, Salt Lake City, UT.
AN  - 29854123
AU  - Christensen, C.
AU  - Redd, D.
AU  - Lake, E.
AU  - Shipman, J. P.
AU  - Aiono, H.
AU  - Altizer, R., Jr.
AU  - Bray, B. E.
AU  - Zeng, Q. T.
C2  - Pmc5977678
DP  - NLM
ET  - 2018/06/02
J2  - AMIA ... Annual Symposium proceedings. AMIA Symposium
KW  - *Comprehension
*Crowdsourcing
Focus Groups
Health Literacy
Humans
Patient Education as Topic/*methods
Pilot Projects
*Video Games
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1559-4076
SP  - 585-594
ST  - Doodle Health: A Crowdsourcing Game for the Co-design and Testing of Pictographs to Reduce Disparities in Healthcare Communication
T2  - AMIA Annu Symp Proc
TI  - Doodle Health: A Crowdsourcing Game for the Co-design and Testing of Pictographs to Reduce Disparities in Healthcare Communication
VL  - 2017
ID  - 204022
ER  - 


TY  - JOUR
AB  - Background: Over recent years, New York State has engaged in efforts to transform the sheltered workshop system. Through this effort, a variety of innovative models have been piloted to assess effectiveness in supporting sheltered workshop participants to train for and transition to competitive employment in the community. One particular pilot program adapted the Project SEARCH high school transition model for this purpose. Objective: As part of a larger evaluation effort, this project aimed to document the individual growth of program participants, as well as their self-perceived readiness for employment. Methods: Ten individuals participated in a 12-month program, where they participated in up to four internships. Participants were interviewed multiple times, beginning at the start of the program, and again at the end of each internship. Interviews were video recorded, transcribed, and analyzed to identify common themes. Results: The career discovery process of exposure to community-based work opportunities, included as part of the Project SEARCH program, led to to an increased ability to express vocational strengths and self-determined career goals. Participants articulated a readiness to enter the workforce and demonstrated a desire to take on more personal and financial responsibility. The program model was successful in transitioning 63% of participants into competitive employment. However, successful transition was not achieved by participants who had been in the workshop for more than 5 years prior to entering the program. Conclusion: Further research is needed to assess the appropriateness of the Project SEARCH model for those with the most significant disabilities who wish to transition from a workshop into competitive employment, particularly those individuals who have been in a workshop setting for an extended period of time. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Christensen, Julie J., Center for Disabilities and Development, University of Iowa Health Care, 100 Hawkins Dr., Iowa City, IA, US, 52242
AN  - 2017-54866-011
AU  - Christensen, Julie J.
AU  - Richardson, Kaitlyn
DB  - APA PsycInfo
DO  - 10.3233/JVR-170871
DP  - EBSCOhost
KW  - Employment
sheltered workshop conversion
program evaluation
transition
developmental disabilities
intellectual disabilities
Project SEARCH
Employment Status
Government Programs
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 1052-2263
1878-6316
SP  - 341-354
ST  - Project SEARCH workshop to work: Participant reflections on the journey through career discovery
T2  - Journal of Vocational Rehabilitation
TI  - Project SEARCH workshop to work: Participant reflections on the journey through career discovery
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-54866-011&site=ehost-live&scope=site
Julie-Christensen@uiowa.edu
VL  - 46
ID  - 205004
ER  - 


TY  - JOUR
AB  - Children with Sensory Integration Dysfunction (SID, also known as Sensory Processing Disorder, SPD) are also learners with disabilities with regard to responding adequately to the demands made by a learning environment. With problems of organizing and processing the sensation information coming from body modalities, children with SID (CwSID) usually have difficulties in the performance in one or more areas of life, such as productivity, leisure and play, or activities of daily living, resulting in the lack of learning motivation. This study tries to develop a motion-sensing digital game-based SID therapy to help such children be more engaged in physical training, in the hope that by improving their bodily-kinesthetic intelligence they can be more confident in facing various learning challenges, like social participation. This research used a Wii and Wii board with related console games, as well as an online survey system to collect responses from the children and their parents. The Chinese version of the sensory profile and clinical observations were applied to evaluate the effects of the therapy, and the triangulation method of data analysis reveals that our design has a positive effect on increasing the motivation and actions of CwSID, which the learning process relies on. Our future works, including using the Microsoft Kinect device and other gamification strategies, are also introduced. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD  - Kuo, Ming-Shiou
AN  - 2016-19736-002
AU  - Chuang, Tsung-Yen
AU  - Kuo, Ming-Shiou
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - SID therapy
learners with disabilities
motion-sensing
digital games
Computer Games
Learning Disabilities
Physical Therapy
Training
Sensory Integration Dysfunction
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2016
SN  - 1176-3647
1436-4522
SP  - 4-16
ST  - A motion-sensing game-based therapy to foster the learning of children with sensory integration dysfunction
T2  - Journal of Educational Technology & Society
TI  - A motion-sensing game-based therapy to foster the learning of children with sensory integration dysfunction
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-19736-002&site=ehost-live&scope=site
mitchell@mail.npust.edu.tw
chuangyen@mail.nutn.edu.tw
VL  - 19
ID  - 204863
ER  - 


TY  - JOUR
AB  - Even when enrolled in general education classes, students with complex communication challenges may remain socially isolated from their classmates when receiving one-to-one paraprofessional support. We evaluated the efficacy and social validity of an intervention package incorporating paraprofessional facilitation, peer initiation, and increased availability of speech-generating devices (SGDs) for early adolescents with disabilities attending inclusive classrooms. Two students with an intellectual disability, their parents, peers without disabilities, paraprofessionals, and classroom teachers participated in this study. We used a multiple baseline design across participants and classrooms to evaluate the intervention package's impact on social interaction among students with and without disabilities. In addition, we conducted individual interviews to explore the acceptability of the multicomponent package. Following the intervention, students' interactions with peers increased in three classrooms and SGD use increased in all four classrooms. Participants perceived the intervention to be important, appropriate, and beneficial. We discuss implications and recommendations for improving the social participation of students with complex communication challenges.
AN  - EJ1045093
AU  - Chung, Yun-Ching
AU  - Carter, Erik W.
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Peer Relationship
Interaction
Mental Retardation
Assistive Technology
Paraprofessional School Personnel
Early Adolescents
Interviews
Program Effectiveness
Middle School Students
Autism
Augmentative and Alternative Communication
Training
Observation
Prompting
Proximity
United States (Midwest)
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 1540-7969
SP  - 94-109
ST  - Promoting Peer Interactions in Inclusive Classrooms for Students Who Use Speech-Generating Devices
T2  - Research and Practice for Persons with Severe Disabilities
TI  - Promoting Peer Interactions in Inclusive Classrooms for Students Who Use Speech-Generating Devices
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1045093&site=ehost-live&scope=site
http://dx.doi.org/10.2511/027494813807714492
VL  - 38
ID  - 205301
ER  - 


TY  - JOUR
AB  - BACKGROUND AND AIM: Feedforward and online controls are two facets of predictive motor control from internal models, which is suspected to be impaired in learning disorders. We examined whether the feedforward component is affected in children (8-12 years) with developmental dyslexia (DD) and/or with developmental coordination disorder (DCD) compared to typically developing (TD) children. METHODS: Children underwent a bimanual unloading paradigm during which a load supported to one arm, the postural arm, was either unexpectedly unloaded by a computer or voluntary unloaded by the subject with the other arm. RESULTS: All children showed a better stabilization (lower flexion) of the postural arm and an earlier inhibition of the arm flexors during voluntary unloading, indicating anticipation of unloading. Between-group comparisons of kinematics and electromyographic activity of the postural arm revealed that the difference during voluntary unloading was between DD-DCD children and the other groups, with the former showing a delayed inhibition of the flexor muscles. CONCLUSION: Deficit of the feedforward component of motor control may particularly apply to comorbid subtypes, here the DD-DCD subtype. The development of a comprehensive framework for motor performance deficits in children with learning disorders will be achieved only by dissociating key components of motor prediction and focusing on subtypes and comorbidities.
AD  - Aix-Marseille Université, CNRS, LNC UMR 7291, Marseille, France; Aix-Marseille Université, CNRS, FR 3512, Marseille, France; Univ. Grenoble Alpes, CNRS, TIMC-IMAG, F-38000 Grenoble, France. Electronic address: fabien.cignetti@univ-grenoble-alpes.fr.
Aix-Marseille Université, CNRS, LNC UMR 7291, Marseille, France; Aix-Marseille Université, CNRS, FR 3512, Marseille, France.
Aix Marseille Univ, PSYCLE, Aix-en-Provence, France.
Service de Pédiatrie, Centre Hospitalier du pays d'Aix, Aix-en-Provence, France.
Service de Neurologie Pédiatrique, CHU Timone-Enfants, Marseille, France.
AN  - 29547764
AU  - Cignetti, F.
AU  - Vaugoyeau, M.
AU  - Fontan, A.
AU  - Jover, M.
AU  - Livet, M. O.
AU  - Hugonenq, C.
AU  - Audic, F.
AU  - Chabrol, B.
AU  - Assaiante, C.
DA  - May
DO  - 10.1016/j.ridd.2018.03.001
DP  - NLM
ET  - 2018/03/17
J2  - Research in developmental disabilities
KW  - Biomechanical Phenomena
Child
Child Development
Comorbidity
*Dyslexia/epidemiology/physiopathology/psychology
Electromyography/methods
Female
Humans
Male
*Motor Skills
*Motor Skills Disorders/epidemiology/physiopathology/psychology
Muscle, Skeletal/*physiopathology
Psychomotor Performance
Developmental coordination disorder
Developmental dyslexia
Feedforward control
Internal model
Learning disorders
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0891-4222
SP  - 25-34
ST  - Feedforward motor control in developmental dyslexia and developmental coordination disorder: Does comorbidity matter?
T2  - Res Dev Disabil
TI  - Feedforward motor control in developmental dyslexia and developmental coordination disorder: Does comorbidity matter?
VL  - 76
ID  - 203850
ER  - 


TY  - JOUR
AB  - This study evaluated the efficacy of video modeling delivered via a handheld device (video iPod) and the use of the system of least prompts to assist elementary-age students with transitioning between locations and activities within the school. Four students with autism learned to manipulate a handheld device to watch video models. An ABAB withdrawal design was used to evaluate a functional relation between video modeling and the percentage of independent transitions by the student. The data indicate that all participants began transitioning more independently after the intervention was introduced and that their performance decreased with withdrawal of intervention. These results are presented in the context of how a portable video delivery system can aid students who spend considerable portions of their day in general education settings where traditional means of delivering video models (e.g., televisions and computers) may not be as accessible. (Contains 1 figure and 2 tables.)
AN  - EJ875296
AU  - Cihak, David
AU  - Fahrenkrog, Cynthia
AU  - Ayres, Kevin M.
AU  - Smith, Catherine
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Modeling (Psychology)
Handheld Devices
Video Technology
Elementary School Students
Autism
Pervasive Developmental Disorders
Student Behavior
Behavior Modification
Intervention
Prompting
Program Effectiveness
Validity
Wechsler Intelligence Scale for Children
Childhood Autism Rating Scale
Childhood Autism Rating Scale
Wechsler Intelligence Scale for Children
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 1098-3007
SP  - 103-115
ST  - The Use of Video Modeling via a Video iPod and a System of Least Prompts to Improve Transitional Behaviors for Students with Autism Spectrum Disorders in the General Education Classroom
T2  - Journal of Positive Behavior Interventions
TI  - The Use of Video Modeling via a Video iPod and a System of Least Prompts to Improve Transitional Behaviors for Students with Autism Spectrum Disorders in the General Education Classroom
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ875296&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1098300709332346
VL  - 12
ID  - 205385
ER  - 


TY  - THES
AB  - Educational opportunity and experience in the community provide students with Mental Retardation the opportunity to learn and to rehearse skills they need in order to demonstrate the necessary skills to fully participate in community environments. The degree to which students with Mental Retardation participate in their communities is often dependent on their ability to demonstrate appropriate behaviors in the community. As part of the educational services, students with Mental Retardation participate in community-based vocational training to prepare them in becoming active members of their community. For students with Mental Retardation who exhibit socially inappropriate behavior, access to community programs may be limited or even denied. The purpose of this study was to investigate the identification and selection of interventions for inappropriate social behaviors maintained by negative reinforcement in public community settings. Four high-school-aged students with moderate to severe mental retardation participated in a Brief Functional Behavior Analysis, to identify maintaining contingencies of target behaviors. Based on the resulting hypotheses, antecedent-based and response-based interventions were designed and compared. Results indicated that the antecedent-based intervention of self operated auditory prompts worked, as effectively as or better than, the response-based intervention of Differential Reinforcement of Alternative Behaviors. In addition, teachers completed an adapted Intervention Rating Profile-15 for public community settings that assessed the social acceptability of both interventions. Moreover, teachers indicated that auditory prompts were socially acceptable for vocational training in public community settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2006-99001-105
AU  - Cihak, David F.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - mental retardation
community based instruction
students
intervention
behavior
Communities
Student Attitudes
Teaching
Behavioral Assessment
Intellectual Development Disorder
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2006
SN  - 0419-4209
SP  - 2540-2540
ST  - Translating multiple assessment techniques into an intervention selection model for community-based instruction
TI  - Translating multiple assessment techniques into an intervention selection model for community-based instruction
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-99001-105&site=ehost-live&scope=site
VL  - 66
ID  - 205048
ER  - 


TY  - JOUR
AB  - The use of a handheld prompting system by four students with moderate to severe intellectual disabilities to independently transition between an ordered chain of tasks was examined in a community vocational setting. Effectiveness of the handheld prompting system was assessed using a multiple-probe design across participants. Analysis of the data revealed that students successfully used the handheld system to increase independent transitions from task to task. Independent transitioning was maintained at a 100% level for up to nine weeks. (Contains 1 table and 1 figure.)
AN  - EJ786534
AU  - Cihak, David F.
AU  - Kessler, Kelby
AU  - Alberto, Paul A.
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Severe Mental Retardation
Prompting
Moderate Mental Retardation
Vocational Education
Stimuli
Computers
Adolescents
Job Skills
Task Analysis
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2008
SN  - 1547-0350
SP  - 102-110
ST  - Use of a Handheld Prompting System to Transition Independently through Vocational Tasks for Students with Moderate and Severe Intellectual Disabilities
T2  - Education and Training in Developmental Disabilities
TI  - Use of a Handheld Prompting System to Transition Independently through Vocational Tasks for Students with Moderate and Severe Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ786534&site=ehost-live&scope=site
http://www.dddcec.org/etmrddv/TOC/tblecontents.htm
VL  - 43
ID  - 205398
ER  - 


TY  - JOUR
AB  - This study was designed to evaluate the effects of a combined self-monitoring and static self-model prompts procedure on the academic engagement of three students with autism served in general education classrooms. The percentage of intervals engaged academically and the number of teacher prompts was analyzed in the context of a multiple probe across settings design with an embedded A-B-A-B. Results indicated that students all benefited from use of the handheld computer depicting self-model static-picture prompts. Students also were able to successfully self-monitor and regulate their behavior in multiple settings. Results are discussed relative to the use of self-model prompts, handheld computer, and independence provided by self-monitoring. (Contains 3 figures.)
AN  - EJ878407
AU  - Cihak, David F.
AU  - Wright, Rachel
AU  - Ayres, Kevin M.
DA  - 03/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Intervals
General Education
Autism
Prompting
Pictorial Stimuli
Handheld Devices
Computer Uses in Education
Educational Technology
Self Control
Student Participation
Student Behavior
Middle School Students
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2010
SN  - 2154-1647
SP  - 136-149
ST  - Use of Self-Modeling Static-Picture Prompts via a Handheld Computer to Facilitate Self-Monitoring in the General Education Classroom
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Use of Self-Modeling Static-Picture Prompts via a Handheld Computer to Facilitate Self-Monitoring in the General Education Classroom
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ878407&site=ehost-live&scope=site
http://www.dddcec.org/
VL  - 45
ID  - 205405
ER  - 


TY  - THES
AB  - This study evaluated the effectiveness of cognitive-behavioral social communication intervention on improving the social reciprocity and employment experiences of adolescents with High Functioning Autism Spectrum Disorders (HFASD). Four youth diagnosed with a HFASD participated in this study. A multiple baseline across skills design provided targeted measurement of the intervention, which included conversation supported language techniques, peer model role plays, social behavior mapping, and review and feedback. Conversational data were collected in the analogue and employment settings on the use of: (a) supportive comments, (b) follow-up questions, and (c) bridging comments or questions. The four participants were enrolled in a community-based work experience program as part of the school curriculum. The analogue training occurred in the high school setting once to twice a week, and observational data were collected once a week in the employment setting on conversations between coworkers and participants. The employer also rated the participants weekly on their employability and social skills. In both settings, some improvements occurred in the use of supportive comments by three of the four participants in both settings. Some impact occurred on follow-up questions for three of the four participants. No significant findings occurred for bridging comments or questions. The researcher developed a threshold that compared the target skill use among non-disabled peers and determined that during intervention the participants demonstrated skill use commensurate with their non-disabled peers. As well, social validity interviews of participants, teachers, and employers supported the usefulness of the intervention. Furthermore, employability ratings indicated that workplace social interactions and social skills necessary for employment settings improved for the participants over the course of the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Clavenna-Deane, Beth Anne
DB  - ERIC
DP  - EBSCOhost
KW  - Feedback (Response)
Employment Potential
Intervention
Social Behavior
Autism
Adolescents
Employment Experience
Interpersonal Competence
Interpersonal Communication
Curriculum
Observation
Interaction
Psychology
Special Education
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2010
SN  - 978-1-124-12397-4
ST  - Using a Social Communication Intervention to Improve the Social Interactions and Employment Experiences of Adolescents with High Functioning Autism Spectrum Disorders
TI  - Using a Social Communication Intervention to Improve the Social Interactions and Employment Experiences of Adolescents with High Functioning Autism Spectrum Disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED521208&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3412854
ID  - 205413
ER  - 


TY  - THES
AB  - This study evaluated the effectiveness of cognitive-behavioral social communication intervention on improving the social reciprocity and employment experiences of adolescents with High Functioning Autism Spectrum Disorders (HFASD). Four youth diagnosed with a HFASD participated in this study. A multiple baseline across skills design provided targeted measurement of the intervention, which included conversation supported language techniques, peer model role plays, social behavior mapping, and review and feedback. Conversational data were collected in the analogue and employment settings on the use of: (a) supportive comments, (b) follow-up questions, and (c) bridging comments or questions. The four participants were enrolled in a community-based work experience program as part of the school curriculum. The analogue training occurred in the high school setting once to twice a week, and observational data were collected once a week in the employment setting on conversations between coworkers and participants. The employer also rated the participants weekly on their employability and social skills. In both settings, some improvements occurred in the use of supportive comments by three of the four participants in both settings. Some impact occurred on follow-up questions for three of the four participants. No significant findings occurred for bridging comments or questions. The researcher developed a threshold that compared the target skill use among non-disabled peers and determined that during intervention the participants demonstrated skill use commensurate with their non-disabled peers. As well, social validity interviews of participants, teachers, and employers supported the usefulness of the intervention. Furthermore, employability ratings indicated that workplace social interactions and social skills necessary for employment settings improved for the participants over the course of the study. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AN  - 2011-99050-227
AU  - Clavenna-Deane, Beth Anne
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - social communication intervention
social interactions
employment experiences
high functioning autism spectrum disorders adolescents
Adolescent Development
Early Intervention
Employment Status
Social Interaction
Social Communication
Autism Spectrum Disorders
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2011
SN  - 0419-4209
978-1-124-12397-4
SP  - 3224-3224
ST  - Using a social communication intervention to improve the social interactions and employment experiences of adolescents with high functioning autism spectrum disorders
TI  - Using a social communication intervention to improve the social interactions and employment experiences of adolescents with high functioning autism spectrum disorders
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-99050-227&site=ehost-live&scope=site
VL  - 71
ID  - 205052
ER  - 


TY  - JOUR
AB  - PURPOSE: The purpose of the study was to add to our knowledge of bilingual learning in children with Down syndrome (DS) using a syntactic bootstrapping task. METHOD: Four groups of children and youth matched on non-verbal mental age participated. There were 14 bilingual participants with DS (DS-B, mean age 12;5), 12 monolingual participants with DS (DS-M, mean age 10;10), 9 bilingual typically developing children (TD-B; mean age 4;1) and 11 monolingual typically developing children (TD-M; mean age 4;1). The participants completed a computerized syntactic bootstrapping task involving unfamiliar nouns and verbs. The syntactic cues employed were a for the nouns and ing for the verbs. RESULTS: Performance was better on nouns than verbs. There was also a main effect for group. Follow-up t-tests revealed that there were no significant differences between the TD-M and TD-B or between the DS-M and DS-B groups. However, the DS-M group performed more poorly than the TD-M group with a large effect size. Analyses at the individual level revealed a similar pattern of results. CONCLUSION: There was evidence that Down syndrome impacted performance; there was no evidence that bilingualism negatively affected the syntactic bootstrapping skills of individuals with DS. These results from a dynamic language task are consistent with those of previous studies that used static or product measures. Thus, the results are consistent with the position that parents should be supported in their decision to provide bilingual input to their children with DS. LEARNING OUTCOMES: Readers of this article will identify (1) research evidence regarding bilingual development in children with Down syndrome and (2) syntactic bootstrapping skills in monolingual and bilingual children who are typically developing or who have Down syndrome.
AD  - Dalhousie University, Canada. Electronic address: pcleave@dal.ca.
Dalhousie University, Canada.
Universite de Montreal and l'hôpital Sainte-Justine, Canada.
University of Ottawa, Canada.
AN  - 24630592
AU  - Cleave, P. L.
AU  - Kay-Raining Bird, E.
AU  - Trudeau, N.
AU  - Sutton, A.
DA  - May-Jun
DO  - 10.1016/j.jcomdis.2014.02.006
DP  - NLM
ET  - 2014/03/19
J2  - Journal of communication disorders
KW  - Child
Child, Preschool
Cues
Down Syndrome/*physiopathology
Humans
*Language Development
*Multilingualism
Verbal Learning/*physiology
Bilingualism
Down syndrome
Fast mapping
Syntactic bootstrapping
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 0021-9924
SP  - 42-54
ST  - Syntactic bootstrapping in children with Down syndrome: the impact of bilingualism
T2  - J Commun Disord
TI  - Syntactic bootstrapping in children with Down syndrome: the impact of bilingualism
VL  - 49
ID  - 204410
ER  - 


TY  - JOUR
AB  - BACKGROUND: Clinic and community-based epidemiological studies have shown an association between child psychopathology and language impairment. The demands on language for social and academic adjustment shift dramatically during adolescence and the ability to understand the nonliteral meaning in language represented by higher order language becomes essential. OBJECTIVES:  : This article reports on the association between difficulties in higher order language skills, reading, cognition, and social-emotional adjustment in adolescents. METHOD:  : 144 clinic-referred and 186 comparison youth aged 12-18 years were administered a battery of standardized tests of intelligence, working memory, structural and higher order language, and reading achievement. Parent ratings on the Child Behavior Checklist were used as a measure of severity of social-emotional problems. RESULTS:  : Clinic-referred youth scored significantly lower than comparison youth on measures of structural and higher order language, working memory, and reading. Of the clinic-referred youth, 45% had some type of higher order language impairment, whereas this was the case for 15% of youth in the comparison group. Lower levels of nonverbal ability and working memory as well as lower level of mothers' education were associated with greater risk of having higher order language impairment. CONCLUSIONS:  : Findings have implications for practitioners' seeking to understand and treat adolescents since therapeutic techniques rely on skills where higher order language is at play including the ability to discuss opinions flexibly and to weigh interpretations. Therapists must be aware that there are areas that have potential for miscommunication with some adolescents and where inaccurate inferences may be made about their behavior. Furthermore, educators must consider resources for youth who may increasingly struggle in high school because of such difficulties.
AD  - Hincks-Dellcrest Centre/Institute, University of Toronto, 114 Maitland Street, Toronto, Ontario, Canada. nancy.cohen@utoronto.ca
AN  - 23451725
AU  - Cohen, N. J.
AU  - Farnia, F.
AU  - Im-Bolter, N.
DA  - Jul
DO  - 10.1111/jcpp.12060
DP  - NLM
ET  - 2013/03/05
J2  - Journal of child psychology and psychiatry, and allied disciplines
KW  - Achievement
Adolescent
Affective Symptoms/diagnosis/epidemiology/psychology
Child
Comorbidity
Comprehension
Dyslexia/diagnosis/epidemiology/psychology
Educational Status
Emotional Intelligence
Female
Humans
Intelligence Tests
Language Development Disorders/diagnosis/*epidemiology/*psychology
Male
Memory, Short-Term
Mental Disorders/diagnosis/*epidemiology/*psychology
Neuropsychological Tests
Personality Assessment
Semantics
Social Adjustment
LA  - eng
M1  - 7
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0021-9630
SP  - 733-44
ST  - Higher order language competence and adolescent mental health
T2  - J Child Psychol Psychiatry
TI  - Higher order language competence and adolescent mental health
VL  - 54
ID  - 204183
ER  - 


TY  - JOUR
AB  - Increased severity of problematic daytime behavior has been associated with poorer sleep quality in individuals with autism spectrum disorder. In this work, we investigate whether this relationship holds in a real-time setting, such that an individual's prior sleep can be used to predict their subsequent daytime behavior. We analyzed an extensive real-world dataset containing over 20,000 nightly sleep observations matched to subsequent challenging daytime behaviors (aggression, self-injury, tantrums, property destruction and a challenging behavior index) across 67 individuals with low-functioning autism living in two U.S. residential facilities. Using support vector machine classifiers, a statistically significant predictive relationship was found in 81% of individuals studied (P < 0.05). For all five behaviors examined, prediction accuracy increased up to approximately eight nights of prior sleep used to make the prediction, indicating that the behavioral effects of sleep may manifest on extended timescales. Accurate prediction was most strongly driven by sleep variability measures, highlighting the importance of regular sleep patterns. Our findings constitute an initial step towards the development of a real-time monitoring tool to pre-empt behavioral episodes and guide prophylactic treatment for individuals with autism. Autism Res 2018, 11: 391-403. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We analyzed over 20,000 nights of sleep from 67 individuals with autism to investigate whether daytime behaviors can be predicted from prior sleep patterns. Better-than-chance accuracy was obtained for 81% of individuals, with measures of night-to-night variation in sleep timing and duration most relevant for accurate prediction. Our results highlight the importance of regular sleep patterns for better daytime functioning and represent a step toward the development of 'smart sleep technologies' to pre-empt behavior in individuals with autism.
AD  - Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia.
School of Physics, Sydney University, Physics Road, Camperdown, NSW, 2006, Australia.
Division of Sleep and Circadian Disorders, Brigham and Women's Hospital, Boston, Massachusetts.
Division of Sleep Medicine, Harvard Medical School, Boston, Massachusetts.
School of Health Sciences, Royal Melbourne Institute of Technology, Melbourne, Australia.
Boston Children's Hospital, Boston, Massachusetts.
New York University Langone Medical School, New York, New York.
New England Center for Children, Southborough, Massachusetts.
North Eastern University, Boston, Massachusetts.
Melmark New England, Andover, Massachusetts.
AN  - 29197172
AU  - Cohen, S.
AU  - Fulcher, B. D.
AU  - Rajaratnam, S. M. W.
AU  - Conduit, R.
AU  - Sullivan, J. P.
AU  - St Hilaire, M. A.
AU  - Phillips, A. J. K.
AU  - Loddenkemper, T.
AU  - Kothare, S. V.
AU  - McConnell, K.
AU  - Braga-Kenyon, P.
AU  - Ahearn, W.
AU  - Shlesinger, A.
AU  - Potter, J.
AU  - Bird, F.
AU  - Cornish, K. M.
AU  - Lockley, S. W.
DA  - Feb
DO  - 10.1002/aur.1899
DP  - NLM
ET  - 2017/12/03
J2  - Autism research : official journal of the International Society for Autism Research
KW  - Adolescent
Aggression/psychology
Autism Spectrum Disorder/*diagnosis/psychology
Child
*Circadian Rhythm
Correlation of Data
Female
Humans
Intellectual Disability/*diagnosis/psychology
Male
*Problem Behavior/psychology
Residential Facilities
Self-Injurious Behavior/diagnosis/psychology
Sleep Wake Disorders/*diagnosis/psychology
Social Behavior Disorders/diagnosis/psychology
Young Adult
*autism spectrum disorder
*challenging behavior
*intellectual disability
*machine learning
*sleep
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1939-3806
SP  - 391-403
ST  - Sleep patterns predictive of daytime challenging behavior in individuals with low-functioning autism
T2  - Autism Res
TI  - Sleep patterns predictive of daytime challenging behavior in individuals with low-functioning autism
VL  - 11
ID  - 204046
ER  - 


TY  - JOUR
AB  - The purpose of this study was to compare the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability. Activities in the computer-assisted condition were designed with Intellitools Classroom Suite software whereas traditional materials (i.e., flashcards) were used in the teacher-directed condition. Treatment conditions were compared using an adapted alternating treatments design. Acquisition of sight words occurred in both conditions for all 3 participants; however, each participant either clearly responded better in the teacher-directed condition or reported a preference for the teacher-directed condition when performance was similar with computer-assisted instruction being more efficient. Practical implications and directions for future research are discussed.
AN  - EJ1070490
AU  - Coleman, Mari Beth
AU  - Cherry, Rebecca A.
AU  - Moore, Tara C.
AU  - Yujeong, Park
AU  - Cihak, David F.
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Prompting
Simulation
Sight Vocabulary
Elementary School Students
Mental Retardation
Computer Assisted Instruction
Educational Technology
Teaching Methods
Instructional Effectiveness
Teacher Role
Computer Software
Comparative Analysis
Autism
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2015
SN  - 1934-9491
SP  - 196-210
ST  - Teaching Sight Words to Elementary Students with Intellectual Disability and Autism: A Comparison of Teacher-Directed versus Computer-Assisted Simultaneous Prompting
T2  - Intellectual and Developmental Disabilities
TI  - Teaching Sight Words to Elementary Students with Intellectual Disability and Autism: A Comparison of Teacher-Directed versus Computer-Assisted Simultaneous Prompting
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1070490&site=ehost-live&scope=site
http://www.aaiddjournals.org/doi/abs/10.1352/1934-9556-53.3.196
VL  - 53
ID  - 205350
ER  - 


TY  - JOUR
AB  - The purpose of this study was to compare the effectiveness and efficiency of teacher-directed and computer-assisted constant time delay strategies for teaching three students with moderate intellectual disability to read functional sight words. Target words were those found in recipes and were taught via teacher-delivered constant time delay or through a PowerPoint presentation set up with a delay interval followed by a controlling prompt. These conditions were compared using an alternating treatments design. For the purposes of generalization, students were given the task of following recipes for snacks containing previously targeted sight words. Results indicated both strategies were effective; however, the teacher-directed strategy was slightly more efficient in terms of trials to criterion. The findings are encouraging given that students with moderate intellectual disability often depend on one-on-one instruction and may benefit from instruction with PowerPoint software. (Contains 4 figures and 3 tables.)
AN  - EJ986311
AU  - Coleman, Mari Beth
AU  - Hurley, Kevin J.
AU  - Cihak, David F.
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Instructional Effectiveness
Computers
Sight Vocabulary
Mental Retardation
Cooking Instruction
Visual Aids
Computer Software
Teaching Methods
Elementary School Students
Computer Assisted Instruction
Likert Scales
Instruction
Direct Instruction
Comparative Analysis
Functional Literacy
United States
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2012
SN  - 2154-1647
SP  - 280-292
ST  - Comparing Teacher-Directed and Computer-Assisted Constant Time Delay for Teaching Functional Sight Words to Students with Moderate Intellectual Disability
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Comparing Teacher-Directed and Computer-Assisted Constant Time Delay for Teaching Functional Sight Words to Students with Moderate Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ986311&site=ehost-live&scope=site
http://daddcec.org/Publications/ETADDJournal/ETDDDetailsPage/tabid/80/ArticleID/633/Comparing-Teacher-Directed-and-Computer-Assisted-Constant-Time-Delay-for-Teaching-Functional-Sight-Words-to-Students-with-Moderate-Intellectual-Disability.aspx
VL  - 47
ID  - 205111
ER  - 


TY  - JOUR
AB  - Purpose The aim of this study was to determine when, why, and how the presence of a word's written form during instruction aids vocabulary learning (a process known as orthographic facilitation). Method A systematic review of the research on orthographic facilitation was carried out. PsycInfo, Web of Science, ProQuest, and OpenGrey databases were searched. The search returned 3,529 results, and 23 of these met inclusion criteria. Studies were included in the review if they were written in English, published in a peer-reviewed journal, and compared vocabulary learning outcomes when words were taught with and without their written forms. Conclusions There is strong evidence that the presence of a word's written form leads to improved learning of its spelling and spoken form. There is also some evidence that it may lead to better learning of a word's meaning. A small number of studies have also shown that the presence of a word's written form benefits vocabulary learning in children with developmental language disorder, autism, Down syndrome, and reading difficulties. However, further research into the effects of orthographic facilitation in special populations is needed. In particular, ecologically valid experiments in clinical and educational settings are required in order to better understand how exposure to a word's written form can aid naturalistic vocabulary learning.
AD  - Department of Cognitive Science and Macquarie University Centre for Reading (MQCR), Macquarie University, Sydney, New South Wales, Australia.
School of Psychological Science, University of Bristol, United Kingdom.
Brooklyn College, City University of New York.
Department of Psychology, Royal Holloway, University of London, Egham, United Kingdom.
AN  - 31600470
AU  - Colenbrander, D.
AU  - Miles, K. P.
AU  - Ricketts, J.
DA  - Oct 10
DO  - 10.1044/2019_lshss-voia-18-0135
DP  - NLM
ET  - 2019/10/11
J2  - Language, speech, and hearing services in schools
KW  - Adolescent
Adult
Autistic Disorder/rehabilitation
Child
Cognition
Cues
Down Syndrome/rehabilitation
Humans
*Language
Language Development Disorders/*rehabilitation
Language Therapy/methods/*standards
*Learning
Middle Aged
Reading
*Visual Perception
Vocabulary
Writing
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0161-1461
SP  - 609-628
ST  - To See or Not to See: How Does Seeing Spellings Support Vocabulary Learning?
T2  - Lang Speech Hear Serv Sch
TI  - To See or Not to See: How Does Seeing Spellings Support Vocabulary Learning?
VL  - 50
ID  - 203873
ER  - 


TY  - JOUR
AB  - The frontal lobes subserve decision-making and executive control--that is, the selection and coordination of goal-directed behaviors. Current models of frontal executive function, however, do not explain human decision-making in everyday environments featuring uncertain, changing, and especially open-ended situations. Here, we propose a computational model of human executive function that clarifies this issue. Using behavioral experiments, we show that unlike others, the proposed model predicts human decisions and their variations across individuals in naturalistic situations. The model reveals that for driving action, the human frontal function monitors up to three/four concurrent behavioral strategies and infers online their ability to predict action outcomes: whenever one appears more reliable than unreliable, this strategy is chosen to guide the selection and learning of actions that maximize rewards. Otherwise, a new behavioral strategy is tentatively formed, partly from those stored in long-term memory, then probed, and if competitive confirmed to subsequently drive action. Thus, the human executive function has a monitoring capacity limited to three or four behavioral strategies. This limitation is compensated by the binary structure of executive control that in ambiguous and unknown situations promotes the exploration and creation of new behavioral strategies. The results support a model of human frontal function that integrates reasoning, learning, and creative abilities in the service of decision-making and adaptive behavior.
AD  - Département d'Etudes Cognitives, Ecole Normale Superieure, Paris, France.
AN  - 22479152
AU  - Collins, A.
AU  - Koechlin, E.
C2  - Pmc3313946
DO  - 10.1371/journal.pbio.1001293
DP  - NLM
ET  - 2012/04/06
J2  - PLoS biology
KW  - Adaptation, Psychological/physiology
Behavior/physiology
Cognition
*Computational Biology
*Creativity
Cues
Decision Making/*physiology
Executive Function/physiology
Frontal Lobe/*physiology
Humans
Individuality
Learning/*physiology
Models, Neurological
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1544-9173 (Print)
1544-9173
SP  - e1001293
ST  - Reasoning, learning, and creativity: frontal lobe function and human decision-making
T2  - PLoS Biol
TI  - Reasoning, learning, and creativity: frontal lobe function and human decision-making
VL  - 10
ID  - 204544
ER  - 


TY  - THES
AB  - Poor employment outcomes for persons with intellectual disabilities (ID) persist, despite the development of legal policies designed to enhance access to gainful employment and to promote increased community integration. Recent data suggest that only 37% of young adults with ID obtain paid employment outside of the home. Among persons with ID who do obtain employment, career options are limited and nearly half are paid below minimum wage. Various strategies have been used to improve employment outcomes for those with ID, such as use of a job coach and teaching self-management strategies on the job site. These strategies often involve the use of visual or auditory prompting to assist with task completion; both of which can be provided by assistive technology. The current study examined the use of readily available, inexpensive, and discrete portable electronic assistive technology in an office setting to provide prompting and instruction to three young adults with ID. Results revealed that the technology substantially increased participants' ability to independently and correctly complete office-related tasks. Implications and suggestions for future research are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Collins, James C.
DB  - ERIC
DP  - EBSCOhost
KW  - Assistive Technology
Young Adults
Mental Retardation
Job Performance
Prompting
Instruction
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2012
SN  - 978-1-267-59513-3
ST  - Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities
TI  - Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED546156&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3525890
ID  - 205404
ER  - 


TY  - JOUR
AB  - PURPOSE: The purpose of this article is (1) to investigate if type 2 diabetes management programs with Latino participants address emotional well-being in addition to the standard diabetes self-care behaviors and (2) to describe the approaches taken to improve psychological and diabetes management outcomes. METHODS: Online article and research databases, Internet searches, and review of article citations were used to identify relevant articles published 1995-2008. Type 2 diabetes management interventions with a psychological (emotion or cognitive) component or outcome measure and Latino sample were selected. Articles were limited to randomized clinical/controlled trials and pre-post comparative studies. RESULTS: Thirteen interventions met the inclusion criteria for this review. Eight studies included emotion outcome measures, and 13 included at least one cognitive outcome measure. One study was specifically designed to improve emotional well-being. This study was not targeted for Latinos but did include Latino participants. A specialized depression case manager and collaborative care model showed significant improvements in depression and mental functioning. Psychological improvements were also found in those studies that assessed cognitive outcomes and were based on cognitive theories. The most frequent cognitive outcomes assessed were diabetes knowledge, problem solving, and self-efficacy. CONCLUSIONS: Few type 2 diabetes interventions address emotional well-being in Latinos. More attention has been directed toward designing culturally sensitive community-based programs for improving behavior and physical outcomes. Because some Latino groups believe that negative emotions cause diabetes and because depression and anxiety are associated with poor self-management, programs should address emotional well-being as an important aspect of diabetes management.
AD  - University of Washington, Department of Health Services, Seattle, Washington (Dr Concha)
Rush University Medical Center, Departments of Psychiatry and Preventive Medicine, Chicago, Illinois (Dr Kravitz)
University of Chicago, Department of Medicine, Illinois (Dr Chin)
University of Illinois at Chicago, School of Public Health, Chicago, Illinois (Dr Kelley, Dr Chavez)
University of Illinois at Chicago, Survey Research Laboratory, Chicago, Illinois (Dr Johnson)
AN  - 19773526
AU  - Concha, J. B.
AU  - Kravitz, H. M.
AU  - Chin, M. H.
AU  - Kelley, M. A.
AU  - Chavez, N.
AU  - Johnson, T. P.
DA  - Nov-Dec
DO  - 10.1177/0145721709344125
DP  - NLM
ET  - 2009/09/24
J2  - The Diabetes educator
KW  - Cognition
Diabetes Mellitus, Type 2/*psychology/*therapy
*Emotions
Hispanic Americans/*psychology
Humans
Patient Education as Topic/*methods
*Self Care
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0145-7217
SP  - 941-58
ST  - Review of type 2 diabetes management interventions for addressing emotional well-being in Latinos
T2  - Diabetes Educ
TI  - Review of type 2 diabetes management interventions for addressing emotional well-being in Latinos
VL  - 35
ID  - 204430
ER  - 


TY  - JOUR
AB  - Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from learning science and cognitive and developmental psychology, we developed the Word Knowledge e-Book (WKe-Book) to improve children's calibration of their word knowledge, strategy use, and word knowledge overall; skills which are associated with reading comprehension. The WKe-Book, which is read on a tablet computer, is a choose-your-own adventure book where choices require choosing between two rare words (e.g., cogitate vs. procrastinate). Depending on the word chosen, the story follows a different plot. There are also embedded comprehension questions where students receive immediate feedback with consequences for incorrect answers, such as being sent back to reread a few pages. In a randomized controlled trial, we tested whether students (N = 603 in 25 third through fifth grade classrooms in Arizona in the US) reading the WKe-Book would demonstrate improved word knowledge, strategy use, and word knowledge calibration. Classrooms were randomly assigned to read the WKe-Book immediately (treatment) or later (delayed-treatment control), and within classrooms, students were randomly assigned to either participate in a 15-minute weekly book club (book club treatment) or to read the WKe-Book independently with no book club (no book club control). Results revealed a significant treatment effect of the WKe-Book on students' word knowledge, word knowledge calibration, and strategy use, which predicted student performance on standardized reading comprehension and vocabulary measures. The effects were greater for students who participated in weekly book clubs compared to students in the no book club control. These findings suggest that the affordances offered by technology, which are unavailable in paper-based books, can support students' development of metacognition, including word knowledge calibration, strategy use, and word learning skills.
AD  - University of California, Irvine.
AN  - 30923418
AU  - Connor, C. M.
AU  - Day, S. L.
AU  - Zargar, E.
AU  - Wood, T. S.
AU  - Taylor, K. S.
AU  - Jones, M. R.
AU  - Hwang, J. K.
C2  - Pmc6433172
C6  - Nihms1509405
DA  - Jan
DO  - 10.1016/j.compedu.2018.09.016
DP  - NLM
ET  - 2019/03/30
J2  - Computers & education
KW  - applications in subject areas
elementary education
interactive learning environments
teaching/learning strategies
technology
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0360-1315 (Print)
0360-1315
SP  - 284-311
ST  - Building Word Knowledge, Learning Strategies, and Metacognition with the Word-Knowledge E-Book
T2  - Comput Educ
TI  - Building Word Knowledge, Learning Strategies, and Metacognition with the Word-Knowledge E-Book
VL  - 128
ID  - 204715
ER  - 


TY  - JOUR
AB  - Background: Identifying risk and protective factors for language development informs interventions for children with developmental language disorder (DLD). Maternal responsive and intrusive communicative behaviours are associated with language development. Mother–child interaction quality may influence how children use these behaviours in language learning. Aims: To identify (1) communicative behaviours and interaction quality associated with language outcomes; (2) whether the association between a maternal intrusive behaviour (directive) and child language scores changed alongside a maternal responsive behaviour (expansion); and (3) whether interaction quality modified these associations. Methods & Procedures: Language skills were assessed at 24, 36 and 48 months in 197 community-recruited children who were slow to talk at 18 months. Mothers and 24-month-olds were video-recorded playing at home. Maternal praise, missed opportunities, and successful and unsuccessful directives (i.e., whether followed by the child) were coded during a 10-min segment. Interaction quality was rated using a seven-point fluency and connectedness (FC) scale, during a 5-min segment. Linear regressions examined associations between these behaviours/rating and language scores. Interaction analysis and simple slopes explored effect modification by FC. Outcomes & Results: There was no evidence that missed opportunities or praise were associated with language scores. Higher rates of successful directives in the unadjusted model and unsuccessful directives in the adjusted model were associated with lower 24-month-old receptive language scores (e.g., unsuccessful directives effect size (ES)=−0.41). The association between unsuccessful directives and receptive language was weaker when adjusting for co-occurring expansions (ES = −0.34). Both types of directives were associated with poorer receptive and expressive language scores in adjusted models at 36 and 48 months (e.g., unsuccessful directive and 48-month receptive language, ES = −0.66). FC was positively associated with 24-, 36- and 48-month language scores in adjusted models (e.g., receptive language at 24 months, ES = 0.21, at 48 months, ES = 0.18). Interaction analysis showed the negative association between successful directives and 24-month receptive language existed primarily in poorly connected dyads with low FC levels. Conclusions & Implications: These findings illustrate the effects of the combined interaction between different maternal communicative behaviours and features of the interaction itself on child language development, and the need to consider both in research and practice. Whilstmore intrusive directiveswere associated with poorer language scores, this association attenuated when adjusting for co-occurring responsive expansions, and the association was strongest for children in lower quality interactions. This work may inform clinical practice by helping clinicians target the most appropriate communicative behaviours for specific mother–child dyads. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Conway, Laura J., Murdoch Children’s Research Institute, Parkville, VIC, Australia
AN  - 2017-55314-001
AU  - Conway, Laura J.
AU  - Levickis, Penny A.
AU  - Smith, Jodie
AU  - Mensah, Fiona
AU  - Wake, Melissa
AU  - Reilly, Sheena
DB  - APA PsycInfo
DO  - 10.1111/1460-6984.12352
DP  - EBSCOhost
KW  - mother child interaction
language development
parenting
developmental language disorder
Developmental Disabilities
Mother Child Relations
Language Disorders
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2018
SN  - 1368-2822
1460-6984
SP  - 339-354
ST  - Maternal communicative behaviours and interaction quality as predictors of language development: Findings from a community‐based study of slow‐to‐talk toddlers
T2  - International Journal of Language & Communication Disorders
TI  - Maternal communicative behaviours and interaction quality as predictors of language development: Findings from a community‐based study of slow‐to‐talk toddlers
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-55314-001&site=ehost-live&scope=site
ORCID: 0000-0001-6506-4767
ORCID: 0000-0001-7501-9257
ORCID: 0000-0003-0534-733X
ORCID: 0000-0002-0986-2964
laura.conway@mcri.edu.au
VL  - 53
ID  - 204971
ER  - 


TY  - JOUR
AB  - Cognitive and learning styles (CLS) have long been investigated as a basis to adapt instruction and enhance learning. Web-based learning (WBL) can reach large, heterogenous audiences, and adaptation to CLS may increase its effectiveness. Adaptation is only useful if some learners (with a defined trait) do better with one method and other learners (with a complementary trait) do better with another method (aptitude-treatment interaction). A comprehensive search of health professions education literature found 12 articles on CLS in computer-assisted learning and WBL. Because so few reports were found, research from non-medical education was also included. Among all the reports, four CLS predominated. Each CLS construct was used to predict relationships between CLS and WBL. Evidence was then reviewed to support or refute these predictions. The wholist-analytic construct shows consistent aptitude-treatment interactions consonant with predictions (wholists need structure, a broad-before-deep approach, and social interaction, while analytics need less structure and a deep-before-broad approach). Limited evidence for the active-reflective construct suggests aptitude-treatment interaction, with active learners doing better with interactive learning and reflective learners doing better with methods to promote reflection. As predicted, no consistent interaction between the concrete-abstract construct and computer format was found, but one study suggests that there is interaction with instructional method. Contrary to predictions, no interaction was found for the verbal-imager construct. Teachers developing WBL activities should consider assessing and adapting to accommodate learners defined by the wholist-analytic and active-reflective constructs. Other adaptations should be considered experimental. Further WBL research could clarify the feasibility and effectiveness of assessing and adapting to CLS.
AD  - Baldwin 4-A, Division of General Internal Medicine, Mayo Clinic College of Medicine, 200 First Street SW, Rochester, MN 55905, USA. cook.david33@mayo.edu
AN  - 15734809
AU  - Cook, D. A.
DA  - Mar
DO  - 10.1097/00001888-200503000-00012
DP  - NLM
ET  - 2005/03/01
J2  - Academic medicine : journal of the Association of American Medical Colleges
KW  - Aptitude
*Cognition
Education, Distance/*organization & administration
Humans
*Internet
*Learning
Models, Educational
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 1040-2446 (Print)
1040-2446
SP  - 266-78
ST  - Learning and cognitive styles in web-based learning: theory, evidence, and application
T2  - Acad Med
TI  - Learning and cognitive styles in web-based learning: theory, evidence, and application
VL  - 80
ID  - 204003
ER  - 


TY  - JOUR
AB  - In a previous systematic review, the author proposed that adaptation to learners' cognitive and learning styles (CLSs) could improve the efficiency of computer-assisted instruction (CAI). In the present article, he questions that proposition, arguing that CLSs do not make a substantive difference in CAI. To support this argument, the author performed an updated systematic literature search, pooled new findings with those from the previous review, and reinterpreted this evidence with a focus on aptitude-treatment interactions. (An aptitude-treatment interaction occurs when a student with attribute 1 learns better with instructional approach A than with approach B, whereas a student with attribute 2 learns better with instructional approach B).Of 65 analyses reported in 48 studies, only 9 analyses (14%) showed significant interactions between CLS and instructional approach. It seems that aptitude-treatment interactions with CLSs are at best infrequent and small in magnitude. There are several possible explanations for this lack of effect. First, the influence of strong instructional methods likely dominates the impact of CLSs. Second, current methods for assessing CLSs lack validity evidence and are inadequate to accurately characterize the individual learner. Third, theories are vague, and empiric evidence is virtually nonexistent to guide the planning of style-targeted instructional designs. Adaptation to learners' CLSs thus seems unlikely to enhance CAI. The author recommends that educators focus on employing strong instructional methods. Educators might also consider assessing and adapting to learners' prior knowledge or allowing learners to select among alternate instructional approaches.
AD  - Division of General Internal Medicine, Mayo Clinic College of Medicine, Mayo 17, 200 First St., SW, Rochester, MN 55905, USA. cook.david33@mayo.edu
AN  - 22534603
AU  - Cook, D. A.
DA  - Jun
DO  - 10.1097/ACM.0b013e3182541286
DP  - NLM
ET  - 2012/04/27
J2  - Academic medicine : journal of the Association of American Medical Colleges
KW  - Aptitude
*Cognition
*Computer-Assisted Instruction/methods
Education, Medical/*methods
Education, Professional/methods
Educational Measurement
Humans
*Learning
Models, Educational
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1040-2446
SP  - 778-84
ST  - Revisiting cognitive and learning styles in computer-assisted instruction: not so useful after all
T2  - Acad Med
TI  - Revisiting cognitive and learning styles in computer-assisted instruction: not so useful after all
VL  - 87
ID  - 204418
ER  - 


TY  - BOOK
AB  - What are today's best methods for teaching literacy skills to students with complex support needs--including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-to-date, evidence-based answers for pre- and in-service educators. Developed by Copeland and Keefe, the experts behind the landmark book "Effective Literacy Instruction for Students with Moderate or Severe Disabilities," this thoroughly reimagined follow-up reflects 10 years of groundbreaking research and advances in the field. Readers will discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. Readers will also get the guidance needed to put theory into practice: powerful lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life. Whether used as a text for teachers in training or a guide for practicing educators, this book will help teachers of Grades K-12 increase access to literacy and prepare all learners for successful communication, employment, and community life. The following is new to this second edition: (1) New section on literacy as a human right for all learners (the "why" of instruction); (2) Chapters on how to design engaging learning environments; (3) Cutting-edge guidance on today's assistive technology and augmentative and alternative communication; (4) A dedicated chapter on how to use national and state standards in designing instruction; (5) Recommendations for adapting books and other materials to increase all learners' access; (6) Chapters on combining literacy and the arts to enhance student engagement; and (7) More on literacy beyond high school, including community-based learning opportunities. This book contains the following chapters: (1) Literacy for All (Susan R. Copeland, Elizabeth B. Keefe, and Ruth Luckasson); (2) Developing Language and Communication (Ann-Marie Orlando and Julia Scherba de Valenzuela); (3) Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction (Julia Scherba de Valenzuela); (4) Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction (Julia Scherba de Valenzuela); (5) Creating Accessible, Rich, and Engaging Literacy Environments (Jessica Apgar McCord, Ann-Marie Orlando, Elizabeth B. Keefe, and Stephanie Nieto); (6) Getting the Point: Comprehension Instruction (Susan R. Copeland, Sharon L. Head, and Heather DiLuzio); (7) A Broader Approach to Fluency (Pamela Williamson, Christina R. Carnahan, Jeongae Kang, and Turki S. Alzahraney); (8) Words, Glorious Words! (Elizabeth B. Keefe, Phyllis M. Robertson, and Karen M. Potter); (9) What's the Word? Word Recognition Instruction (Susan R. Copeland, Sharon L. Head, and Heather DiLuzio); (10) Conveying Your Message: Writing Instruction (Kristie Asaro-Saddler); (11) Organizing Effective Literacy Instruction: A Framework for Planning (Megan H. Foster, Jessica Apgar McCord, and Elizabeth B. Keefe); (12) Adapting Books and Other Literacy Genres (Laurel Lane and Andrea L. Ruppar); (13) Beyond the Common Core: Art, Music, and Creativity in Literacy Learning (Laurel Lane); (14) Literacy Beyond High School (Megan M. Griffin, Laurel Lane, Tammy Day, and Elise McMillan); and (15) Where Do We Go From Here? (Elizabeth B. Keefe, Susan R. Copeland, Ruth Luckasson, and Diane Ryndak). Supplementary materials include: (1) Myths and Facts; and (2) Case Studies. An index is included. [For "Effective Literacy Instruction for Students with Moderate or Severe Disabilities," see ED497274.]
AU  - Copeland, Susan R.
AU  - Keefe, Elizabeth B.
DB  - ERIC
DP  - EBSCOhost
J2  - Brookes Publishing Company
KW  - Literacy Education
Disabilities
Autism
Intellectual Disability
Multiple Disabilities
Elementary Secondary Education
Student Rights
Educational Environment
Assistive Technology
Augmentative and Alternative Communication
National Standards
State Standards
Instructional Design
Academic Accommodations (Disabilities)
Art Education
Learner Engagement
Language Skills
Communication Skills
Student Diversity
Reading Comprehension
Reading Fluency
Vocabulary
Word Recognition
Writing Instruction
Planning
Music
Creativity
Young Adults
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Brookes Publishing Company
PY  - 2018
SN  - 978-1-68125-059-5
ST  - Effective Literacy Instruction for Learners with Complex Support Needs. Second Edition
TI  - Effective Literacy Instruction for Learners with Complex Support Needs. Second Edition
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED592811&site=ehost-live&scope=site
https://products.brookespublishing.com/Effective-Literacy-Instruction-for-Learners-with-Complex-Support-Needs-Second-Edition-P1041.aspx
ID  - 205162
ER  - 


TY  - JOUR
AB  - The pilot investigation evaluated a theatrical intervention program, Social Emotional NeuroScience Endocrinology (SENSE) Theatre, designed to improve socioemotional functioning and reduce stress in children with autism spectrum disorder (ASD). Eight children with ASD were paired with typically developing peers that served as expert models. Neuropsychological, biological (cortisol and oxytocin), and behavioral measures were assessed in a pretest-posttest design. The intervention was embedded in a full musical theatrical production. Participants showed some improvement in face identification and theory of mind skills. The intervention shows potential promise in improving the socioemotional functioning in children with ASD through the utilization of peers, video and behavioral modeling, and a community-based theatrical setting.
AD  - Department of Psychiatry and Behavioral Sciences, University of California, Davis, Davis, CA, USA. blythe@sensetheatre.com
AN  - 20640592
AU  - Corbett, B. A.
AU  - Gunther, J. R.
AU  - Comins, D.
AU  - Price, J.
AU  - Ryan, N.
AU  - Simon, D.
AU  - Schupp, C. W.
AU  - Rios, T.
C2  - Pmc3055998
DA  - Apr
DO  - 10.1007/s10803-010-1064-1
DP  - NLM
ET  - 2010/07/20
J2  - Journal of autism and developmental disorders
KW  - Adolescent
Analysis of Variance
*Behavior Therapy
Child
Child Development Disorders, Pervasive/metabolism/*therapy
Emotions
Female
Humans
Hydrocortisone/analysis/metabolism
Interpersonal Relations
Male
Neuropsychological Tests
Oxytocin/blood
Peer Group
*Psychotherapy, Group
Saliva/chemistry
Social Behavior
Surveys and Questionnaires
Theory of Mind
Treatment Outcome
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0162-3257 (Print)
0162-3257
SP  - 505-11
ST  - Brief report: theatre as therapy for children with autism spectrum disorder
T2  - J Autism Dev Disord
TI  - Brief report: theatre as therapy for children with autism spectrum disorder
VL  - 41
ID  - 204690
ER  - 


TY  - JOUR
AB  - The hallmark characteristic of autism spectrum disorder (ASD) is poor reciprocal social communication. Interventions designed to improve this core deficit are critically needed. Social skills interventions such as direct training, peer mediation, and video modeling have contributed to improvements in various social skills in children with ASD. This paper reviews existing social competence interventions available for children with ASD while highlighting hypothesized critical components for advancing, maintaining, and generalizing skills, which include (1) peer mediation, (2) active learning, and (3) implementation in supportive, natural contexts. As a framework for these approaches, this conceptual paper describes SENSE Theatre, a novel intervention that combines trained peers that facilitate the performance-based theatrical treatment delivered in a supportive, community-based environment. A review of previous research shows early feasibility, setting the stage for more rigorous studies to aid in developing a standardized intervention package.
AD  - Department of Psychiatry, Vanderbilt University , Nashville, TN , USA ; Vanderbilt Kennedy Center , Nashville, TN , USA.
Vanderbilt Child Studies , Nashville, TN , USA.
Virginia Polytechnic Institute and State University , Blacksburg, VA , USA.
AN  - 25346926
AU  - Corbett, B. A.
AU  - Qualls, L. R.
AU  - Valencia, B.
AU  - Fecteau, S. M.
AU  - Swain, D. M.
C2  - Pmc4193263
DO  - 10.3389/fped.2014.00110
DP  - NLM
ET  - 2014/10/28
J2  - Frontiers in pediatrics
KW  - active learning
autism
context
peer mediation
social skills
theatre
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 2296-2360 (Print)
2296-2360
SP  - 110
ST  - Peer-mediated theatrical engagement for improving reciprocal social interaction in autism spectrum disorder
T2  - Front Pediatr
TI  - Peer-mediated theatrical engagement for improving reciprocal social interaction in autism spectrum disorder
VL  - 2
ID  - 204683
ER  - 


TY  - JOUR
AB  - PROBLEM: People with intellectual and developmental disabilities (IDD) face complex biopsychosocial challenges and are medically underserved. This is in part due to insufficient resources and supports but can also be attributed to a lack of adequate physician training in addressing the unique needs of this population. INTERVENTION: This study aimed to introduce 1st-year medical students to the IDD population using a blended educational experience that included video narratives of and direct interactions with people affected by IDD. The goal of this intervention was to promote person-centered attitudes and communication among early medical trainees. CONTEXT: The study recruited 27 first-year medical students and randomly assigned each to 1 of 2 groups. The control group received an introductory video lecture about IDD healthcare, followed by a quiz. The narrative group received the same lecture, followed by reflective discussion of videos featuring people living with IDD sharing their perspectives and stories. All students then participated in 4 simulated clinical encounters with patient educators (PEs) who have lived experiences of IDD. Focus groups were conducted with students following the simulated encounters to explore their experiences and perceptions of this blended learning activity. Moreover, secondary quantitative data were collected to assess students' performance in the clinical encounters, along with self-reports of comfort, confidence, and competence of interacting with people with IDD (pre- and postparticipation). OUTCOME: All students thought that the blended educational experience was valuable and enjoyable, commenting on the importance of adaptable language and engagement of people with IDD, as well as the merits of reflecting on patient narratives. Students also discussed feelings of discomfort stemming from a lack of knowledge and previous exposure to IDD and how this discomfort might motivate them to learn more and develop their skills further. In addition, descriptive analyses revealed that students in the narrative group showed greater self-rated measures of comfort, confidence, and competence compared to control; they also had higher mean performance scores across all PE interview stations. LESSONS LEARNED: PEs add a powerful real-life dimension to communication skills teaching and have been shown to be a valuable educational modality. Moreover, exposure to and reflection on video-based patient narratives are useful ways of teaching medical students about patients' lived experiences and promoting person-centered communication, both within and beyond IDD.
AD  - a Arts and Science Program , McMaster University , Hamilton , Ontario , Canada.
b Department of Psychiatry and Behavioural Neuroscience , McMaster University , Hamilton , Ontario , Canada.
c Chief Clinical Officer, Bethesda Services , Thorold , Ontario , Canada.
d Standardized Patient Program, McMaster University , Hamilton , Ontario , Canada.
e Department of Family Medicine , McMaster University , Hamilton , Ontario , Canada.
f Program for Educational Research and Development, Faculty of Health Sciences, McMaster University, McMaster University , Hamilton , Ontario , Canada.
AN  - 29283674
AU  - Coret, A.
AU  - Boyd, K.
AU  - Hobbs, K.
AU  - Zazulak, J.
AU  - McConnell, M.
DA  - Jul-Sep
DO  - 10.1080/10401334.2017.1398653
DP  - NLM
ET  - 2017/12/29
J2  - Teaching and learning in medicine
KW  - Adult
Clinical Competence/standards
*Disabled Persons
*Education, Medical, Undergraduate
Female
Focus Groups
Humans
Male
*Narrative Medicine
Pilot Projects
*Teaching
Young Adult
intellectual/developmental disabilities
medical student
patient educators
patient narrative
person-centered communication
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1040-1334
SP  - 317-327
ST  - Patient Narratives as a Teaching Tool: A Pilot Study of First-Year Medical Students and Patient Educators Affected by Intellectual/Developmental Disabilities
T2  - Teach Learn Med
TI  - Patient Narratives as a Teaching Tool: A Pilot Study of First-Year Medical Students and Patient Educators Affected by Intellectual/Developmental Disabilities
VL  - 30
ID  - 204661
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To compare how quickly children with autism spectrum disorder (ASD) acquired manual signs, picture exchange, and an iPad/iPod-based speech-generating device (SGD) and to compare if children showed a preference for one of these options. METHOD: Nine children with ASD and limited communication skills received intervention to teach requesting preferred stimuli using manual signs, picture exchange, and a SGD. Intervention was evaluated in a non-concurrent multiple-baseline across participants and alternating treatments design. RESULTS: Five children learned all three systems to criterion. Four children required fewer sessions to learn the SGD compared to manual signs and picture exchange. Eight children demonstrated a preference for the SGD. CONCLUSION: The results support previous studies that demonstrate children with ASD can learn manual signs, picture exchange, and an iPad/iPod-based SGD to request preferred stimuli. Most children showed a preference for the SGD. For some children, acquisition may be quicker when learning a preferred option.
AD  - School of Health Sciences, College of Education, University of Canterbury , Christchurch , New Zealand .
AN  - 24392652
AU  - Couper, L.
AU  - van der Meer, L.
AU  - Schäfer, M. C.
AU  - McKenzie, E.
AU  - McLay, L.
AU  - O'Reilly, M. F.
AU  - Lancioni, G. E.
AU  - Marschik, P. B.
AU  - Sigafoos, J.
AU  - Sutherland, D.
DA  - Apr
DO  - 10.3109/17518423.2013.870244
DP  - NLM
ET  - 2014/01/08
J2  - Developmental neurorehabilitation
KW  - Child
*Child Development Disorders, Pervasive
Child, Preschool
Communication Aids for Disabled/*psychology
Communication Disorders/*psychology/rehabilitation
Female
Humans
Male
*Nonverbal Communication
Speech
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1751-8423
SP  - 99-109
ST  - Comparing acquisition of and preference for manual signs, picture exchange, and speech-generating devices in nine children with autism spectrum disorder
T2  - Dev Neurorehabil
TI  - Comparing acquisition of and preference for manual signs, picture exchange, and speech-generating devices in nine children with autism spectrum disorder
VL  - 17
ID  - 203911
ER  - 


TY  - JOUR
AB  - BACKGROUND: During the early years of a child's life, participation is essential for learning and development. Children with disabilities are at risk for decreased participation. The interplay between environment and participation is identified as one of the most important factors influencing successful participation. The objective of this scoping review was to synthesize peer-reviewed literature about barriers and facilitators of participation according to the perspective of parents of children younger than 6 years with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and/ or Developmental Coordination Disorder (DCD). METHODS: The scoping review followed Arksey and O'Malley's framework. Relevant studies were identified by a comprehensive search of scientific databases (PubMed and Web of Science). Studies describing perspectives of parents regarding their child's participation, written in English, and published between 2001 and September 2017 were included. RESULTS: A total of 854 articles were retrieved, with 13 meeting the criteria. Elements contributing to perceived barriers and facilitators were identified and organized according to the International Classification of Functioning, Child-Youth framework. Concepts contained in these studies were linked to "activities and participation" (general tasks and demands, such as bedtime and dinner routines, and social, civic life, such as play and leisure). Environment-focused factors identified were situated on "support and relationships, " "attitudes, " and "services, systems, and policies." CONCLUSION: The review revealed guidelines focusing on family-centred care, communication with, and providing information to parents with young children with developmental disabilities (ADHD, DCD, and/ or ASD).
AD  - Department of Rehabilitation Sciences, Occupational Therapy Program, University of Ghent, Ghent, Belgium.
Department of Experimental Clinical and Health Psychology, University of Ghent, Ghent, Belgium.
Department of Paediatrics and Medical Genetics, University of Ghent, Ghent, Belgium.
AN  - 31867727
AU  - Coussens, M.
AU  - Van Driessen, E.
AU  - De Baets, S.
AU  - Van Regenmortel, J.
AU  - Desoete, A.
AU  - Oostra, A.
AU  - Vanderstraeten, G.
AU  - Waelvelde, H. V.
AU  - Van de Velde, D.
DA  - Mar
DO  - 10.1111/cch.12735
DP  - NLM
ET  - 2019/12/24
J2  - Child: care, health and development
KW  - *Adhd
*Asd
*Dcd
*children
*parents' perspectives
*participation
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0305-1862
SP  - 232-243
ST  - Parents' perspectives on participation of young children with attention deficit hyperactivity disorder, developmental coordination disorder, and/ or autism spectrum disorder: A systematic scoping review
T2  - Child Care Health Dev
TI  - Parents' perspectives on participation of young children with attention deficit hyperactivity disorder, developmental coordination disorder, and/ or autism spectrum disorder: A systematic scoping review
VL  - 46
ID  - 204689
ER  - 


TY  - JOUR
AB  - Knowledge of behavior change with age can inform our understanding of maturation and contextual influences on functions and precursors of behavior and optimal timing of supports. The author reviewed current information on age‐related change in problem behaviors related to etiology of intellectual disability and synthesized behavioral research using select domains of the Aberrant Behavior Checklist (hyperactivity/noncompliance, lethargy/social withdrawal, irritability/agitation, and stereotypic behavior). Syntheses of available data demonstrated an absence of problem behavior for many individuals with Down syndrome and normative behaviors in all domains (except irritability/agitation) for individuals with Prader–Willi syndrome and (except for hyperactivity/noncompliance) for those with fragile X and Angelman syndromes. Significant behavior problems across all domains were evident for individuals with Smith–Magenis syndrome and autism spectrum disorder. The author identified problems with available data and concluded that web‐based technologies offer an avenue for collaborative and sustainable longitudinal research. Such technologies may engage individuals and their communities in participatory research and enrich the information available for these groups. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Couzens, Donna, School of Education, University of Queensland, Brisbane, QLD, Australia, 4072
AN  - 2014-08462-006
AU  - Couzens, Donna
DB  - APA PsycInfo
DO  - 10.1111/jppi.12066
DP  - EBSCOhost
KW  - age-related behavior change
development intellectual disabilities
Age Differences
Behavior Change
Behavior Problems
Intellectual Development Disorder
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2014
SN  - 1741-1122
1741-1130
SP  - 43-57
ST  - Behavior phenotype: A synthesis of research to understand age‐related change in behavior in several syndromes
T2  - Journal of Policy and Practice in Intellectual Disabilities
TI  - Behavior phenotype: A synthesis of research to understand age‐related change in behavior in several syndromes
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-08462-006&site=ehost-live&scope=site
d.couzens@uq.edu.au
VL  - 11
ID  - 204880
ER  - 


TY  - JOUR
AB  - In this research work, we present a Multimodal Guidance System (MGS) whose aim is to provide dynamic assistance to persons with disabilities (PWD) while performing manual activities such as drawing, coloring in and foam-cutting tasks. The MGS provides robotic assistance in the execution of 2D tasks through haptic and sound interactions. Haptic technology provides the virtual path of 2D shapes through the point-based approach, while sound technology provides audio feedback inputs related to the hand's velocity while sketching and filling or cutting operations. By combining this Multimodal System with the haptic assistance, we have created a new approach with possible applications to such diverse fields as physical rehabilitation, scientific investigation of sensorimotor learning and assessment of hand movements in PWD. The MGS has been tested by people with specific disorders affecting coordination, such as Down syndrome and developmental disabilities, under the supervision of their teachers and care assistants inside their learning environment. A Graphic User Interface has been designed for teachers and care assistants in order to provide training during the test sessions. Our results provide conclusive evidence that the effect of using the MGS increases the accuracy in the tasks operations. IMPLICATIONS FOR REHABILITATION: The Multimodal Guidance System (MGS) is an interface that offers haptic and sound feedback while performing manual tasks. Several studies demonstrated that the haptic guidance systems can help people in recovering cognitive function at different levels of complexity and impairment. The applications supported by our device could also have an important role in supporting physical therapist and cognitive psychologist in helping patients to recover motor and visuo-spatial abilities.
AD  - KAEMaRT Research Group, Department of Mechanical Engineering , Politecnico di Milano , Italy.
AN  - 23692410
AU  - Covarrubias, M.
AU  - Gatti, E.
AU  - Bordegoni, M.
AU  - Cugini, U.
AU  - Mansutti, A.
DA  - Jul
DO  - 10.3109/17483107.2013.799238
DP  - NLM
ET  - 2013/05/23
J2  - Disability and rehabilitation. Assistive technology
KW  - Adolescent
Adult
Developmental Disabilities/physiopathology/psychology/*rehabilitation
Equipment Design
Feedback, Sensory/physiology
Female
Humans
Male
Motor Skills Disorders/physiopathology/psychology/*rehabilitation
Psychomotor Performance/*physiology
*Robotics
*Self-Help Devices
*User-Computer Interface
Young Adult
Disabilities
down syndrome
haptic feedback
manual tasks
multimodal guidance device
people without skills
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2014
SN  - 1748-3107
SP  - 335-43
ST  - Improving manual skills in persons with disabilities (PWD) through a multimodal assistance system
T2  - Disabil Rehabil Assist Technol
TI  - Improving manual skills in persons with disabilities (PWD) through a multimodal assistance system
VL  - 9
ID  - 204170
ER  - 


TY  - THES
AB  - This dissertation focuses on the ways in which conceptual modeling illuminates, supports, and enhances historical thinking; and examines the extent to which modeling can help students get past the misconceptions that form barriers on their way to gaining better understanding. Conceptual modeling is done in four phases---preparation, development, discussion, and deployment--and is designed to give students the opportunity to develop theory and derive meaning from historical evidence. The study asked: the extent students felt the integration of modeling as a pedagogy enabled them to attain concepts and skills central to historical understanding; how students perceived and described the processes involved in conceptual modeling and historical inquiry; and whether conceptual modeling had altered their view of historical inquiry, or on their more general thinking and learning. This action research study made use of qualitative methods taken from action research methodology. Data were collected from student participants through metacognitive assessments and were analyzed through a multi-stage coding process. This research was conducted in a private high school and the participants, at the time of the study, were former students of the researcher/observer. The research was undertaken to better understand the perceptions students have of the role conceptual modeling plays in the development of what they see as the concepts and skills central to their historical thinking. The study demonstrated how the modeling pedagogy aided students in developing a more complex understanding of historical concepts (Bloom, 1956; Martorella, 1971; Timmins, G., Vernon, K., & Kinealy, C., 2005). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
AU  - Coven, Robert Michael
DB  - ERIC
DP  - EBSCOhost
KW  - History Instruction
High School Students
Teaching Methods
Thinking Skills
Modeling (Psychology)
Concept Formation
Action Research
Metacognition
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - ProQuest LLC
PY  - 2018
SN  - 978-0-438-28291-9
ST  - An Action Research Study of Conceptual Modeling Pedagogy in High School History
TI  - An Action Research Study of Conceptual Modeling Pedagogy in High School History
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED588310&site=ehost-live&scope=site
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10969776
ID  - 205087
ER  - 


TY  - JOUR
AB  - Universal Design for Learning (UDL) has been shown to have benefits for students with disabilities. However, little is known about its potential to support literacy for students with intellectual and developmental disabilities (IDD). This qualitative study explored (a) to what extent students with IDD are able to use Udio, an online UDL literacy environment; and (b) how students with IDD experienced and perceived Udio. A grounded theory approach was used to analyze classroom observations, as well as teacher and student interviews. Electronic usage logs and student-produced discussions and projects were analyzed descriptively. Students independently navigated the environment and used embedded supports, including audio-assisted reading and sentence starters. In addition, findings indicate that age-relevant content, choice, and opportunities to socialize in online discussions were especially engaging for students. Further research is warranted to determine how UDL environments affect the literacy development of students with IDD.
AD  - Peggy Coyne and Miriam Evans, CAST, Inc.; and Joanne Karger, Consultant.
AN  - 28181888
AU  - Coyne, P.
AU  - Evans, M.
AU  - Karger, J.
DA  - Feb
DO  - 10.1352/1934-9556-55.1.4
DP  - NLM
ET  - 2017/02/10
J2  - Intellectual and developmental disabilities
KW  - Developmental Disabilities/*psychology
Education of Intellectually Disabled/*methods
Education, Special/*methods
Humans
Intellectual Disability/*psychology
*Literacy
Schools
Students
*Universal Design for Learning
*engagement
*intellectual and developmental disabilities
*reading
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1934-9491
SP  - 4-14
ST  - Use of a UDL Literacy Environment by Middle School Students With Intellectual and Developmental Disabilities
T2  - Intellect Dev Disabil
TI  - Use of a UDL Literacy Environment by Middle School Students With Intellectual and Developmental Disabilities
VL  - 55
ID  - 203858
ER  - 


TY  - JOUR
AB  - Flexible spatial navigation, e.g. the ability to take novel shortcuts, is contingent upon accurate mental representations of environments-cognitive maps. These cognitive maps critically depend on hippocampal place cells. In rodents, place cells replay recently travelled routes, especially during periods of behavioural inactivity (sleep/wakeful rest). This neural replay is hypothesised to promote not only the consolidation of specific experiences, but also their wider integration, e.g. into accurate cognitive maps. In humans, rest promotes the consolidation of specific experiences, but the effect of rest on the wider integration of memories remained unknown. In the present study, we examined the hypothesis that cognitive map formation is supported by rest-related integration of new spatial memories. We predicted that if wakeful rest supports cognitive map formation, then rest should enhance knowledge of overarching spatial relations that were never experienced directly during recent navigation. Forty young participants learned a route through a virtual environment before either resting wakefully or engaging in an unrelated perceptual task for 10 min. Participants in the wakeful rest condition performed more accurately in a delayed cognitive map test, requiring the pointing to landmarks from a range of locations. Importantly, the benefit of rest could not be explained by active rehearsal, but can be attributed to the promotion of consolidation-related activity. These findings (i) resonate with the demonstration of hippocampal replay in rodents, and (ii) provide the first evidence that wakeful rest can improve the integration of new spatial memories in humans, a function that has, hitherto, been associated with sleep.
AD  - Human Cognitive Neuroscience, Department of Psychology, The University of Edinburgh, Edinburgh, United Kingdom.
Centre for Cognitive Ageing and Cognitive Epidemiology, Department of Psychology, The University of Edinburgh, Edinburgh, United Kingdom.
Department of Psychology, School of Life Sciences, Heriot-Watt University, Edinburgh, United Kingdom.
Aging and Cognition Research Group, German Center for Neurodegenerative Diseases (DZNE), Magdeburg, Germany.
Center for Behavioral Brain Sciences (CBBS), Otto-von-Guericke University, Magdeburg, Germany.
AN  - 26235141
AU  - Craig, M.
AU  - Dewar, M.
AU  - Harris, M. A.
AU  - Della Sala, S.
AU  - Wolbers, T.
DA  - Feb
DO  - 10.1002/hipo.22502
DP  - NLM
ET  - 2015/08/04
J2  - Hippocampus
KW  - Cognition/*physiology
Female
Humans
Male
Photic Stimulation/methods
Psychomotor Performance/physiology
Reaction Time/physiology
Rest/*physiology
Spatial Memory/*physiology
Spatial Navigation/*physiology
Wakefulness/*physiology
Young Adult
cognitive map
hippocampal replay
long-term memory
memory consolidation
place cells
spatial memory
spatial navigation
wakeful rest
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1050-9631
SP  - 185-93
ST  - Wakeful rest promotes the integration of spatial memories into accurate cognitive maps
T2  - Hippocampus
TI  - Wakeful rest promotes the integration of spatial memories into accurate cognitive maps
VL  - 26
ID  - 204364
ER  - 


TY  - JOUR
AB  - There is a high incidence and prevalence of mental health problems among young people, with several barriers to help-seeking noted in this group. High rates of mental health problems have also been reported in children and adults on the autism spectrum. Taken together, young autistic people may be a particularly vulnerable group when it comes to mental health. Yet, there has been remarkably little work on the mental health needs and experiences of young autistic adults (16-25 years). Adopting a community-based participatory research (CBPR) approach - in which academic researchers and young autistic adults collaborated in an equitable research partnership - we explored young autistic people's experiences of mental health problems and their perspectives on the support they sought, if any, for these problems. A total of 130 young autistic adults took part in the research: 109 completed an online survey and 21 took part in detailed interviews. The results highlight how young autistic people find it difficult to evaluate their mental health, experience high levels of stigma and often face severe obstacles when trying to access mental health support. The findings also demonstrate how listening to - and learning from - young autistic people is crucial in ensuring that their mental health needs are met.
AD  - 1 University College London, UK.
2 Ambitious about Autism, UK.
3 Macquarie University, Australia.
AN  - 29415558
AU  - Crane, L.
AU  - Adams, F.
AU  - Harper, G.
AU  - Welch, J.
AU  - Pellicano, E.
DA  - Feb
DO  - 10.1177/1362361318757048
DP  - NLM
ET  - 2018/02/09
J2  - Autism : the international journal of research and practice
KW  - Adolescent
Adult
Anxiety/psychology
Attitude to Health
Autism Spectrum Disorder/*psychology
Autistic Disorder/psychology
Community-Based Participatory Research
Depression/*psychology
England
Female
*Health Services Accessibility
Help-Seeking Behavior
Humans
Male
Mental Disorders/psychology
*Mental Health Services
Quality of Life
*Social Stigma
Young Adult
*anxiety
*autism
*community-based participatory research
*depression
*mental health
*support
*youth
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1362-3613
SP  - 477-493
ST  - 'Something needs to change': Mental health experiences of young autistic adults in England
T2  - Autism
TI  - 'Something needs to change': Mental health experiences of young autistic adults in England
VL  - 23
ID  - 203876
ER  - 


TY  - JOUR
AB  - Providing standards-based instruction in core content areas for individuals with moderate and severe disabilities is a hot topic in the field of special education, and teachers struggle to find the best methods for providing high-quality standards-based instruction in core content areas that also has personal relevance for the students. This investigation evaluated the effectiveness of a simultaneous prompting procedure to teach four adolescents with moderate intellectual disabilities to use the Pythagorean theorem to solve real-life scenarios (i.e., sewing, using a ladder, finding dimensions of a screen) shown on a short video on an iPad. A multiple probe design across participants evaluated the effectiveness of the procedure. Results indicate the participants acquired the skill of using the Pythagorean theorem and generalized it to additional real-life, novel problems. Social validity, limitations, and implications for practitioners are also discussed.
AN  - EJ1049725
AU  - Creech-Galloway, Carey
AU  - Collins, Belva C.
AU  - Knight, Victoria
AU  - Bausch, Margaret
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Teaching Methods
Prompting
Educational Technology
Handheld Devices
Technology Uses in Education
Adolescents
Moderate Mental Retardation
Mathematical Concepts
Mathematics Instruction
Problem Solving
Special Education
Skill Development
Core Curriculum
Geometry
Secondary School Students
Maintenance
Generalization
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2013
SN  - 1540-7969
SP  - 222-232
ST  - Using a Simultaneous Prompting Procedure with an iPad to Teach the Pythagorean Theorem to Adolescents with Moderate Intellectual Disability
T2  - Research and Practice for Persons with Severe Disabilities
TI  - Using a Simultaneous Prompting Procedure with an iPad to Teach the Pythagorean Theorem to Adolescents with Moderate Intellectual Disability
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1049725&site=ehost-live&scope=site
http://rps.sagepub.com/content/38/4/222.abstract
VL  - 38
ID  - 205412
ER  - 


TY  - JOUR
AB  - BACKGROUND: Commissioners and providers require information relating to the number of people requiring a service in order to ensure provision is appropriate and equitable for the population they serve. There is little epidemiological evidence available regarding the prevalence of people who could benefit from augmentative and alternative communication (AAC) in the UK. AIM: To determine the prevalence of people who could benefit from AAC in the UK. METHODS & PROCEDURES: An epidemiological approach was taken to create a new estimate of need: the prevalence of the main medical conditions and specific symptoms leading to the requirement for AAC were identified from the literature and AAC specialists were consulted to estimate the number of people who may require AAC. OUTCOMES & RESULTS: A total of 97.8% of the total number of people who could benefit from AAC have nine medical conditions: dementia, Parkinson's disease, autism, learning disability, stroke, cerebral palsy, head injury, multiple sclerosis and motor neurone disease. The total expectation is that 536 people per 100 000 of the UK population (approximately 0.5%) could benefit from AAC. CONCLUSIONS & IMPLICATIONS: To provide accurate figures on the potential need for and use of AAC, data need to be consistently and accurately recorded and regularly reviewed at a community level. The existing data suggest an urgent need for more accurate and up to date information to be captured about the need for AAC in the UK to provide better services and ensure access to AAC strategies, equipment and support.
AD  - School of Health and Related Research, University of Sheffield, Sheffield, UK. smcreer@googlemail.com.
School of Health and Related Research, University of Sheffield, Sheffield, UK.
Assistive Technology Team, Barnsley Hospital NHS Foundation Trust, Barnsley, UK.
AN  - 27113569
AU  - Creer, S.
AU  - Enderby, P.
AU  - Judge, S.
AU  - John, A.
DA  - Nov
DO  - 10.1111/1460-6984.12235
DP  - NLM
ET  - 2016/11/03
J2  - International journal of language & communication disorders
KW  - Cerebral Palsy
*Communication Aids for Disabled
*Disabled Persons
*Health Services Needs and Demand
Humans
Prevalence
United Kingdom
*augmentative and alternative communication (AAC)
*commissioning
*epidemiology
*prevalence
*service delivery
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1368-2822
SP  - 639-653
ST  - Prevalence of people who could benefit from augmentative and alternative communication (AAC) in the UK: determining the need
T2  - Int J Lang Commun Disord
TI  - Prevalence of people who could benefit from augmentative and alternative communication (AAC) in the UK: determining the need
VL  - 51
ID  - 204079
ER  - 


TY  - JOUR
AB  - To foster performance across all levels of sports practice, physical training has been integrated with various mental training practices. Recently, an integrative approach to neurocognitive enhancement tried to combine the strengths of mental practices (i.e. mindfulness) and of training with neurofeedback devices. Based on previous validation studies showing the effect of a combined mindfulness-neurofeedback program on neurocognitive efficiency and stress/anxiety levels, we aimed at testing the feasibility and potential of that intensive combined program for improving psychological well-being and attention regulation in sport contexts. 50 participants (sportspeople and volunteers not regularly involved in sports) were divided into groups undergoing experimental and active control training programs. The experimental one was based on breathing-awareness practices supported by a wearable neurofeedback, while the active control one included only breathing practices. Before and after training participants underwent standardized neuropsychological and electrophysiological assessment. Data analysis highlighted a significant reduction of response times and false alarms at computerized cognitive tasks in sportspeople who completed the training, as well as a consistent improvement of the N2 event-related potential - a marker of attention regulation processes. We have also observed a general reduction of perceived stress and increased ability to keep a non-evaluative stance. Findings extend available observations on cognitive and neural effects of combined mindfulness-neurofeedback practice by showing that it is possible to observe training effects even after a limited period of practice among sportspeople. Such early training effects might mirror optimized implicit learning curves due to peculiar sensitivity to bodily signals and awareness.
AD  - Research Unit in Affective and Social Neuroscience, Catholic University of the Sacred Heart, Largo A. Gemelli 1, 20123, Milano, Italy; Department of Psychology, Catholic University of the Sacred Heart, Largo A. Gemelli 1, 20123, Milano, Italy. Electronic address: davide.crivelli@unicatt.it.
Research Unit in Affective and Social Neuroscience, Catholic University of the Sacred Heart, Largo A. Gemelli 1, 20123, Milano, Italy; Department of Psychology, Catholic University of the Sacred Heart, Largo A. Gemelli 1, 20123, Milano, Italy.
AN  - 31195055
AU  - Crivelli, D.
AU  - Fronda, G.
AU  - Balconi, M.
DA  - Aug 1
DO  - 10.1016/j.neuroscience.2019.05.066
DP  - NLM
ET  - 2019/06/14
J2  - Neuroscience
KW  - Adult
Athletic Performance/physiology/*psychology
Attention/physiology
Brain/*physiology
Cognition/*physiology
Evoked Potentials/physiology
Female
Humans
Male
Mindfulness/*methods
Neurofeedback/*methods
Self-Control
*Sports
Young Adult
*mindfulness
*neuroenhancement
*neurofeedback
*self-regulation
*sport
*wearable devices
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0306-4522
SP  - 83-93
ST  - Neurocognitive Enhancement Effects of Combined Mindfulness-Neurofeedback Training in Sport
T2  - Neuroscience
TI  - Neurocognitive Enhancement Effects of Combined Mindfulness-Neurofeedback Training in Sport
VL  - 412
ID  - 204385
ER  - 


TY  - JOUR
AB  - Empirical evidence demonstrating that sentence meaning is rapidly reconciled with the visual environment has been broadly construed as supporting the seamless interaction of visual and linguistic representations during situated comprehension. Based on recent behavioral and neuroscientific findings, however, we argue for the more deeply rooted coordination of the mechanisms underlying visual and linguistic processing, and for jointly considering the behavioral and neural correlates of scene-sentence reconciliation during situated comprehension. The Coordinated Interplay Account (CIA; Knoeferle, P., & Crocker, M. W. (2007). The influence of recent scene events on spoken comprehension: Evidence from eye movements. Journal of Memory and Language, 57(4), 519-543) asserts that incremental linguistic interpretation actively directs attention in the visual environment, thereby increasing the salience of attended scene information for comprehension. We review behavioral and neuroscientific findings in support of the CIA's three processing stages: (i) incremental sentence interpretation, (ii) language-mediated visual attention, and (iii) the on-line influence of non-linguistic visual context. We then describe a recently developed connectionist model which both embodies the central CIA proposals and has been successfully applied in modeling a range of behavioral findings from the visual world paradigm (Mayberry, M. R., Crocker, M. W., & Knoeferle, P. (2009). Learning to attend: A connectionist model of situated language comprehension. Cognitive Science). Results from a new simulation suggest the model also correlates with event-related brain potentials elicited by the immediate use of visual context for linguistic disambiguation (Knoeferle, P., Habets, B., Crocker, M. W., & Münte, T. F. (2008). Visual scenes trigger immediate syntactic reanalysis: Evidence from ERPs during situated spoken comprehension. Cerebral Cortex, 18(4), 789-795). Finally, we argue that the mechanisms underlying interpretation, visual attention, and scene apprehension are not only in close temporal synchronization, but have co-adapted to optimize real-time visual grounding of situated spoken language, thus facilitating the association of linguistic, visual and motor representations that emerge during the course of our embodied linguistic experience in the world.
AD  - Department of Computational Linguistics, Saarland University, 66123 Saarbrücken, Germany. crocker@coli.uni-sb.de
AN  - 19450874
AU  - Crocker, M. W.
AU  - Knoeferle, P.
AU  - Mayberry, M. R.
DA  - Mar
DO  - 10.1016/j.bandl.2009.03.004
DP  - NLM
ET  - 2009/05/20
J2  - Brain and language
KW  - Attention/physiology
Brain/*physiology
Comprehension/*physiology
Humans
*Linguistics
*Models, Neurological
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0093-934x
SP  - 189-201
ST  - Situated sentence processing: the coordinated interplay account and a neurobehavioral model
T2  - Brain Lang
TI  - Situated sentence processing: the coordinated interplay account and a neurobehavioral model
VL  - 112
ID  - 204413
ER  - 


TY  - JOUR
AB  - The purpose of this study was to apply two techniques, drill activities and fine motor activities, to find whether they help improve the handwriting of a student with dysgraphia. This action research used an ABAB single subject design to find which technique worked better over an eight-week period. The results were inconclusive on which technique worked better. However, the combination of both improved the subject's handwriting and increased his score by 50%. Therefore, this study suggests that using both techniques can help improve the problems associated with dysgraphia, especially in the area of handwriting. (Contains 4 figures.)
AN  - EJ967123
AU  - Crouch, Alyssa L.
AU  - Jakubecy, Jennifer J.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Action Research
Handwriting
Learning Disabilities
Writing Instruction
Drills (Practice)
Psychomotor Skills
Learning Activities
Intervention
Student Evaluation
Instructional Effectiveness
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2007
SN  - 1553-9318
ST  - Dysgraphia: How It Affects a Student's Performance and What Can Be Done about It
T2  - TEACHING Exceptional Children Plus
TI  - Dysgraphia: How It Affects a Student's Performance and What Can Be Done about It
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ967123&site=ehost-live&scope=site
VL  - 3
ID  - 205159
ER  - 


TY  - JOUR
AB  - Objective: There has been a significant change within clinical practice in childhood disability from "treating" at the level of body function to ecological approaches that address the child's involvement in everyday life. Clinical assessment, and robust tools to support this, are of key importance. The aim of this study was to assess the psychometric properties of the ACHIEVE Assessment in a clinical dataset. The ACHIEVE assessment is a parent and teacher report of participation in home, school and community settings, important contributory factors for participation, and environmental factors. Design: ACHIEVE scores of children were collected from parents and teachers. The Rasch Rating Scale Model produced model estimates with WINSTEPS software. Setting: Clinical rehabilitation settings in Scotland (United Kingdom). Subjects: 401 parents and 335 teachers of 402 children participated resulting in a final sample of 736 responses. Children (78% male) were 4-17 years old (mean 7.91 years SD 2.61). Children had a range of disabilities including Developmental Coordination Disorder, Autism Spectrum Disorder, and Attention Deficit Hyperactivity Disorder. Results: The study includes a large clinical sample of children with disabilities. The results demonstrate that the ACHIEVE Assessment can provide unidimensional measurements of children's participation and important contributory factors for participation. Differential item functioning analysis indicated majority of items were comparable between parent and teacher report. Conclusions: The results confirm evidence of appropriate psychometric properties of the ACHIEVE Assessment. ACHIEVE is a comprehensive tool that enables identification of patterns and issues around participation for clinical and research purposes.
AD  - School of Health Sciences, Queen Margaret University, Queen Margaret University Drive, Edinburgh, United Kingdom.
AN  - 32548081
AU  - Crowe, M.
AU  - Maciver, D.
AU  - Rush, R.
AU  - Forsyth, K.
C2  - Pmc7272698
DO  - 10.3389/fped.2020.00245
DP  - NLM
ET  - 2020/06/18
J2  - Frontiers in pediatrics
KW  - Inclusive education
Rasch analysis
child rehabilitation
disabled children
psychometrics
social participation
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 2296-2360 (Print)
2296-2360
SP  - 245
ST  - Psychometric Evaluation of the ACHIEVE Assessment
T2  - Front Pediatr
TI  - Psychometric Evaluation of the ACHIEVE Assessment
VL  - 8
ID  - 204841
ER  - 


TY  - JOUR
AB  - The use of technological devices has proven to be effective and efficient for the delivery of videos aimed at promoting daily living skills (DLS) among individuals with autism spectrum disorder. As technology advances, devices have become more portable and, ultimately, accessible to caregivers. There are relatively few studies that have examined whether parents can be taught to effectively deliver evidence-based practices using portable, mainstream devices. Using a multiple baseline across participants design, we evaluated parent fidelity in the delivery of video prompts on an iPad to their children who were learning DLS. Results indicated that parents were successful in their delivery of the training procedures and their children acquired and maintained the skills.
AN  - EJ1239219
AU  - Cruz-Torres, Elisa
AU  - Duffy, Mary Louise
AU  - Brady, Michael P.
AU  - Bennett, Kyle D.
AU  - Goldstein, Peggy
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Daily Living Skills
Adolescents
Autism
Pervasive Developmental Disorders
Video Technology
Prompting
Skill Development
Handheld Devices
Child Caregivers
Parent Child Relationship
Assistive Technology
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2020
SN  - 0162-3257
SP  - 212-223
ST  - Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting
T2  - Journal of Autism and Developmental Disorders
TI  - Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1239219&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10803-019-04215-6
VL  - 50
ID  - 205299
ER  - 


TY  - JOUR
AB  - Background: Individuals with intellectual and developmental disabilities struggle to find integrated employment because of their challenges with vocational task acquisition and completion. Video-based self-directed prompts have been utilized on iPads, smartphones, and personal digital assistants (PDA’s) to overcome this challenge in acquiring and completing vocational tasks in integrated community-based employment settings. Objective: In this study, self-directed video prompting on iPads was used with three male participants with intellectual and developmental disabilities in integrated community-based employment settings. Methods: A multiple probe across tasks design was used to determine the effects of the intervention on the acquisition and accurate completion of vocational tasks in integrated employment settings. Prior to intervention with self-directed video prompting in the integrated employment setting, a multiple probe across participants design was used to determine the effects of a training package for teaching iPad usage consisting of modeling and least-to-most prompting on a training task. Results: All three participants acquired device usage in two to five trials. The participants all acquired three vocational tasks in the course of the study and demonstrated generalization to new materials, settings, or people in two of their three tasks. Conclusion: Video-based self-directed prompts promote improved performance in integrated community-based employment settings. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Cullen, Jennifer M., Department of Special Education, Teachers College (TC), Ball State University, Room 727, Muncie, IN, US, 47306
AN  - 2017-54866-013
AU  - Cullen, Jennifer M.
AU  - Alber-Morgan, Sheila R.
AU  - Simmons-Reed, Evette A.
AU  - Izzo, Margo V.
DB  - APA PsycInfo
DO  - 10.3233/JVR-170873
DP  - EBSCOhost
KW  - Self-prompting
assistive technology
employment
video prompting
intellectual disabilities
autism
self-management
Computer Assisted Instruction
Employment Status
Vocational Education
Intellectual Development Disorder
Autism Spectrum Disorders
Mobile Devices
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 1052-2263
1878-6316
SP  - 361-375
ST  - Effects of self-directed video prompting using iPads on the vocational task completion of young adults with intellectual and developmental disabilities
T2  - Journal of Vocational Rehabilitation
TI  - Effects of self-directed video prompting using iPads on the vocational task completion of young adults with intellectual and developmental disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-54866-013&site=ehost-live&scope=site
jmcullen@bsu.edu
VL  - 46
ID  - 204923
ER  - 


TY  - JOUR
AB  - Barriers in acquiring, maintaining, and generalizing daily living skills are factors that contribute to discrepancies in independent living outcomes among transition age youth and young adults with intellectual and developmental disabilities (IDD). Acquisition and generalization of daily living skills empowers transition age youth and young adults with disabilities to meet their own needs with minimal reliance on others. Infusing the use of technology as a self-prompting device facilitates the acquisition of tasks that may not be otherwise attainable. In this study, self-directed video prompting on an iPad with the My Pictures Talk application was used to help young adults with IDD in a postsecondary program acquire daily living skills in a single subject, multiple probe across subjects design. The effects of the intervention on generalization to tasks that were one, two, and three components different were also assessed. Results demonstrated a functional relationship between the introduction of the intervention and improvement in skill performance.
AN  - EJ1156642
AU  - Cullen, Jennifer M.
AU  - Simmons-Reed, Evette A.
AU  - Weaver, Lindy
DA  - 11/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Developmental Disabilities
Intellectual Disability
Independent Living
Daily Living Skills
Postsecondary Education
Assistive Technology
Intervention
Generalization
Video Technology
Prompting
Performance Factors
Training Methods
M1  - 9
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2017
SN  - 0033-3085
SP  - 965-978
ST  - Using 21st Century Video Prompting Technology to Facilitate the Independence of Individuals with Intellectual and Developmental Disabilities
T2  - Psychology in the Schools
TI  - Using 21st Century Video Prompting Technology to Facilitate the Independence of Individuals with Intellectual and Developmental Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1156642&site=ehost-live&scope=site
http://dx.doi.org/10.1002/pits.22056
VL  - 54
ID  - 205409
ER  - 


TY  - JOUR
AB  - Inclusive research is an accepted approach when conducting research about individuals with disabilities. No studies have been published to date on using mobile technology to support people with intellectual disabilities as researchers. An inclusive research team of researchers with intellectual disabilities and academic researchers used mobile technology to support research skill acquisition. They conducted 15 joint research training sessions, followed by 10 research meetings. In order to discuss the experience of using iPads to support researchers with intellectual disabilities, the authors used a multiple-case study approach. Findings included the challenges and successes of mobile technology implementation. In conclusion, the iPads enhanced participation opportunities for the researchers with intellectual disabilities not only in the research, but also in other areas of their lives. This also brought to light the vulnerability of women with intellectual disabilities and the lack of control they often experience in their lives. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Cumming, Therese M.
AN  - 2014-31389-002
AU  - Cumming, Therese M.
AU  - Strnadová, Iva
AU  - Knox, Marie
AU  - Parmenter, Trevor
DB  - APA PsycInfo
DO  - 10.1080/09687599.2014.886556
DP  - EBSCOhost
KW  - inclusive research
intellectual disabilities
mobile technology
assistive technology
research skills
research training
Ability
Mobile Phones
Intellectual Development Disorder
Experimentation
M1  - 7
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2014
SN  - 0968-7599
1360-0508
SP  - 999-1012
ST  - Mobile technology in inclusive research: Tools of empowerment
T2  - Disability & Society
TI  - Mobile technology in inclusive research: Tools of empowerment
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-31389-002&site=ehost-live&scope=site
ORCID: 0000-0002-8513-5400
t.cumming@unsw.edu.au
VL  - 29
ID  - 204974
ER  - 


TY  - JOUR
AB  - This study details an action research project completed by an Information and Communications Technology Integration Coordinator and a team of five teachers, supported by the university partners as consultants. The project focused on the process and outcomes of the introduction of iPad technology to support students with developmental disabilities at a private high school in Sydney. The data were analyzed using the inductive content analysis approach. This paper describes the experience, including teacher and student perceptions of iPad implementation. Recommendations for implementation and further study are also discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Cumming, Therese M., School of Education, University of New South Wales, Rm 129 John Goodsell Building, Sydney, NSW, Australia, 2052
AN  - 2014-20160-003
AU  - Cumming, Therese M.
AU  - Strnadová, Iva
AU  - Singh, Sylvia
DB  - APA PsycInfo
DO  - 10.1177/1476750314525480
DP  - EBSCOhost
KW  - special education
action research
developmental disabilities
iPads
mobile technology
Mobile Devices
Technology
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2014
SN  - 1476-7503
1741-2617
SP  - 151-176
ST  - iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project
T2  - Action Research
TI  - iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-20160-003&site=ehost-live&scope=site
t.cumming@unsw.edu.au
VL  - 12
ID  - 204962
ER  - 


TY  - JOUR
AB  - In this report first results are presented from a pilot study on the Mentalizing Vocational Training that aims to increase the effectiveness of vocational rehabilitation programs with adolescents diagnosed with learning disabilities. The prevention program was based on the hypothesis that adolescents' difficulties in motivation and relationships are related to deficits in mentalizing. Thus, we created a prevention program that supports an enduring mentalizing social system following Twemlow's and Fonagy's suggestions for peaceful schools. The program consists of four modules: a psychoeducative training for all professionals within the rehabilitation program, an ongoing supervision for two selected teams, two mentalizing training groups for selected adolescents and a weekly intervision group for the research team analyzing the organizational perspective. During the pilot study, mentalization interest and attachment styles were assessed from all adolescents and professionals. Additionally, adolescents' mentalization capacities were assessed using an objective videobased test as well as general intelligence. Results showed that participants had significantly more attachment anxiety and avoidance as well as less interest to think about themselves and others in a complex way. Furthermore, participants achieved very low scores in the mentalization test (comparable to the autistic spectrum) which were independent from general cognitive deficits. On the organizational level, professionals appeared to be conflicted about the changes in management towards more economic efficiency and overwhelmed by participants with traumatic backgrounds. This led to a regression of the whole organization on the teleological mode.
AN  - 25478753
AU  - Curth, C.
AU  - Kotte, S.
AU  - Taubner, S.
AU  - Unger, A.
DO  - 10.13109/prkk.2014.63.9.738
DP  - NLM
ET  - 2014/12/06
J2  - Praxis der Kinderpsychologie und Kinderpsychiatrie
KW  - Adolescent
Adult
Curriculum
Faculty
Female
Germany
Humans
Inservice Training
Intelligence
Interpersonal Relations
Learning Disabilities/*psychology/*rehabilitation
Male
Middle Aged
Motivation
Object Attachment
Pilot Projects
Psychoanalytic Theory
Psychotherapy, Group
Reactive Attachment Disorder/diagnosis/psychology/rehabilitation
Rehabilitation, Vocational/*psychology
*Theory of Mind
Young Adult
Lernbehinderung
Mentalisierung
Praventionsprogramm
berufliche Rehabilitation
learning disability
mentalization
prevention program
psychodynamic organizational understanding
psychodynamisches Organisationsverstandnis
vocational rehabilitation
LA  - ger
M1  - 9
N1  - PubMed NLM literature search August 25, 2020
OP  - Die Mentalisierende Berufsausbildung - Praxisbericht aus einer Pilotstudie an einem Berufsbildungswerk für lernbehinderte Adoleszente.
PY  - 2014
SN  - 0032-7034 (Print)
0032-7034
SP  - 738-60
ST  - [The mentalizing vocational training - first results from a pilot study with adolescents with learning disabilities]
T2  - Prax Kinderpsychol Kinderpsychiatr
TI  - [The mentalizing vocational training - first results from a pilot study with adolescents with learning disabilities]
VL  - 63
ID  - 204249
ER  - 


TY  - JOUR
AB  - Statistics indicate that African-American women have the highest rate of obesity among all racial groups. In response, the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) developed "Sisters Together: Move More, Eat Better," a national program that encourages African-American women to maintain a healthy weight by becoming more physically active and by eating healthier foods. "Sisters Together" programs are run locally by individuals or community groups in locations such as churches and health departments. The NIDDK offers culturally relevant materials and technical assistance to program leaders, including a recently updated program guide. The guide walks leaders through program planning, promotion, implementation, and evaluation. It is based on obesity, nutrition, and physical activity research; evidence-based programs for African-American women; and proven health communication strategies. The guide is consumer friendly, using clear language and real-life examples. "Sisters Together" programs encourage African-American women and their families to improve their eating habits and their physical activity habits.
AD  - Weight-control Information Network, National Institutes of Diabetes and Digestive and Kidney Diseases, National Institutes of Health, 1 WIN Way, Bethesda, MD 20892-3665, USA. win@info.niddk.nih.gov
AN  - 19397055
AU  - Curtis, L.
AU  - Brown, Z. G.
AU  - Gill, J. E.
DA  - Dec
DP  - NLM
ET  - 2009/04/29
J2  - Journal of National Black Nurses' Association : JNBNA
KW  - *African Continental Ancestry Group
*Awareness
Community Health Services/*organization & administration
*Diet
*Exercise
Female
Humans
Obesity/prevention & control
*Social Support
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 0885-6028 (Print)
0885-6028
SP  - 59-64
ST  - Sisters Together: Move More, Eat Better: a community-based health awareness program for African-American women
T2  - J Natl Black Nurses Assoc
TI  - Sisters Together: Move More, Eat Better: a community-based health awareness program for African-American women
VL  - 19
ID  - 204448
ER  - 


TY  - JOUR
AB  - The past 15years occasioned an extraordinary blossoming of research into the cognitive and affective mechanisms that support moral judgment and behavior. This growth in our understanding of moral mechanisms overshadowed a crucial and complementary question, however: How are they learned? As this special issue of the journal Cognition attests, a new crop of research into moral learning has now firmly taken root. This new literature draws on recent advances in formal methods developed in other domains, such as Bayesian inference, reinforcement learning and other machine learning techniques. Meanwhile, it also demonstrates how learning and deciding in a social domain-and especially in the moral domain-sometimes involves specialized cognitive systems. We review the contributions to this special issue and situate them within the broader contemporary literature. Our review focuses on how we learn moral values and moral rules, how we learn about personal moral character and relationships, and the philosophical implications of these emerging models.
AD  - Department of Psychology, Harvard University, United States. Electronic address: cushman@fas.harvard.edu.
Department of Philosophy, Boston University, United States.
Department of Philosophy, University of Michigan, United States.
AN  - 28629599
AU  - Cushman, F.
AU  - Kumar, V.
AU  - Railton, P.
DA  - Oct
DO  - 10.1016/j.cognition.2017.06.008
DP  - NLM
ET  - 2017/06/21
J2  - Cognition
KW  - *Cognition
*Judgment
*Morals
Philosophy
Psychology
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 0010-0277
SP  - 1-10
ST  - Moral learning: Psychological and philosophical perspectives
T2  - Cognition
TI  - Moral learning: Psychological and philosophical perspectives
VL  - 167
ID  - 204340
ER  - 


TY  - JOUR
AB  - BACKGROUND: Finger-tapping has been widely studied using behavioral and neuroimaging paradigms. Evidence supports the use of finger-tapping as an endophenotype in schizophrenia, but its relationship with motor procedural learning remains unexplored. To our knowledge, this study presents the first use of index finger-tapping to study procedural learning in individuals with schizophrenia or schizoaffective disorder (SCZ/SZA) as compared to healthy controls. METHODS: A computerized index finger-tapping test was administered to 1169 SCZ/SZA patients (62% male, 88% right-handed), and 689 healthy controls (40% male, 93% right-handed). Number of taps per trial and learning slopes across trials for the dominant and non-dominant hands were examined for motor speed and procedural learning, respectively. RESULTS: Both healthy controls and SCZ/SZA patients demonstrated procedural learning for their dominant hand but not for their non-dominant hand. In addition, patients showed a greater capacity for procedural learning even though they demonstrated more variability in procedural learning compared to healthy controls. Left-handers of both groups performed better than right-handers and had less variability in mean number of taps between non-dominant and dominant hands. Males also had less variability in mean tap count between dominant and non-dominant hands than females. As expected, patients had a lower mean number of taps than healthy controls, males outperformed females and dominant-hand trials had more mean taps than non-dominant hand trials in both groups. CONCLUSIONS: The index finger-tapping test can measure both motor speed and procedural learning, and motor procedural learning may be intact in SCZ/SZA patients.
AD  - Brain Behavior Laboratory, Section of Neuropsychiatry, Department of Psychiatry, University of Pennsylvania Perelman School of Medicine, Philadelphia, PA 19104-4283, USA.
AN  - 22341487
AU  - Da Silva, F. N.
AU  - Irani, F.
AU  - Richard, J.
AU  - Brensinger, C. M.
AU  - Bilker, W. B.
AU  - Gur, R. E.
AU  - Gur, R. C.
C2  - Pmc3351528
C6  - Nihms351822
DA  - May
DO  - 10.1016/j.schres.2012.01.018
DP  - NLM
ET  - 2012/02/22
J2  - Schizophrenia research
KW  - Adult
Analysis of Variance
Diagnosis, Computer-Assisted
Female
Fingers/*physiology
Functional Laterality
Humans
Learning Disabilities/*diagnosis/*etiology
Male
Middle Aged
Psychiatric Status Rating Scales
Psychomotor Performance/*physiology
Schizophrenia/*complications
Serial Learning/*physiology
Sex Factors
LA  - eng
M1  - 1-3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 0920-9964 (Print)
0920-9964
SP  - 234-40
ST  - More than just tapping: index finger-tapping measures procedural learning in schizophrenia
T2  - Schizophr Res
TI  - More than just tapping: index finger-tapping measures procedural learning in schizophrenia
VL  - 137
ID  - 204169
ER  - 


TY  - JOUR
AB  - This article reports on the results of a pilot study exploring whether and how the meal situations of persons with intellectual disabilities (PWIDs) in need of help and support during meal situations were affected by an eating aid. This article also analyzes how PWIDs and their assistants perceived their experiences of using an eating aid during meal situations. Data for the study were collected in interviews with PWIDs and their assistants. The results are presented in five themes: independence in the meal situation, motivation to use the eating aid, functions of the eating aid, social aspects of using the eating aid, and design corresponding to intellectual disability. The eating aid's function, user-friendliness, and the assistants' attitudes appear to be crucial for using the eating aid. Another important aspect is the introductory and training phase, which must be fundamentally adapted to suit the PWIDs ability to learn and understand. When these aspects are controlled, the eating aid can be a tool for increased independence during meal situations for PWIDs who are unable to move their arms or hands.
AD  - Mälardalen University, Sweden.
AN  - 26705304
AU  - Dag, M.
AU  - Svanelöv, E.
AU  - Gustafsson, C.
DA  - Mar
DO  - 10.1177/1744629515623167
DP  - NLM
ET  - 2015/12/26
J2  - Journal of intellectual disabilities : JOID
KW  - *Activities of Daily Living
Adult
*Eating
Female
Humans
Intellectual Disability/*nursing
Male
Mentally Disabled Persons/*rehabilitation
Middle Aged
Pilot Projects
*Self-Help Devices
assistants
eating aid
independence
intellectual disability
meal situation
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1744-6295
SP  - 87-98
ST  - Experiences of using Bestic, an eating aid for people with intellectual disabilities
T2  - J Intellect Disabil
TI  - Experiences of using Bestic, an eating aid for people with intellectual disabilities
VL  - 21
ID  - 204011
ER  - 


TY  - JOUR
AB  - Early detection of long term conditions is predicated on assumptions that lifestyle changes and medications can be used to reduce or manage the risk of condition progression. However, ambiguity remains about the nature and place of diagnostic disclosure to people in newly recognised or asymptomatic 'pre' conditions such as early stage chronic kidney disease (CKD). The disclosure of a diagnosis is relevant to instigating strategies which rely on actively engaging patients as self-managers of their own care. Whilst primary care routinely records a diagnosis of early stage CKD, little is known about how patients learn about the fact that they have CKD or how they respond to this. This study aimed to explore patients' experiences of disclosure of CKD in primary care settings. A nested qualitative study of participants recruited to a trial of an intervention for CKD patients in Greater Manchester, UK was undertaken. A purposive sample of 26 patients, with a mean age of 72 years (range 59-89, median 71), were interviewed during 2012. Interview transcripts were analysed using constant comparative techniques. Narrative accounts reflected limited or partial disclosure of CKD; often cast in vague terms as "nothing to worry about". How patients described themselves in terms of participation and their tendencies towards 'active' or 'passive' involvement in consultations emerged as important components of narratives around disclosure. The findings illuminate the ways in which diagnosis is oriented in a context where it is possible to meet the requirements for remuneration under a pay for performance system of primary care, whilst apparently not disclosing a label or a diagnosis to patients. This challenges the presumptions inherent in wider health policy objectives that are increasingly built on the notion of responsible patients and the ethos of the active support of self-management for pre-conditions.
AD  - NIHR Greater Manchester Primary Care Patient Safety Translational Research Centre, Institute of Population Health, Williamson Building, The University of Manchester, Oxford Road, Manchester M13 9PL, UK. Electronic address: gavin.daker-white@manchester.ac.uk.
NIHR Collaboration for Leadership in Applied Health Research (CLAHRC) Wessex, Faculty of Health Sciences, University of Southampton, Highfield, Southampton SO17 1BJ, UK. Electronic address: A.E.Rogers@soton.ac.uk.
NIHR Collaboration for Leadership in Applied Health Research (CLAHRC) Wessex, Faculty of Health Sciences, University of Southampton, Highfield, Southampton SO17 1BJ, UK. Electronic address: A.Kennedy@soton.ac.uk.
NIHR Collaboration for Leadership in Applied Health Research (CLAHRC) Greater Manchester, Centre for Primary Care, Institute of Population Health, Williamson Building, The University of Manchester, Oxford Road, Manchester M13 9PL, UK. Electronic address: Tom.blakeman@manchester.ac.uk.
NIHR Collaboration for Leadership in Applied Health Research (CLAHRC) Greater Manchester, Centre for Primary Care, Institute of Population Health, Williamson Building, The University of Manchester, Oxford Road, Manchester M13 9PL, UK. Electronic address: Christian.blickem@manchester.ac.uk.
NIHR Collaboration for Leadership in Applied Health Research (CLAHRC) West Midlands, Primary Care & Health Sciences, Keele University, Keele, Staffordshire ST5 5BG, UK. Electronic address: c.a.chew-graham@keele.ac.uk.
AN  - 25748112
AU  - Daker-White, G.
AU  - Rogers, A.
AU  - Kennedy, A.
AU  - Blakeman, T.
AU  - Blickem, C.
AU  - Chew-Graham, C.
DA  - Apr
DO  - 10.1016/j.socscimed.2015.02.035
DP  - NLM
ET  - 2015/03/10
J2  - Social science & medicine (1982)
KW  - Aged
Aged, 80 and over
Attitude of Health Personnel
Awareness
Denial, Psychological
*Disclosure
England
Female
Humans
Kidney Failure, Chronic/diagnosis/economics/*psychology/*therapy
Life Style
Male
Middle Aged
*Primary Health Care/economics
Qualitative Research
Reimbursement, Incentive/economics
Remuneration
Self Care/economics/*psychology
Chronic kidney disease
Diagnosis
Doctor–patient communication
Qualitative study
Self-management
Uk
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0277-9536
SP  - 31-9
ST  - Non-disclosure of chronic kidney disease in primary care and the limits of instrumental rationality in chronic illness self-management
T2  - Soc Sci Med
TI  - Non-disclosure of chronic kidney disease in primary care and the limits of instrumental rationality in chronic illness self-management
VL  - 131
ID  - 204658
ER  - 


TY  - JOUR
AB  - This proposed novel method consists of three levels of analyses of diffusion tensor imaging data: 1) voxel level analysis of fractional anisotropy of white matter tracks, 2) connection level analysis, based on fiber tracks between specific brain regions, and 3) network level analysis, based connections among multiple brain regions. Machine-learning techniques of (Fisher score) feature selection, (Support Vector Machine) pattern classification, and (Leave-one-out) cross-validation are performed, for recognition of the neural connectivity patterns for diagnostic purposes. For validation proposes, this multilevel approach achieved an average classification accuracy of 90% between Alzheimer's disease and healthy controls, 83% between Alzheimer's disease and mild cognitive impairment, and 83% between mild cognitive impairment and healthy controls. The results indicate that the multilevel diffusion tensor imaging approach used in this analysis is a potential diagnostic tool for clinical evaluations of brain disorders. The presented pipeline is now available as a tool for scientifically applications in a broad range of studies from both clinical and behavioral spectrum, which includes studies about autism, dyslexia, schizophrenia, dementia, motor body performance, among others.
AD  - Brain and Language Lab, Department of Clinical Neuroscience, University of Geneva, Geneva, Switzerland.
Department of Biomedical Engineering, University of Florida, Gainesville, USA.
D'Or Institute for Research and Education, Rio de Janeiro, Brazil.
Federal Univerisity of Rio de Janeiro, Rio de Janeiro, Brazil.
Institute for Biological and Medical Engineering, Schools of Engineering, Biology and Medicine, Pontificia Universidad Católica de Chile, Santiago, Chile. rasitaram@uc.cl.
Department of Psychiatry and Section of Neuroscience, School of Medicine, Pontificia Universidad Católica de Chile, Santiago, Chile. rasitaram@uc.cl.
Laboratory for Brain-Machine Interfaces and Neuromodulation, Pontificia Universidad Católica de Chile, Santiago, Chile. rasitaram@uc.cl.
AN  - 30519999
AU  - Dalboni da Rocha, J. L.
AU  - Coutinho, G.
AU  - Bramati, I.
AU  - Moll, F. T.
AU  - Sitaram, R.
DA  - Jun
DO  - 10.1007/s11682-018-0002-2
DP  - NLM
ET  - 2018/12/07
J2  - Brain imaging and behavior
KW  - Diffusion tensor imaging
Fiber tracking
Fractional anisotropy
Graph theory
Machine learning
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1931-7557
SP  - 641-652
ST  - Multilevel diffusion tensor imaging classification technique for characterizing neurobehavioral disorders
T2  - Brain Imaging Behav
TI  - Multilevel diffusion tensor imaging classification technique for characterizing neurobehavioral disorders
VL  - 14
ID  - 204814
ER  - 


TY  - JOUR
AB  - OBJECTIVE: A 2-year study funded by the United States Department of Health and Human Services, Health Resources and Services Administration was conducted to identify a conceptual model of how college students, particularly those in student organizations, can be the social media catalyst for viral communications designed to motivate others to learn about the need of organ donation and become organ donors. This study reports the qualitative findings. DESIGN AND DATA COLLECTION: Methods used included an advisory committee, key informant interviews, and focus groups. A total of 317 individuals participated, including 246 students, 19 student organization advisors, 27 organ transplant experts, 20 university health care professionals, and 5 social media experts. ANALYTICAL METHODS: SPSS Text Smart content analysis software was used to code respondents' verbal comments into various categories. The analysis results in groupings of words that represent the main discussion topics. RESULTS: College students understand the need for organ donation and they want to make a difference. The donation community needs to overcome several barriers to motivate college students to become organ donors and donor advocates, including (1) lack of a personal connection with donation, (2) lack of (factual) knowledge about organ donation and how to sign up, (3) common myths and misconceptions, and (4) students have a short-term perspective on life. CONCLUSION AND IMPLICATIONS: Our findings suggest that the donation community can motivate college students to register as organ donors and become advocates through outreach efforts that use social media, student organizations, and other college-based media.
AD  - UW Organ Procurement Organization, Madison, Wisconsin.
AN  - 22878076
AU  - D'Alessandro, A. M.
AU  - Peltier, J. W.
AU  - Dahl, A. J.
DA  - Jun
DO  - 10.7182/pit2012619
DP  - NLM
ET  - 2012/08/11
J2  - Progress in transplantation (Aliso Viejo, Calif.)
KW  - *Attitude to Health
*Awareness
Female
Focus Groups
Humans
Interviews as Topic
Male
Program Development
Qualitative Research
*Social Networking
Students/*psychology
Tissue Donors/*psychology
Tissue and Organ Procurement/*methods
*Universities
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2012
SN  - 1526-9248 (Print)
1526-9248
SP  - 183-91
ST  - A large-scale qualitative study of the potential use of social media by university students to increase awareness and support for organ donation
T2  - Prog Transplant
TI  - A large-scale qualitative study of the potential use of social media by university students to increase awareness and support for organ donation
VL  - 22
ID  - 204525
ER  - 


TY  - JOUR
AB  - OBJECTIVES: There are several barriers to older adults using internet and information and communication technology (ICT). It has been suggested that appropriate training is necessary to support the learning process and is an important issue with regards to digital inclusivity for older adults. This study explored the impact of a tablet-PC training program for older adults, provided in a group setting. RESULTS: Thirteen community-dwelling older adults attended the program (ten one and half hour training sessions, taking place once every 2 weeks) and completed pre- and post- assessments. After the intervention, participants showed significantly higher levels of ICT acceptance (87.6 vs. 113.5, p=0.002) and proficiency (109.5 vs. 132.7, p=0.003) than before the intervention. However, they did not showed improvement in feelings of loneliness, symptoms of depression and global cognitive function. Qualitative analyses indicated that the intervention enabled older adults to become more up to date with the information society and promoted tablet-PC acceptance. Although it helped older adults to feel less isolated, it did not enable them to form genuine friendships. CONCLUSION: The intervention was effective in improving older adults' digital literacy and promoting ICT acceptance, allowing the digital divide to be narrowed.
AD  - Pôle de gériatrie, Hôpital Broca, AP-HP, Paris, France, EA4468, Faculté de médecine, Université Paris Descartes, Paris, France.
AN  - 31251216
AU  - Damnée, S.
AU  - Djabelkhir-Jemmi, L.
AU  - Ware, C.
AU  - Benovici, J.
AU  - Kérhervé, H.
AU  - Lewis, M.
AU  - Rigaud, A. S.
AU  - Wu, Y. H.
DA  - Sep 1
DO  - 10.1684/pnv.2019.0802
DP  - NLM
ET  - 2019/06/30
J2  - Geriatrie et psychologie neuropsychiatrie du vieillissement
KW  - Aged
Aged, 80 and over
Cognition
*Communication Aids for Disabled
*Computers, Handheld
Depression/psychology
Female
Humans
Independent Living
Learning
Loneliness
Male
Psychomotor Performance
computer training
digital divide
digital inclusion
older adults
technology acceptance
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
OP  - Impact d’un programme de formation de groupe à l’utilisation de la tablette numérique chez des personnes âgées.
PY  - 2019
SN  - 2115-7863
SP  - 336-342
ST  - Exploring the impact of a group-based tablet-PC training program in older adults
T2  - Geriatr Psychol Neuropsychiatr Vieil
TI  - Exploring the impact of a group-based tablet-PC training program in older adults
VL  - 17
ID  - 203918
ER  - 


TY  - JOUR
AB  - The purpose of this pilot study is to determine the feasibility of monitoring the progress of children with an autism spectrum disorder (ASD) both in school and at home to promote a school-based integrated care model between parents, teachers, and medical providers. This is a prospective cohort study. To monitor progress, outcome measures were administered via an online platform developed for caregivers and teachers of children (n = 30) attending a school specializing in neurodevelopmental disorders and using an integrated medical and education program. Longitudinal analysis showed improvements in a novel scale, the Teacher Autism Progress Scale (TAPS), which was designed to measure key autism-related gains in a school environment (2.1-point improvement, p = 0.004, ES = 0.324). The TAPS showed a strong and statistically significant correlation, with improvement in aberrant behavior (r = -0.50; p = 0.008) and social responsiveness (r = -0.70; p < 0.001). The results also showed non-statistically significant improvements in aberrant behavior, social responsiveness, and quality of life over time at both school and home. To assess feasibility of ongoing progress measurement, we assessed missing data, which showed caregivers were more likely to miss surveys during summer. Results demonstrate the value and feasibility of online, longitudinal data collection in school to assist with individualized education planning and collaborative care for children with ASD. Lessons learned in this pilot will support school outcomes researchers in developing more efficacious, collaborative treatment plans between clinicians, caregivers, and teachers.
AD  - Department of Epidemiology and Biostatistics, University of California-San Francisco, San Francisco, CA 94158, USA. kadang@alamedahealthsystem.org.
Department of Psychiatry, University of California-San Francisco, San Francisco, CA 94143, USA. stephen.bent@ucsf.edu.
Department of Psychiatry, University of California-San Francisco, San Francisco, CA 94143, USA. bllawton@gmail.com.
Department of Psychiatry, University of California-San Francisco, San Francisco, CA 94143, USA. tracy.warren@ucsf.edu.
Department of Psychiatry, University of California-San Francisco, San Francisco, CA 94143, USA. felicia.widjaja@ucsf.edu.
Oak Hill School, San Anselmo, CA 94960, USA. mmcdonald@myoakhill.org.
Oak Hill School, San Anselmo, CA 94960, USA. mbreard@myoakhill.org.
Oak Hill School, San Anselmo, CA 94960, USA. wokeefe@myoakhill.org.
Department of Psychiatry, University of California-San Francisco, San Francisco, CA 94143, USA. robert.hendren@ucsf.edu.
AN  - 29048365
AU  - Dang, K.
AU  - Bent, S.
AU  - Lawton, B.
AU  - Warren, T.
AU  - Widjaja, F.
AU  - McDonald, M. G.
AU  - Breard, M.
AU  - O'Keefe, W.
AU  - Hendren, R. L.
C2  - Pmc5664012
DA  - Oct 19
DO  - 10.3390/jcm6100097
DP  - NLM
ET  - 2017/10/20
J2  - Journal of clinical medicine
KW  - Teacher Autism Progress Scale
autism
integrated care
medical home
online
school consultation
Sunovion, Vitamin D Council and Advisory Boards for Curemark, BioMarin, Neuren, and
Janssen. Michael McDonald, Michael Breard, and Whitney O’Keefe report employment at
Oak Hill School. All other authors declare that they have no conflict of interest.
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 2077-0383 (Print)
2077-0383
ST  - Integrating Autism Care through a School-Based Intervention Model: A Pilot Study
T2  - J Clin Med
TI  - Integrating Autism Care through a School-Based Intervention Model: A Pilot Study
VL  - 6
ID  - 204766
ER  - 


TY  - JOUR
AB  - OBJECTIVE: We present a novel, knowledge-driven approach to prescription of pointing devices that uses the Ontology-Supported Computerized Assistive Technology Recommender (OSCAR), a clinical decision support system (CDSS). METHOD: Fifty-five occupational therapists were divided into four groups: two assistive technology (AT) expert groups and two novice groups. Novice Group 1 used the OSCAR CDSS for the prescription process, and Novice Group 2 used the conventional method. OSCAR's effectiveness and its impact on users were evaluated. RESULTS: The ability of Novice Group 1 to make suitable pointing device prescriptions was similar to that of the two expert groups and was significantly better than that of Novice Group 2. The system positively affected Novice Group 1's learning of the prescription process. CONCLUSION: The structure and organized framework for clinical reasoning of the OSCAR CDSS appear to enable occupational therapy practitioners inexperienced in AT to achieve performance levels comparable to those of experts.
AD  - Alexandra Danial-Saad, PhD, OT, is Lecturer, Department of Occupational Therapy, Faculty of Social Welfare and Health Sciences, University of Haifa, Mount Carmel, Haifa, Israel, and Coordinator, Clinical Practicum, Academic Arab College for Education in Israel-Haifa.
Tsvi Kuflik, PhD, is Associate Professor and Chair, Department of Information Systems, University of Haifa, Mount Carmel, Haifa, Israel.
Patrice L. Weiss, PhD, OT, is Professor, Department of Occupational Therapy, Faculty of Social Welfare and Health Sciences, University of Haifa, Mount Carmel, Haifa, Israel.
Naomi Schreuer, PhD, OT, is Senior Lecturer, Department of Occupational Therapy, Faculty of Social Welfare and Health Sciences, University of Haifa, Mount Carmel, Haifa, Israel; schreuer@research.haifa.ac.il.
AN  - 26122684
AU  - Danial-Saad, A.
AU  - Kuflik, T.
AU  - Weiss, P. L.
AU  - Schreuer, N.
DA  - Mar-Apr
DO  - 10.5014/ajot.2015.014811
DP  - NLM
ET  - 2015/07/01
J2  - The American journal of occupational therapy : official publication of the American Occupational Therapy Association
KW  - Adult
*Clinical Competence
Cohort Studies
*Decision Support Systems, Clinical
Developmental Disabilities/*rehabilitation
Female
Humans
Male
Middle Aged
Occupational Therapy/*methods
Prospective Studies
Self-Help Devices/*statistics & numerical data
Spinal Cord Neoplasms/*rehabilitation
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0272-9490 (Print)
0272-9490
SP  - 6902280010p1-7
ST  - Effectiveness of a Clinical Decision Support System for Pointing Device Prescription
T2  - Am J Occup Ther
TI  - Effectiveness of a Clinical Decision Support System for Pointing Device Prescription
VL  - 69
ID  - 204211
ER  - 


TY  - JOUR
AB  - BACKGROUND: Recent advances in computer vision and wearable technology have created an opportunity to introduce mobile therapy systems for autism spectrum disorders (ASD) that can respond to the increasing demand for therapeutic interventions; however, feasibility questions must be answered first. OBJECTIVE: We studied the feasibility of a prototype therapeutic tool for children with ASD using Google Glass, examining whether children with ASD would wear such a device, if providing the emotion classification will improve emotion recognition, and how emotion recognition differs between ASD participants and neurotypical controls (NC). METHODS: We ran a controlled laboratory experiment with 43 children: 23 with ASD and 20 NC. Children identified static facial images on a computer screen with one of 7 emotions in 3 successive batches: the first with no information about emotion provided to the child, the second with the correct classification from the Glass labeling the emotion, and the third again without emotion information. We then trained a logistic regression classifier on the emotion confusion matrices generated by the two information-free batches to predict ASD versus NC. RESULTS: All 43 children were comfortable wearing the Glass. ASD and NC participants who completed the computer task with Glass providing audible emotion labeling (n = 33) showed increased accuracies in emotion labeling, and the logistic regression classifier achieved an accuracy of 72.7%. Further analysis suggests that the ability to recognize surprise, fear, and neutrality may distinguish ASD cases from NC. CONCLUSION: This feasibility study supports the utility of a wearable device for social affective learning in ASD children and demonstrates subtle differences in how ASD and NC children perform on an emotion recognition task.
AN  - 29466819
AU  - Daniels, J.
AU  - Haber, N.
AU  - Voss, C.
AU  - Schwartz, J.
AU  - Tamura, S.
AU  - Fazel, A.
AU  - Kline, A.
AU  - Washington, P.
AU  - Phillips, J.
AU  - Winograd, T.
AU  - Feinstein, C.
AU  - Wall, D. P.
C2  - Pmc5821509
DA  - Jan
DO  - 10.1055/s-0038-1626727
DP  - NLM
ET  - 2018/02/22
J2  - Applied clinical informatics
KW  - Autistic Disorder/*psychology
*Behavior
Case-Control Studies
Child
Demography
Emotions
Feasibility Studies
Female
Humans
Logistic Models
Male
Models, Biological
*Social Learning
Task Performance and Analysis
*Wearable Electronic Devices
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1869-0327
SP  - 129-140
ST  - Feasibility Testing of a Wearable Behavioral Aid for Social Learning in Children with Autism
T2  - Appl Clin Inform
TI  - Feasibility Testing of a Wearable Behavioral Aid for Social Learning in Children with Autism
VL  - 9
ID  - 203889
ER  - 


TY  - JOUR
AB  - Although standard behavioral interventions for autism spectrum disorder (ASD) are effective therapies for social deficits, they face criticism for being time-intensive and overdependent on specialists. Earlier starting age of therapy is a strong predictor of later success, but waitlists for therapies can be 18 months long. To address these complications, we developed Superpower Glass, a machine-learning-assisted software system that runs on Google Glass and an Android smartphone, designed for use during social interactions. This pilot exploratory study examines our prototype tool's potential for social-affective learning for children with autism. We sent our tool home with 14 families and assessed changes from intake to conclusion through the Social Responsiveness Scale (SRS-2), a facial affect recognition task (EGG), and qualitative parent reports. A repeated-measures one-way ANOVA demonstrated a decrease in SRS-2 total scores by an average 7.14 points (F(1,13) = 33.20, p = <.001, higher scores indicate higher ASD severity). EGG scores also increased by an average 9.55 correct responses (F(1,10) = 11.89, p = <.01). Parents reported increased eye contact and greater social acuity. This feasibility study supports using mobile technologies for potential therapeutic purposes.
AD  - 1Division of Systems Medicine, Department of Pediatrics, Stanford University, Palo Alto, CA USA. ISNI: 0000000419368956. GRID: grid.168010.e
2Department of Computer Science, Stanford University, Palo Alto, CA USA. ISNI: 0000000419368956. GRID: grid.168010.e
3Department of Psychiatry and Behavioral Sciences, Stanford University, Palo Alto, CA USA. ISNI: 0000000419368956. GRID: grid.168010.e
4Department of Biomedical Data Science, Stanford University, Palo Alto, CA USA. ISNI: 0000000419368956. GRID: grid.168010.e
AN  - 31304314
AU  - Daniels, J.
AU  - Schwartz, J. N.
AU  - Voss, C.
AU  - Haber, N.
AU  - Fazel, A.
AU  - Kline, A.
AU  - Washington, P.
AU  - Feinstein, C.
AU  - Winograd, T.
AU  - Wall, D. P.
C2  - Pmc6550272
DO  - 10.1038/s41746-018-0035-3
DP  - NLM
ET  - 2019/07/16
J2  - NPJ digital medicine
KW  - Autism spectrum disorders
Empathy
Social behaviour
Translational research
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 2398-6352
SP  - 32
ST  - Exploratory study examining the at-home feasibility of a wearable tool for social-affective learning in children with autism
T2  - NPJ Digit Med
TI  - Exploratory study examining the at-home feasibility of a wearable tool for social-affective learning in children with autism
VL  - 1
ID  - 204698
ER  - 


TY  - JOUR
AB  - BACKGROUND: Serious games have the potential to teach complex cognitive skills in an engaging way, at relatively low costs. Their flexibility in use and scalability makes them an attractive learning tool, but more research is needed on the effectiveness of serious games compared to more traditional formats such e-modules. We investigated whether undergraduate medical students developed better knowledge and awareness and were more motivated after learning about patient-safety through a serious game than peers who studied the same topics using an e-module. METHODS: Fourth-year medical students were randomly assigned to either a serious game that included video-lectures, biofeedback exercises and patient missions (n = 32) or an e-module, that included text-based lectures on the same topics (n = 34). A third group acted as a historical control-group without extra education (n = 37). After the intervention, which took place during the clinical introduction course, before the start of the first rotation, all students completed a knowledge test, a self-efficacy test and a motivation questionnaire. During the following 10-week clinical rotation they filled out weekly questionnaires on patient-safety awareness and stress. RESULTS: The results showed patient safety knowledge had equally improved in the game group and e-module group compared to controls, who received no extra education. Average learning-time was 3 h for the game and 1 h for the e-module-group. The serious game was evaluated as more engaging; the e-module as more easy to use. During rotations, students in the three groups reported low and similar levels of patient-safety awareness and stress. Students who had treated patients successfully during game missions experienced higher self-efficacy and less stress during their rotation than students who treated patients unsuccessfully. CONCLUSIONS: Video-lectures (in a game) and text-based lectures (in an e-module) can be equally effective in developing knowledge on specific topics. Although serious games are strongly engaging for students and stimulate them to study longer, they do not necessarily result in better performance in patient safety issues.
AD  - Institute of Medical Education Research, Erasmus University Medical Center, PO Box 2040, 3000, CA, Rotterdam, The Netherlands. m.dankbaar@erasmusmc.nl.
Faculty of Business Informatics, University of Utrecht, Utrecht, The Netherlands.
Department of Anesthesiology at University Medical Center Utrecht, Utrecht, The Netherlands.
Department of Internal Medicine, Erasmus University Medical Center, Rotterdam, The Netherlands.
Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands.
Department of Health, Medicine and Life Sciences, Educational Development and Research, Maastricht University, Maastricht, The Netherlands.
Department of Emergency Care and Internal Medicine, Erasmus University Medical Center, Rotterdam, The Netherlands.
AN  - 28148296
AU  - Dankbaar, M. E.
AU  - Richters, O.
AU  - Kalkman, C. J.
AU  - Prins, G.
AU  - Ten Cate, O. T.
AU  - van Merrienboer, J. J.
AU  - Schuit, S. C.
C2  - Pmc5289006
DA  - Feb 2
DO  - 10.1186/s12909-016-0836-5
DP  - NLM
ET  - 2017/02/06
J2  - BMC medical education
KW  - Analysis of Variance
Awareness
Chi-Square Distribution
Clinical Clerkship/methods/*standards
*Computer-Assisted Instruction
Education, Medical, Undergraduate/*methods/standards
Female
Humans
Male
*Patient Safety
Program Evaluation
Self Efficacy
Stress, Psychological/etiology/*prevention & control
Students, Medical/*psychology/statistics & numerical data
Surveys and Questionnaires
*Video Games
Young Adult
*Design-based research
*Knowledge
*Motivation
*Performance
*Self-efficacy
*Serious games
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1472-6920
SP  - 30
ST  - Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness
T2  - BMC Med Educ
TI  - Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness
VL  - 17
ID  - 204651
ER  - 


TY  - JOUR
AB  - Participant-driven photo-elicitation, a visual research technique, is commonly used with marginalised and vulnerable groups of individuals. Reflections on the use of this technique are illustrated through a study examining the conceptualisation of student wellbeing from the perspectives of teachers, parents, and students with autism spectrum disorder. Interviews were used to collect data from teachers and parents, while photovoice, a community and participatory action research strategy, was used as a data collection method for students. Although participant-driven photo-elicitation (a component of photovoice) requires much planning, resources, collaboration with teachers, and the flexibility of the researcher, it empowers and engages students with autism spectrum disorder, helps develop social, communication, and self-awareness skills, enables the collection of rich data, and enables the voices of these students to be heard. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD  - Danker, Joanne, School of Education, University of New South Wales, Sydney, NSW, Australia, 2052
AN  - 2017-25045-003
AU  - Danker, Joanne
AU  - Strnadová, Iva
AU  - Cumming, Therese M.
DB  - APA PsycInfo
DO  - 10.1017/jse.2016.7
DP  - EBSCOhost
KW  - autism spectrum disorder (ASD)
photo-elicitation
photovoice
visual research
Autism Spectrum Disorders
Special Education
Photographs
Visual Perception
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2017
SN  - 1030-0112
1833-6914
SP  - 35-50
ST  - Engaging students with autism spectrum disorder in research through participant-driven photo-elicitation research technique
T2  - Australasian Journal of Special Education
TI  - Engaging students with autism spectrum disorder in research through participant-driven photo-elicitation research technique
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-25045-003&site=ehost-live&scope=site
ORCID: 0000-0002-8513-5400
j.danker@unsw.edu.au
VL  - 41
ID  - 204927
ER  - 


TY  - JOUR
AB  - Both speech and gesture play a vital role in human communication. Gesture itself provides an external support to a spoken message. As a consequence, when presented together with speech, gesture has the ability to benefit learning across a variety of tasks, including narrative comprehension. However, the exact mechanisms underlying how the observation of gestures benefits learning are yet to be well understood and cannot be understood without further investigation into the types of gesture that benefit learning. Specifically, gestures themselves are not a homogeneous set, with different kinds of gestures having varying effects on learning. In the current study, we examined the effects of observing iconic gestures that either reinforce (i.e., reinforcing gestures) or contradict (i.e., contradictory gestures) the content of accompanying speech on narrative comprehension in preschool-aged children. Children were presented with a short video narrative that contained either reinforcing gestures, contradictory gestures, or no gestures accompanying the verbal narrative. Results indicated that observing reinforcing gestures significantly benefited narrative comprehension beyond when no gestures were observed. However, observing contradictory gestures was neither significantly beneficial nor significantly detrimental to narrative comprehension beyond observing reinforcing or no gestures. The results from the current study provide valuable insight into the benefits of observing different kinds of iconic gestures on narrative comprehension in preschool-aged children.
AD  - Macquarie University, Sydney, NSW 2109, Australia. Electronic address: nicole.dargue@students.mq.edu.au.
Macquarie University, Sydney, NSW 2109, Australia.
AN  - 30029025
AU  - Dargue, N.
AU  - Sweller, N.
DA  - Nov
DO  - 10.1016/j.jecp.2018.06.004
DP  - NLM
ET  - 2018/07/22
J2  - Journal of experimental child psychology
KW  - Child, Preschool
*Comprehension
Female
*Gestures
Humans
*Learning
Male
*Narration
*Reinforcement, Psychology
Speech
Speech Perception
*Communication
*Contradictory gesture
*Iconic gesture
*Narrative comprehension
*Reinforcing gesture
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 0022-0965
SP  - 96-107
ST  - Donald Duck's garden: The effects of observing iconic reinforcing and contradictory gestures on narrative comprehension
T2  - J Exp Child Psychol
TI  - Donald Duck's garden: The effects of observing iconic reinforcing and contradictory gestures on narrative comprehension
VL  - 175
ID  - 204484
ER  - 


TY  - JOUR
AB  - Iodine deficiency disorders (IDD) are major public health problems in India, including West Bengal. Existing programme to control IDD needs to be continuously monitored through recommended methods and indicators. Thus we undertook the study to assess the prevalence of goiter, status of urinary iodine excretion (UIE) level and to estimate iodine content of salts at the household level in Dakshin Dinajpur district, West Bengal. We conducted a community-based, cross-sectional study in 2004; among 2250 school children, aged 8-10 years. The '30 cluster' sampling methodology and indicators for assessment of IDD, as recommended by the joint WHO/UNICEF/ICCIDD consultation, were used for the study. Goitre was assessed by standard palpation technique, UIE was analyzed by wet digestion method and salt samples were tested by spot iodine testing kit. Of the 2250 children, 419 (18.6%) had goitre (95% CI = 17.0 - 20.2%). Total goitre rate (TGR) was not significantly different in respect of gender, age and religion. Visible goitre rate was 2.5%. Median urinary iodine excretion level was 16 mcg/dL (normal: > or = 10 mcg/dl.) and 16.5% children had value less than 5 mcg/dL. Only 67.4% of the salt samples tested had adequate iodine content of > or = 15 ppm, with significant difference between Hindus and Muslims (chi2 = 12.68, d.f. = 1, p < 0.01). TGR of 18.6% indicate the district is still endemic for IDD, but median urinary iodine within normal range reflects no current iodine deficiency. The district is in the transition phase from iodine-deficient to iodine-sufficient. Measures are to be sustained for successful transition towards elimination.
AD  - Department of Community Medicine, R.G.Kar Medical College and Hospital, Kolkata. dilip_shampa@hotmail.com
AN  - 16457098
AU  - Das, D. K.
AU  - Chakraborty, I.
AU  - Biswas, A. B.
AU  - Sarkar, G. N.
AU  - Shrivastava, P.
AU  - Sen, S.
DA  - Apr-Jun
DP  - NLM
ET  - 2006/02/07
J2  - Indian journal of public health
KW  - Child
Cross-Sectional Studies
Female
Goiter/epidemiology
Humans
India/epidemiology
Iodine/administration & dosage/*deficiency/urine
Male
Religion
Sodium Chloride, Dietary/*administration & dosage
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2005
SN  - 0019-557X (Print)
0019-557x
SP  - 68-72
ST  - Iodine deficiency disorders among school children of Dakshin Dinajpur District, West Bengal
T2  - Indian J Public Health
TI  - Iodine deficiency disorders among school children of Dakshin Dinajpur District, West Bengal
VL  - 49
ID  - 204669
ER  - 


TY  - JOUR
AB  - BACKGROUND: Physicians in training are at high risk for depression, and physicians in practice have a substantially elevated risk of suicide compared to the general population. The graduate medical education community is currently mobilizing efforts to improve resident wellness. OBJECTIVE: We sought to provide a trainee perspective on current resources to support resident wellness and resources that need to be developed to ensure an optimal learning environment. METHODS: The ACGME Council of Review Committee Residents, a 29-member multispecialty group of residents and fellows, conducted an appreciative inquiry exercise to (1) identify existing resources to address resident wellness; (2) envision the ideal learning environment to promote wellness; and (3) determine how the existing infrastructure could be modified to approach the ideal. The information was aggregated to identify consensus themes from group discussion. RESULTS: National policy on resident wellness should (1) increase awareness of the stress of residency and destigmatize depression in trainees; (2) develop systems to identify and treat depression in trainees in a confidential way to reduce barriers to accessing help; (3) enhance mentoring by senior peers and faculty; (4) promote a supportive culture; and (5) encourage additional study of the problem to deepen our understanding of the issue. CONCLUSIONS: A multispecialty, national panel of trainees identified actionable goals to broaden efforts in programs and sponsoring institutions to promote resident wellness and mental health awareness. Engagement of all stakeholders within the graduate medical education community will be critical to developing a comprehensive solution to this important issue.
AN  - 26217450
AU  - Daskivich, T. J.
AU  - Jardine, D. A.
AU  - Tseng, J.
AU  - Correa, R.
AU  - Stagg, B. C.
AU  - Jacob, K. M.
AU  - Harwood, J. L.
C2  - Pmc4507916
DA  - Mar
DO  - 10.4300/jgme-07-01-42
DP  - NLM
ET  - 2015/07/29
J2  - Journal of graduate medical education
KW  - *Awareness
Female
Health Promotion/*organization & administration
Humans
*Internship and Residency
Male
*Mental Health
Physicians/*psychology
United States
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1949-8349 (Print)
1949-8357
SP  - 143-7
ST  - Promotion of Wellness and Mental Health Awareness Among Physicians in Training: Perspective of a National, Multispecialty Panel of Residents and Fellows
T2  - J Grad Med Educ
TI  - Promotion of Wellness and Mental Health Awareness Among Physicians in Training: Perspective of a National, Multispecialty Panel of Residents and Fellows
VL  - 7
ID  - 204468
ER  - 


TY  - JOUR
AB  - The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the "vision" but lack research-based models and evidence needed to guide the "change." To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students' understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty-development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired "change."
AD  - School of Natural Science, Hampshire College, Amherst, MA 01002, USA. cdavanzo@hampshire.edu
AN  - 24006386
AU  - D'Avanzo, C.
C2  - Pmc3763005
DA  - Fall
DO  - 10.1187/cbe.13-01-0010
DP  - NLM
ET  - 2013/09/06
J2  - CBE life sciences education
KW  - Biology/*education
Comprehension
Curriculum
Faculty
Humans
Learning
Teaching
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1931-7913 (Print)
1931-7913
SP  - 373-82
ST  - Post-vision and change: do we know how to change?
T2  - CBE Life Sci Educ
TI  - Post-vision and change: do we know how to change?
VL  - 12
ID  - 204222
ER  - 


TY  - JOUR
AB  - Conceptual mapping, or making connections between conceptual structure in different domains, is a key mechanism of creative language use whose neural underpinnings are not well understood. The present study involved the combination of event-related potentials (ERPs) with the divided visual field presentation technique to explore the relative contributions of the left and right hemispheres (LH and RH) to the construction of novel meanings in fully literal language. Electroencephalogram (EEG) was recorded as healthy adults read sentences that supported either a conventional literal reading of the sentence final word ("His main method of transportation is a boat,"), or a novel literal meaning derived from conceptual mapping ("The clever boys used a cardboard box as a boat,"). The novel and conventional conditions were matched for cloze probability (a measure of predictability based on the sentence context), lexical association between the sentence frame and the final word (using latent semantic analysis), and other factors known to influence ERPs to language stimuli. To compare effects of novelty to previously reported effects of predictability, a high-cloze conventional condition ("The only way to get around Venice is to navigate the canals in a boat.") was included. ERPs were time-locked to sentence final words ("boat") presented in either the left visual field, to preferentially stimulate the RH (lvf/RH), or in the right visual field, targeting the LH (rvf/LH). The N400 component of the ERP was affected by predictability in both presentation sides, but by novelty only in rvf/LH. Two distinct late frontal positive effects were observed. Word predictability modulated a frontal positivity with a LH focus, but semantic novelty modulated a frontal positivity focused in RH. This is the first demonstration that the frontal positivity may be composed of multiple overlapping components with distinct functional and anatomical characteristics. Extending contemporary accounts of the frontal positivity, we suggest that both frontal positivities reflect learning mechanisms involving prediction based on statistical regularities in language (LH) and world knowledge (RH).
AD  - Cognitive Science Department, University of California San Diego, San Diego, CA, USA. trdavenp@cogsci.ucsd.edu
AN  - 23376053
AU  - Davenport, T.
AU  - Coulson, S.
DA  - Apr
DO  - 10.1016/j.neuropsychologia.2013.01.018
DP  - NLM
ET  - 2013/02/05
J2  - Neuropsychologia
KW  - Adolescent
Adult
Analysis of Variance
*Brain Mapping
Comprehension/*physiology
Electroencephalography
Evoked Potentials/*physiology
Female
Functional Laterality/*physiology
Humans
*Language
Male
Predictive Value of Tests
Time Factors
Young Adult
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0028-3932
SP  - 907-21
ST  - Hemispheric asymmetry in interpreting novel literal language: an event-related potential study
T2  - Neuropsychologia
TI  - Hemispheric asymmetry in interpreting novel literal language: an event-related potential study
VL  - 51
ID  - 204579
ER  - 


TY  - THES
AB  - Autism is a chronic and debilitating neurodevelopmental disorder which is becoming increasingly prevalent among children in the United States. Parents, especially mothers, of children with autism face numerous challenges that heighten their risk for adverse outcomes, including increased parenting-related stress and depression. In the context of ecological and developmental theory, determining factors that may potentially improve coping among this population of mothers is an important step for enhancing the overall well-being of children and families affected by autism. Informal social support has been shown to mitigate the impact of stressors on individuals and families, though has received comparatively little research attention in relation to the mental health of mothers of children with autism. Support from fellow parents of children with autism appears particularly beneficial and is being increasingly sought through Internet-based social networks. In accordance with this trend, the current study examined the extent to which three components of online support, as perceived from autism-related online social networks, influenced levels of parenting stress and depression among mothers of children on the autism spectrum. Specifically, greater perceived informational support, emotional support, and community-based support were hypothesized to predict lower maternal stress associated with personal characteristics, lower maternal stress associated with the parent-child relationship, and lower maternal depression. Data collected from 135 maternal caregivers of children with autism spectrum disorders (98 mothers who endorsed use of autism-related online social support and 37 mothers who reported no use of such support) were analyzed using correlation and regression procedures. For mothers who utilize online social support, results indicated that total perceived online support significantly predicted maternal stress associated with mothers' personal characteristics, as well as maternal depression. Perceived emotional support, and to a lesser extent mothers' sense of community within their Internet-based networks, were identified as most associated with improved psychological outcomes. Exploratory analyses were also conducted and revealed that mothers' overall use or non-use of autism-related online social networks had no significant bearing on their experience of parenting stress and depression. The implications of these findings, as well as study limitations and suggested directions for future research are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2014-99240-419
AU  - Davis, Laura Anne
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - parenting stress
online support
mothers
autism
mental health
Autism Spectrum Disorders
Internet
Stress
Parenting
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2014
SN  - 0419-4217
978-1-303-75453-1
ST  - Parenting stress and use of online support among mothers of children with autism
TI  - Parenting stress and use of online support among mothers of children with autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-99240-419&site=ehost-live&scope=site
VL  - 75
ID  - 204988
ER  - 


TY  - JOUR
AB  - Deficits in social skills are often exhibited in individuals with comorbid Down syndrome (DS) and autism spectrum disorder (ASD), and there is a paucity of research to help guide intervention for this population. In the present study, a multiple probe study across behaviors, replicated across participants, assessed the effectiveness of peer-delivered simultaneous prompting in teaching socials skills to adults with DS-ASD using visual analysis techniques and Tau-U statistics to measure effect. Peer-mediators with DS and intellectual disability (ID) delivered simultaneous prompting sessions reliably (i.e., > 80% reliability) to teach social skills to adults with ID and a dual-diagnoses of DS-ASD with small (Tau[subscript Weighted] = 0.55, 90% CI [0.29, 0.82]) to medium effects (Tau[subscript Weighted] = 0.75, 90% CI [.44, 1]). Statistical and visual analysis findings suggest a promising social skills intervention for individuals with DS-ASD as well as reliable delivery of simultaneous prompting procedures by individuals with DS.
AN  - EJ1179115
AU  - Davis, Matthew A. Cody
AU  - Spriggs, Amy
AU  - Rodgers, Alexis
AU  - Campbell, Jonathan
DA  - 06/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Peer Teaching
Interpersonal Competence
Intervention
Adults
Down Syndrome
Autism
Pervasive Developmental Disorders
Instructional Effectiveness
Intellectual Disability
Prompting
Reliability
Comorbidity
M1  - 6
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 0162-3257
SP  - 1869-1885
ST  - The Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid down Syndrome and Autism Spectrum Disorder
T2  - Journal of Autism and Developmental Disorders
TI  - The Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid down Syndrome and Autism Spectrum Disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1179115&site=ehost-live&scope=site
http://dx.doi.org/10.1007/s10803-017-3437-1
VL  - 48
ID  - 205366
ER  - 


TY  - JOUR
AB  - A key translational issue for neuroscience is to understand how genes affect individual differences in brain function. Although it is reasonable to suppose that genetic effects on specific learning abilities, such as reading and mathematics, as well as general cognitive ability (g), will overlap very little, the counterintuitive finding emerging from multivariate genetic studies is that the same genes affect these diverse learning abilities: a Generalist Genes hypothesis. To conclusively test this hypothesis, we exploited the widespread access to inexpensive and fast Internet connections in the UK to assess 2541 pairs of 10-year-old twins for reading, mathematics and g, using a web-based test battery. Heritabilities were 0.38 for reading, 0.49 for mathematics and 0.44 for g. Multivariate genetic analysis showed substantial genetic correlations between learning abilities: 0.57 between reading and mathematics, 0.61 between reading and g, and 0.75 between mathematics and g, providing strong support for the Generalist Genes hypothesis. If genetic effects on cognition are so general, the effects of these genes on the brain are also likely to be general. In this way, generalist genes may prove invaluable in integrating top-down and bottom-up approaches to the systems biology of the brain.
AD  - Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, London, United Kingdom. oliver.davis@iop.kcl.ac.uk
AN  - 17983460
AU  - Davis, O. S.
AU  - Kovas, Y.
AU  - Harlaar, N.
AU  - Busfield, P.
AU  - McMillan, A.
AU  - Frances, J.
AU  - Petrill, S. A.
AU  - Dale, P. S.
AU  - Plomin, R.
C2  - Pmc2408664
DA  - Jun
DO  - 10.1111/j.1601-183X.2007.00370.x
DP  - NLM
ET  - 2007/11/07
J2  - Genes, brain, and behavior
KW  - Age Factors
Child
Cognition/physiology
Cohort Studies
Female
Gene Expression Regulation, Developmental/*genetics
Genetic Variation/genetics
Genome, Human/genetics
Humans
Inheritance Patterns/genetics
Intelligence/*genetics
Intelligence Tests/*standards
*Internet
Learning/*physiology
Learning Disabilities/genetics
Male
Mathematics
Models, Statistical
Multivariate Analysis
*Quantitative Trait, Heritable
Reading
Verbal Behavior/physiology
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1601-1848 (Print)
1601-183x
SP  - 455-62
ST  - Generalist genes and the Internet generation: etiology of learning abilities by web testing at age 10
T2  - Genes Brain Behav
TI  - Generalist genes and the Internet generation: etiology of learning abilities by web testing at age 10
VL  - 7
ID  - 204118
ER  - 


TY  - JOUR
AB  - BACKGROUND: The goal of this work is to develop intelligent systems to monitor the wellbeing of individuals in their home environments. OBJECTIVE: This paper introduces a machine learning-based method to automatically predict activity quality in smart homes and automatically assess cognitive health based on activity quality. METHODS: This paper describes an automated framework to extract set of features from smart home sensors data that reflects the activity performance or ability of an individual to complete an activity which can be input to machine learning algorithms. Output from learning algorithms including principal component analysis, support vector machine, and logistic regression algorithms are used to quantify activity quality for a complex set of smart home activities and predict cognitive health of participants. RESULTS: Smart home activity data was gathered from volunteer participants (n=263) who performed a complex set of activities in our smart home testbed. We compare our automated activity quality prediction and cognitive health prediction with direct observation scores and health assessment obtained from neuropsychologists. With all samples included, we obtained statistically significant correlation (r=0.54) between direct observation scores and predicted activity quality. Similarly, using a support vector machine classifier, we obtained reasonable classification accuracy (area under the ROC curve=0.80, g-mean=0.73) in classifying participants into two different cognitive classes, dementia and cognitive healthy. CONCLUSIONS: The results suggest that it is possible to automatically quantify the task quality of smart home activities and perform limited assessment of the cognitive health of individual if smart home activities are properly chosen and learning algorithms are appropriately trained.
AD  - School of Electrical Engineering and Computer Sciences, Washington State University, Pullman, WA, USA.
AN  - 23949177
AU  - Dawadi, P. N.
AU  - Cook, D. J.
AU  - Schmitter-Edgecombe, M.
AU  - Parsey, C.
C2  - Pmc4143248
C6  - Nihms621312
DO  - 10.3233/thc-130734
DP  - NLM
ET  - 2013/08/21
J2  - Technology and health care : official journal of the European Society for Engineering and Medicine
KW  - Activities of Daily Living/*psychology
Adult
Aged
Algorithms
Artificial Intelligence
Cognition
Cognition Disorders/*diagnosis/psychology
Cognitive Dysfunction/diagnosis/psychology
Dementia/diagnosis/psychology
Family Characteristics
Female
Humans
Male
Middle Aged
Monitoring, Ambulatory/methods
Telemetry
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 0928-7329 (Print)
0928-7329
SP  - 323-43
ST  - Automated assessment of cognitive health using smart home technologies
T2  - Technol Health Care
TI  - Automated assessment of cognitive health using smart home technologies
VL  - 21
ID  - 204627
ER  - 


TY  - JOUR
AB  - BACKGROUND: The children of parents with severe personality difficulties have greater risk of significant mental health problems. Existing care is poorly co-ordinated, with limited effectiveness. A specialised parenting intervention may improve child and parenting outcomes, reduce family morbidity and lower the service costs. OBJECTIVES: To develop a specialised parenting intervention for parents affected by severe personality difficulties who have children with mental health problems and to conduct a feasibility trial. DESIGN: A pragmatic, mixed-methods design to develop and pilot a specialised parenting intervention, Helping Families Programme-Modified, and to conduct a randomised feasibility trial with process evaluation. Initial cost-effectiveness was assessed using UK NHS/Personal Social Services and societal perspectives, generating quality-adjusted life-years. Researchers collecting quantitative data were masked to participant allocation. SETTING: Two NHS mental health trusts and concomitant children's social care services. PARTICIPANTS: Parents who met the following criteria: (1) the primary caregiver of the index child, (2) aged 18-65 years, (3) have severe personality difficulties, (4) proficient in English and (5) capable of providing informed consent. Index children who met the following criteria: (1) aged 3-11 years, (2) living with index parent and (3) have significant emotional/behavioural difficulties. Exclusion criteria were (1) having coexisting psychosis, (2) participating in another parenting intervention, (3) receiving inpatient care, (4) having insufficient language/cognitive abilities, (5) having child developmental disorder, (6) care proceedings and (7) index child not residing with index parent. INTERVENTION: The Helping Families Programme-Modified - a 16-session intervention using structured, goal-orientated strategies and collaborative therapeutic methods to improve parenting, and child and parent functioning. Usual care - standard care augmented by a single psychoeducational session. MAIN OUTCOME MEASURES: Trial feasibility - rates of recruitment, eligibility, allocation, retention, data completion and experience. Intervention acceptability - rates of acceptance, completion, alliance (Working Alliance Inventory-Short Revised) and experience. Outcomes - child (assessed via Concerns About My Child, Eyberg Child Behaviour Inventory, Child Behaviour Checklist-Internalising Scale), parenting (assessed via the Arnold-O'Leary Parenting Scale, Kansas Parental Satisfaction Scale), parent (assessed via the Symptom Checklist-27), and health economics (assessed via the Client Service Receipt Inventory, EuroQol-5 Dimensions). RESULTS: The findings broadly supported trial feasibility using non-diagnostic screening criteria. Parents were mainly referred from one site (75.0%). Site and participant factors delayed recruitment. An estimate of eligible parents was not obtained. Of the 86 parents referred, 60 (69.7%) completed screening and 48 of these (80.0%) were recruited. Participants experienced significant disadvantage and multiple morbidity. The Helping Families Programme-Modified uptake (87.5%) was higher than usual-care uptake (62.5%). Trial retention (66.7%, 95% confidence interval 51.6% to 79.6%) exceeded the a priori rate. Process findings highlighted the impact of random allocation and the negative effects on retention. The Helping Families Programme-Modified was acceptable, with duration of delivery longer than planned, whereas the usual-care condition was less acceptable. At initial follow-up, effects on child and parenting outcomes were detected across both arms, with a potential outcome advantage for the Helping Families Programme-Modified (effect size range 0.0-1.3). For parental quality-adjusted life-years, the Helping Families Programme-Modified dominated usual care, and child quality-adjusted life-years resulted in higher costs and more quality-adjusted life-years. At second follow-up, the Helping Families Programme-Modified was associated with higher costs and more quality-adjusted life-years than usual care. For child quality-adjusted life-years, when controlled for baseline EuroQol-5 Dimensions, three-level version, usual care dominated the Helping Families Programme-Modified. No serious adverse events were reported. CONCLUSION: The Helping Families Programme-Modified is an acceptable specialised parenting intervention. Trial methods using non-diagnostic criteria were largely supported. For future work, a definitive efficacy trial should consider site selection, recruitment methods, intervention efficiency and revised comparator condition. TRIAL REGISTRATION: Current Controlled Trials ISRCTN14573230. FUNDING: This project was funded by the National Institute for Health Research (NIHR) Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 24, No. 14. See the NIHR Journals Library website for further project information.
Parents affected by personality difficulties experience strong, overwhelming emotions and struggle in their personal and social relationships. These difficulties can interfere with their ability to provide stable, safe and warm parenting, which increases the risk of their children developing mental health problems. This research developed the Helping Families Programme-Modified, a new parenting intervention designed to help parents with severe personality difficulties who have children with mental health problems. Parents received 16 home-based appointments to learn new parenting skills and improve their children’s difficulties. The research assessed how the Helping Families Programme-Modified worked in practice and the viability of evaluation methods. A short questionnaire assessing personality difficulties, rather than a lengthy diagnostic interview, was more effective and acceptable for identifying parents who may benefit from the Helping Families Programme-Modified. Parents taking part had high levels of personal, family and social problems. This slowed the rate at which parents agreed to take part in the evaluation and lengthened the intervention period. The research tested parent agreement to being randomly allocated to receive either the Helping Families Programme-Modified or usual care plus a specially designed parenting appointment. Although this random allocation was feasible, parents were disappointed when they did not receive the Helping Families Programme-Modified. They often felt overwhelmed by family difficulties and lacked other suitable services. These parents were less likely to take up the additional parenting appointment available or to provide subsequent research information, which affected the certainty of the research findings. Parents receiving the Helping Families Programme-Modified or usual care reported improvements, with a potentially greater impact on parents and children, and better acceptability, for the new intervention. Parents generally supported the tailored, home-based approach of the Helping Families Programme-Modified, and they valued its content, therapist skills and persistence. It was uncertain whether the new intervention increased or reduced service costs. These results will be used to plan the most suitable methods for a large-scale evaluation of the Helping Families Programme-Modified.
eng
AD  - CAMHS Research Unit, Centre for Parent and Child Support, South London and Maudsley NHS Foundation Trust, Michael Rutter Centre, London, UK.
Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
The Centre for Psychiatry, Department of Medicine, Imperial College London, London, UK.
The McPin Foundation, London, UK.
King's Health Economics, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Institute of Lifecourse Development, University of Greenwich, London, UK.
Institute of Mental Health, University of Nottingham, Nottingham, UK.
School of Psychology, University of Sussex, Brighton, UK.
Centre for Academic Mental Health, Department of Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK.
Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Department of Biostatistics, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
PEDAL Research Centre, The Faculty of Education, University of Cambridge, Cambridge, UK.
Department of Mental Health, Social Work and Integrative Medicine, School of Health and Education, Middlesex University, London, UK.
AN  - 32174297
AU  - Day, C.
AU  - Briskman, J.
AU  - Crawford, M. J.
AU  - Foote, L.
AU  - Harris, L.
AU  - Boadu, J.
AU  - McCrone, P.
AU  - McMurran, M.
AU  - Michelson, D.
AU  - Moran, P.
AU  - Mosse, L.
AU  - Scott, S.
AU  - Stahl, D.
AU  - Ramchandani, P.
AU  - Weaver, T.
C2  - Pmc7103915
DA  - Mar
DO  - 10.3310/hta24140
DP  - NLM
ET  - 2020/03/17
J2  - Health technology assessment (Winchester, England)
KW  - Child behaviour
Child emotional problems
Parenting
PERSONALITY
Helping Families Programme (HFP) and Empowering Parents Empowering Communities. Mike
J Crawford has previously received research grant funding from the National
Institute for Health Research. Lucy Harris is a co-developer of the Helping Families
Programme. Mary McMurran was an author of the Psychoeducation plus Problems Solving
(PEPS) intervention for adults with personality disorder. PEPS helped to inform the
modified HFP. Paul Moran reports personal fees from a talk given at the fourth
Bergen International Conference on Forensic Psychiatry, 2016, outside the submitted
work. He led the development of the Standardised Assessment of Personality –
Abbreviated Scale (SAPAS), the personality disorder screen used in this study.
LA  - eng
M1  - 14
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1366-5278 (Print)
1366-5278
SP  - 1-188
ST  - An intervention for parents with severe personality difficulties whose children have mental health problems: a feasibility RCT
T2  - Health Technol Assess
TI  - An intervention for parents with severe personality difficulties whose children have mental health problems: a feasibility RCT
VL  - 24
ID  - 204750
ER  - 


TY  - JOUR
AB  - This study is a replication and extension of Reeve, Reeve, Townsend, and Poulson (2007) evaluating the effects of a treatment package that included multiple-exemplar training, video modeling, prompting, and reinforcement on helping of 3 adolescents with autism. Results demonstrated that all participants acquired the helping responses. Probes before and after intervention also demonstrated generalization of helping across settings and categories of helping behavior.
AN  - EJ1047158
AU  - Day-Watkins, Jessica
AU  - Murray, Rachel
AU  - Connell, James E.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Helping Relationship
Video Technology
Role Models
Modeling (Psychology)
Prompting
Reinforcement
Adolescents
Autism
Program Effectiveness
Intervention
Generalization
M1  - 4
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 0021-8855
SP  - 850-855
ST  - Teaching Helping to Adolescents with Autism
T2  - Journal of Applied Behavior Analysis
TI  - Teaching Helping to Adolescents with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1047158&site=ehost-live&scope=site
http://dx.doi.org/10.1002/jaba.156
VL  - 47
ID  - 205346
ER  - 


TY  - JOUR
AB  - BACKGROUND: Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to the development of a Moodle-based online Emergency Medicine course, inspired by real clinical cases. METHODS: Three consecutive classes (2013-2015) of sixth-year medical students (n = 304) participated in the course, during a curricular and essentially practical emergency rotation. "Virtual Rounds" provided weekly virtual patients in narrative format and meaningful schemata to chief complaints, in order to simulate real rounds at Emergency Unit. Additional activities such as Extreme Decisions, Emergency Quiz and Electrocardiographic challenge offered different views of emergency care. Authors assessed student´s participation and its correlation with their academic performance. A survey evaluated students´ opinions. Students graduating in 2015 answered an online questionnaire to investigate cognitive load and motivation. RESULTS: Each student produced 1965 pageviews and spent 72 hours logged on. Although Clinical Emergency rotation has two months long, students accessed the online course during an average of 5.3 months. Virtual Rounds was the most accessed activity, and there was positive correlations between the number of hours logged on the platform and final grades on Emergency Medicine. Over 90% of students felt an improvement in their clinical reasoning and considered themselves better prepared for rendering Emergency care. Considering a Likert scale from 1 (minimum load) to 7 (maximum load), the scores for total cognitive load were 4.79±2.2 for Virtual Rounds and 5.56±1.96 for real medical rounds(p<0,01). CONCLUSIONS: A real-world inspired online course, based on cognitive and motivational conceptual frameworks, seems to be a strong tool to engage students in learning. It may support them to manage the cognitive challenges involved in clinical care and increase their motivation for learning.
AD  - Department of Internal Medicine, Division of Emergency Medicine, Faculty of Medical Sciences at State University of Campinas (Unicamp), São Paulo, Brazil.
Faculty of Medical Sciences at State University of Campinas (Unicamp), São Paulo, Brazil.
AN  - 27031859
AU  - de Araujo Guerra Grangeia, T.
AU  - de Jorge, B.
AU  - Franci, D.
AU  - Martins Santos, T.
AU  - Vellutini Setubal, M. S.
AU  - Schweller, M.
AU  - de Carvalho-Filho, M. A.
C2  - Pmc4816554
DO  - 10.1371/journal.pone.0152462
DP  - NLM
ET  - 2016/04/01
J2  - PloS one
KW  - Adult
Cognition/*physiology
Education, Medical, Undergraduate
Electrocardiography
*Emergency Medical Services
Female
Humans
Internet
Male
Self Concept
Students, Medical/*psychology
Surveys and Questionnaires
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1932-6203
SP  - e0152462
ST  - Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance
T2  - PLoS One
TI  - Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance
VL  - 11
ID  - 203983
ER  - 


TY  - JOUR
AB  - OBJECTIVES: Training children in cardiopulmonary resuscitation (CPR) is one of the strategies to increase bystander CPR in society. Reinforcing knowledge and awareness and increasing willingness to perform bystander CPR contributes to a better outcome after cardiac arrest. We questioned schoolchildren, teachers and principals about their awareness of the importance of CPR and about their willingness to perform CPR. METHODS: During a four-month period, Flemish schoolchildren aged 10-18 years, teachers and principals were invited to complete a survey consisting of three parts: (1) demographics, (2) CPR (training) experience and (3) attitude towards CPR teaching and training. RESULT: In total, 390 schoolchildren, 439 teachers and 100 principals completed the survey. Previous CPR training was reported by 33% of the schoolchildren (in 82% as part of the curriculum) and by 81% teachers and 82% principals. Willingness to participate in CPR training was 77% in schoolchildren, 79% in teachers and 86% in principals with 88% of the principals convinced that schoolchildren should learn how to perform CPR. Willingness to perform CPR in a real-life situation was 68% in schoolchildren, 84% in teachers and 92% in principals. CONCLUSION: Schoolchildren are well aware of the importance of CPR and are willing to acquire the related knowledge and skills. Noteworthy is the larger awareness among principals and teachers, establishing a strong base for increasing implementation of CPR training in schools. However, a majority of children indicated a lack of training opportunities, highlighting the need for a stronger implementation.
AD  - Faculty of Medicine and Health Sciences, Ghent University , Ghent , Belgium.
Emergency Department, St. Lucas General Hospital , Ghent , Belgium.
Department of Educational Studies, Ghent University , Ghent , Belgium.
Emergency Department, Antwerp University Hospital , Edegem , Belgium.
Faculty of Medicine and Health Sciences, University of Antwerp , Wilrijk , Belgium.
AN  - 29874976
AU  - De Smedt, L.
AU  - Depuydt, C.
AU  - Vekeman, E.
AU  - De Paepe, P.
AU  - Monsieurs, K. G.
AU  - Valcke, M.
AU  - Mpotos, N.
DA  - Oct
DO  - 10.1080/17843286.2018.1482087
DP  - NLM
ET  - 2018/06/08
J2  - Acta clinica Belgica
KW  - Adolescent
Awareness
Belgium
Cardiopulmonary Resuscitation/*education/*psychology
Child
Educational Personnel/*psychology
Health Care Surveys
Health Knowledge, Attitudes, Practice
Humans
Internet
Out-of-Hospital Cardiac Arrest/psychology/*therapy
Basic Life Support
cardiopulmonary resuscitation
children
motivation
schoolchildren
schools
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1784-3286
SP  - 297-316
ST  - Awareness and willingness to perform CPR: a survey amongst Flemish schoolchildren, teachers and principals
T2  - Acta Clin Belg
TI  - Awareness and willingness to perform CPR: a survey amongst Flemish schoolchildren, teachers and principals
VL  - 74
ID  - 204107
ER  - 


TY  - JOUR
AB  - BACKGROUND: The HealthKick intervention, introduced at eight primary schools in low-income settings in the Western Cape Province, South Africa, aimed to promote healthy lifestyles among learners, their families and school staff. Eight schools from similar settings without any active intervention served as controls. METHODS: The Action Planning Process (APP) guided school staff through a process that enabled them to assess areas for action; identify specific priorities; and set their own goals regarding nutrition and physical activity at their schools. Educators were introduced to the APP and trained to undertake this at their schools by holding workshops. Four action areas were covered, which included the school nutrition environment; physical activity and sport environment; staff health; and chronic disease and diabetes awareness. Intervention schools also received a toolkit comprising an educator's manual containing planning guides, printed resource materials and a container with physical activity equipment. To facilitate the APP, a champion was identified at each school to drive the APP and liaise with the project team. Over the three-years a record was kept of activities planned and those accomplished. At the end of the intervention, focus group discussions were held with school staff at each school to capture perceptions about the APP and intervention activities. RESULTS: Overall uptake of events offered by the research team was 65.6% in 2009, 75% in 2010 and 62.5% in 2011. Over the three-year intervention, the school food and nutrition environment action area scored the highest, with 55.5% of planned actions being undertaken. In the chronic disease and diabetes awareness area 54.2% actions were completed, while in the school physical activity and sport environment and staff health activity areas 25.9 and 20% were completed respectively. According to educators, the low level of implementation of APP activities was because of a lack of parental involvement, time and available resources, poor physical environment at schools and socio-economic considerations. CONCLUSIONS: The implementation of the HealthKick intervention was not as successful as anticipated. Actions required for future interventions include increased parental involvement, greater support from the Department of Basic Education and assurance of sufficient motivation and 'buy-in' from schools.
AD  - Non-communicable Diseases Research Unit (NCDRU), South African Medical Research Council (SAMRC), Francie van Zijl Drive, Tygerberg, 7505, South Africa. anniza.devilliers@mrc.ac.za.
Division of Human Nutrition, University of Cape Town Medical Campus, Anzio Road, Observatory, 7925, South Africa. nelia.steyn@uct.ac.za.
Division of Exercise Science and Sports Medicine, Department of Human Biology, Faculty of Health Sciences, University of Cape Town, PO Box 115, Newlands, 7725, South Africa. catherine.draper@uct.ac.za.
Non-communicable Diseases Research Unit (NCDRU), South African Medical Research Council (SAMRC), Francie van Zijl Drive, Tygerberg, 7505, South Africa. jillian.hill@mrc.ac.za.
Division of Human Nutrition, University of Cape Town Medical Campus, Anzio Road, Observatory, 7925, South Africa. luc1_za@yahoo.com.
Non-communicable Diseases Research Unit (NCDRU), South African Medical Research Council (SAMRC), Francie van Zijl Drive, Tygerberg, 7505, South Africa. jean.fourie@mrc.ac.za.
Biostatistics Unit, SAMRC, Francie van Zijl Drive, Tygerberg, Cape Town, 7505, South Africa. carl.lombard@mrc.ac.za.
Western Cape Education Department (WCED), Cape Town, South Africa. Gerhard.barkhuizen@westerncape.gov.za.
Division of Exercise Science and Sports Medicine, Department of Human Biology, Faculty of Health Sciences, University of Cape Town, PO Box 115, Newlands, 7725, South Africa. vicki.lambert@uct.ac.za.
AN  - 26297447
AU  - de Villiers, A.
AU  - Steyn, N. P.
AU  - Draper, C. E.
AU  - Hill, J.
AU  - Dalais, L.
AU  - Fourie, J.
AU  - Lombard, C.
AU  - Barkhuizen, G.
AU  - Lambert, E. V.
C2  - Pmc4546332
DA  - Aug 22
DO  - 10.1186/s12889-015-2157-8
DP  - NLM
ET  - 2015/08/25
J2  - BMC public health
KW  - Awareness
Chronic Disease
Diabetes Mellitus
Diet
Exercise
Family
*Health Behavior
*Health Knowledge, Attitudes, Practice
Health Promotion/*organization & administration
Humans
*Life Style
*Poverty
School Health Services/*organization & administration
South Africa
Sports
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1471-2458
SP  - 818
ST  - Implementation of the HealthKick intervention in primary schools in low-income settings in the Western Cape Province, South Africa: a process evaluation
T2  - BMC Public Health
TI  - Implementation of the HealthKick intervention in primary schools in low-income settings in the Western Cape Province, South Africa: a process evaluation
VL  - 15
ID  - 204332
ER  - 


TY  - JOUR
AB  - PURPOSE OF REVIEW: Most people with autism spectrum disorders (ASDs) live in low and middle-income countries, yet almost everything we know about ASD comes from high-income countries. Here we review recent research from Africa, with some references to research in other low-resource environments. We examine publications on screening and diagnosis, intervention, clinical presentation of ASD, cultural perspectives, and neuroscience and technology. RECENT FINDINGS: Open-access screening and diagnostic tools represent a positive, but nontrivial, future goal. Recent efforts at 'low intensity' community-based interventions are encouraging, but many significant scalability challenges remain. Proposals that ASD in Africa is more severe and overrepresented in high socioeconomic families are likely to be attributable to ascertainment biases and the absence of standardized phenotyping tools. Cultural perspectives and innovative use of technology and neuroscience have the potential to generate novel strategies of global relevance, but research priorities have to be determined by local needs. SUMMARY: To have a real impact on clinical services, training, and research in local communities, clinician-scientists should start by thinking globally. ASD research in Africa and other low-resource environments remains limited and of questionable quality and highlights the need to build high-quality research capacity in these low-resource environments.
AD  - Division of Child and Adolescent Psychiatry, University of Cape Town, Cape Town, South Africa.
AN  - 26886354
AU  - de Vries, P. J.
DA  - Apr
DO  - 10.1097/wco.0000000000000297
DP  - NLM
ET  - 2016/02/18
J2  - Current opinion in neurology
KW  - Africa
Autism Spectrum Disorder/*diagnosis/*therapy
Child Development Disorders, Pervasive/*diagnosis/*therapy
*Environment
Forecasting
Humans
*Research
Residence Characteristics
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1350-7540
SP  - 130-6
ST  - Thinking globally to meet local needs: autism spectrum disorders in Africa and other low-resource environments
T2  - Curr Opin Neurol
TI  - Thinking globally to meet local needs: autism spectrum disorders in Africa and other low-resource environments
VL  - 29
ID  - 204048
ER  - 


TY  - JOUR
AB  - Autism spectrum disorder (ASD) is a neuro-developmental disorder associated with social impairments, communication difficulties, and restricted and repetitive behaviors. Yet, there is no confirmed cause identified for ASD. Studying the functional connectivity of the brain is an emerging technique used in diagnosing and understanding ASD. In this study, we obtained the resting state functional MRI data of 283 subjects from the National Database of Autism Research (NDAR). An automated autism diagnosis system was built using the data from NDAR. The proposed system is machine learning based. Power spectral densities (PSDs) of time courses corresponding to the spatial activation areas are used as input features, feeds them to a stacked autoencoder then builds a classifier using probabilistic support vector machines. Over the used dataset, around 90% of sensitivity, specificity and accuracy was achieved by our machine learning system. Moreover, the system generalization ability was checked over two different prevalence values, one for the general population and the other for the of high risk population, and the system proved to be very generalizable, especially among the population of high risk. The proposed system generates a full personalized report for each subject, along with identifying the global differences between ASD and typically developed (TD) subjects and its ability to diagnose autism. It shows the impacted areas and the severity of implications. From the clinical aspect, this report is considered very valuable as it helps in both predicting and understanding behavior of autistic subjects. Moreover, it helps in designing a plan for personalized treatment per each individual subject. The proposed work is taking a step towards achieving personalized medicine in autism which is the ultimate goal of our group's research efforts in this area.
AD  - Bioimaging Lab, Bioengineering Department, University of Louisville, Louisville, KY, United States of America.
Department of Electrical and Computer Engineering, Abu Dhabi University, Abu Dhabi, United Arab Emirates.
Bioengineering Department, University of Louisville, Louisville, KY, United States of America.
Department of Neurology, University of Louisville, Louisville, KY, United States of America.
AN  - 30379950
AU  - Dekhil, O.
AU  - Hajjdiab, H.
AU  - Shalaby, A.
AU  - Ali, M. T.
AU  - Ayinde, B.
AU  - Switala, A.
AU  - Elshamekh, A.
AU  - Ghazal, M.
AU  - Keynton, R.
AU  - Barnes, G.
AU  - El-Baz, A.
C2  - Pmc6209234
DO  - 10.1371/journal.pone.0206351
DP  - NLM
ET  - 2018/11/01
J2  - PloS one
KW  - Adolescent
Autism Spectrum Disorder/*diagnostic imaging/physiopathology
Child
Databases, Factual
Female
Humans
*Magnetic Resonance Imaging
Male
Precision Medicine/*methods
*Rest
LA  - eng
M1  - 10
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1932-6203
SP  - e0206351
ST  - Using resting state functional MRI to build a personalized autism diagnosis system
T2  - PLoS One
TI  - Using resting state functional MRI to build a personalized autism diagnosis system
VL  - 13
ID  - 203996
ER  - 


TY  - THES
AB  - This dissertation project comprised the development of a resource manual for traditionally underserved families in California with children who have been recently diagnosed with autism. The manual aims to help parents in such families understand the diagnosis of autism, the interventions currently available to treat this disorder, and how to go about obtaining interventions and services for their children. Current literature on autism emphasizes the importance of early and intensive intervention. Parents' ability to access and implement appropriate interventions is related to their level of knowledge about the disorder and its treatments. Enhancing parents' level of knowledge about current interventions, special education laws, and the process by which they can obtain interventions for their children is one way to increase service utilization, particularly by families of lower socioeconomic status (SES). Providing a parent with a clear, concise, and jargon-free compendium of information about autism is particularly important when he or she is initially coping with the emotional and practical challenges that accompany this diagnosis. Low SES families have a particular need for such a resource because, compared with higher SES families, they face additional challenges in raising a child with a disability and have far less ready access to this type of educational and practical information as it is currently disseminated. The initial portion of this manual summarizes our current understanding of autism, including how it manifests, possible etiologies, course, and outcome. The manual subsequently reviews the wide range of interventions that are currently available and discusses the empirical status of each approach. Parents are also informed about the possible adverse impact of this disorder on the family and provided with some strategies for coping with these challenges. Following a review of special education laws pertaining to autism, parents are provided with an outline of how to navigate the special education process. Finally, appendices provide regionally specific listings of community-based and web-based resources for families in California. The conclusion of this dissertation focuses on the strengths and limitations of the manual and lays out a plan for future evaluation, revision, and dissemination of this resource. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AN  - 2007-99018-289
AU  - Delband, Hilya
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - autistic children
resource manual
parents
autism
families
childhood development
socioeconomic status
Autism Spectrum Disorders
Disabilities
Family
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - ProQuest Information & Learning
PY  - 2007
SN  - 0419-4217
SP  - 1920-1920
ST  - Helping families with autistic children: Development of a resource manual for parents
TI  - Helping families with autistic children: Development of a resource manual for parents
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-99018-289&site=ehost-live&scope=site
VL  - 68
ID  - 204941
ER  - 


TY  - JOUR
AB  - Persons with an autism spectrum disorder and/or intellectual disability have difficulties in processing information, which impedes the learning of daily living skills and cognitive concepts. Technological aids support learning, and if used temporarily and in a self-controlled manner, they may contribute to independent societal participation. This systematic review examines the studies that applied self-controlled technologies. The 28 relevant studies showed that skills and concepts are learned through prompting, interaction with devices, and practicing in (realistic) virtual environments. For attaining cognitive concepts, advanced technologies such as virtual reality are effective. Five studies focussed on cognitive concepts and two on emotion concepts. More research is necessary to examine the generalization of results and effect of using technology for learning cognitive and emotional concepts. Implications for Rehabilitation Persons with a moderate to mild intellectual disability and/or with autism can use self-controlled technology to learn new activities of daily living and cognitive concepts (e.g. time perception and imagination). Specific kinds of technologies can be used to learn specific kinds of skills (e.g. videos on computers or handheld devices for daily living skills; Virtual Reality for time perception and emotions of others). For learning new cognitive concepts it is advisable to use more advanced technologies as they have the potential to offer more features to support learning.
AD  - VU University Amsterdam, FPP, Clinical Child and Family Studies and EMGO+ Institute for Health and Care Research , Amsterdam , The Netherlands , and.
AN  - 24848443
AU  - den Brok, W. L.
AU  - Sterkenburg, P. S.
DA  - Jan
DO  - 10.3109/17483107.2014.921248
DP  - NLM
ET  - 2014/05/23
J2  - Disability and rehabilitation. Assistive technology
KW  - Activities of Daily Living
Child Development Disorders, Pervasive/*rehabilitation
Computers, Handheld
Humans
Intellectual Disability/*rehabilitation
Learning
Robotics
*Self-Help Devices
Social Participation
User-Computer Interface
Autism spectrum disorder
difficulties processing information
intellectual disability
self-controlled technologies
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1748-3107
SP  - 1-10
ST  - Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: a systematic literature review
T2  - Disabil Rehabil Assist Technol
TI  - Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: a systematic literature review
VL  - 10
ID  - 203972
ER  - 


TY  - JOUR
AB  - Persons with an autism spectrum disorder and/or intellectual disability have difficulties in processing information, which impedes the learning of daily living skills and cognitive concepts. Technological aids support learning, and if used temporarily and in a self-controlled manner, they may contribute to independent societal participation. This systematic review examines the studies that applied self-controlled technologies. The 28 relevant studies showed that skills and concepts are learned through prompting, interaction with devices, and practicing in (realistic) virtual environments. For attaining cognitive concepts, advanced technologies such as virtual reality are effective. Five studies focussed on cognitive concepts and two on emotion concepts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Sterkenburg, P. S., VU University Amsterdam, FPP, Clinical Child and Family Studies, Van der Boechorststraat 1, 1081 BT, Amsterdam, Netherlands
AN  - 2014-55576-001
AU  - den Brok, W. L. J. E.
AU  - Sterkenburg, P. S.
DB  - APA PsycInfo
DO  - 10.3109/17483107.2014.921248
DP  - EBSCOhost
KW  - Autism spectrum disorder
difficulties processing information
intellectual disability
self controlled technologies
Activities of Daily Living
Child Development Disorders, Pervasive
Computers, Handheld
Humans
Learning
Robotics
Self-Help Devices
Social Participation
User-Computer Interface
Autism Spectrum Disorders
Automated Information Processing
Intervention
Technology
Intellectual Development Disorder
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2015
SN  - 1748-3107
1748-3115
SP  - 1-10
ST  - Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: A systematic literature review
T2  - Disability and Rehabilitation: Assistive Technology
TI  - Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: A systematic literature review
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-55576-001&site=ehost-live&scope=site
p.s.sterkenburg@vu.nl
VL  - 10
ID  - 205015
ER  - 


TY  - JOUR
AB  - To date, the disclosure of a sex chromosome aneuploidy (SCA) diagnosis to an affected individual has not been explored. This study aimed to assess the timing and content revealed to an affected child by his or her parent(s), resources accessed in preparation, parental feelings of preparedness, common parental concerns, and recommendations for disclosure approaches. Two online surveys were created: 1) for parents of a child with a diagnosis and 2) for individuals with a diagnosis. One-hundred thirty-nine parent surveys (XXY n = 68, XXX n = 21, XYY n = 9, other SCAs n = 41) and 67 individual surveys (XXY n = 58, XXX n = 9) were analyzed. Parents most frequently discussed the topics of learning disabilities (47 %) and genetics (45 %) with their child during the initial disclosure. A significantly greater proportion of parent respondents reported feeling prepared vs. unprepared for disclosure, regardless of their child's diagnosis (z-test of proportions, all p's < 0.001). Both prepared and unprepared parents most frequently accessed resources such as websites, support groups, and discussion with the child's physician prior to disclosure, with unprepared parents accessing fewer resources (M = 2.0 ± 1.41) than prepared parents [M = 2. ± 1.56; t(101) =-2.02, p < 0.05]. Common parental concerns included making the conversation age-appropriate, discussing infertility, and possible impact on the child's self-esteem. Both parent and individual respondents endorsed being honest with the child, disclosing the diagnosis early and before puberty, and discussing the diagnosis gradually over time. These results provide recommendations for parents, and suggest benefits from additional resources and supports to alleviate concerns when approaching diagnosis disclosure.
AD  - Graduate Program in Genetic Counseling, University of Colorado Denver, Aurora, CO, USA.
AN  - 25179748
AU  - Dennis, A.
AU  - Howell, S.
AU  - Cordeiro, L.
AU  - Tartaglia, N.
C2  - Pmc5340499
C6  - Nihms625277
DA  - Feb
DO  - 10.1007/s10897-014-9741-4
DP  - NLM
ET  - 2014/09/03
J2  - Journal of genetic counseling
KW  - Adult
*Aneuploidy
Child
Chromosome Disorders/*diagnosis/*psychology
Female
Humans
Male
*Parent-Child Relations
Parents/*psychology
Self Concept
Surveys and Questionnaires
*Truth Disclosure
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1059-7700 (Print)
1059-7700
SP  - 88-103
ST  - "How should I tell my child?" Disclosing the diagnosis of sex chromosome aneuploidies
T2  - J Genet Couns
TI  - "How should I tell my child?" Disclosing the diagnosis of sex chromosome aneuploidies
VL  - 24
ID  - 204849
ER  - 


TY  - JOUR
AB  - Objective: This retrospective case study of an eight year old female with autism illuminates how alteration of the training environment using florescent objects under blacklight conditions, may have been the facilitating impetus that increased her interaction with objects over time. Methods: This study approach was chosen to best correspond with establishment of an individualized education plan for a child with limited functional skills. The complicated task of teaching toothbrushing was broken down into 34 action steps, grouped into six training clusters that were chained together, using a hierarchy of prompts that were faded on every step, until the child functioned on each step independently. Her progress was evaluated by four points of data. Findings: The child interacted with objects and became independent in toothbrushing. Conclusion: Backlighting brought previously ignored objects into the foreground, enabling a child with autism to develop or accentuate visual focus. Future research about the effect of blacklight paired with powerful instructional techniques is recommended.
AN  - EJ1244310
AU  - Derakhshanrad, Seyed Alireza
AU  - Piven, Emily
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Autism
Pervasive Developmental Disorders
Light
Environmental Influences
Children
Daily Living Skills
Teaching Methods
Program Effectiveness
Visual Stimuli
Training
Prompting
Positive Reinforcement
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2020
SN  - 2047-3869
SP  - 160-168
ST  - Modification of the Training Environment to Improve Functional Performance Using Blacklight Conditions: A Case Study of a Child with Autism
T2  - International Journal of Developmental Disabilities
TI  - Modification of the Training Environment to Improve Functional Performance Using Blacklight Conditions: A Case Study of a Child with Autism
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1244310&site=ehost-live&scope=site
http://dx.doi.org/10.1080/20473869.2019.1642640
VL  - 66
ID  - 205273
ER  - 


TY  - JOUR
AB  - OBJECTIVE: Because of improvements in neonatal care in India, there is an increase in the survival rate of high-risk newborns; however, subsequent developmental support systems are inadequate. There is minimal documented research that examines the role of pediatricians as key stakeholders in the early intervention (EI) process in India. The aim of this study was to document perceptions and practices of pediatricians in Gujarat state, India, regarding identification of children at risk for developmental problems, referral procedures, access to EI services in their community, and relevant educational needs. METHOD: An exploratory survey was courier mailed to the entire population of pediatricians in Gujarat. Analyses were based on survey responses from 192 pediatricians. RESULTS: Pediatricians infrequently used developmental assessment tools to identify children with delays, even when a child had biological or established risk conditions. The top 3 barriers to screening were insufficient time, lack of treatment choices, and lack of knowledge regarding referral options. The main deterrent for making referrals was the paucity of EI services. Nearly half the pediatricians reported receiving inadequate training for early detection of childhood disabilities during their medical education. A key continuing education need was learning about developmental screening techniques. CONCLUSIONS: Although more research is needed, it is clear that Gujarat's pediatricians consider early identification of children with developmental concerns as their role. Findings underscore the importance of providing them with more resources and training to promote the developmental aspects of children's health.
AD  - Department of Child Development and Family Relations, East Carolina University, Greenville, NC 27834, USA. desaip@ecu.edu
AN  - 21160440
AU  - Desai, P. P.
AU  - Mohite, P.
DA  - Jan
DO  - 10.1097/DBP.0b013e3181f46e0b
DP  - NLM
ET  - 2010/12/17
J2  - Journal of developmental and behavioral pediatrics : JDBP
KW  - Adult
Child
Developmental Disabilities/*diagnosis/*therapy
*Early Diagnosis
*Early Intervention, Educational/statistics & numerical data
Female
Health Surveys
Humans
India
Male
*Pediatrics
*Practice Patterns, Physicians'/statistics & numerical data
Workforce
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0196-206x
SP  - 69-74
ST  - An exploratory study of early intervention in Gujarat state, India: pediatricians' perspectives
T2  - J Dev Behav Pediatr
TI  - An exploratory study of early intervention in Gujarat state, India: pediatricians' perspectives
VL  - 32
ID  - 204172
ER  - 


TY  - JOUR
AB  - PURPOSE: As more people experience tinnitus, social awareness of tinnitus has consequently increased, due in part to the Internet. Social media platforms are being used increasingly by patients to seek health-related information for various conditions including tinnitus. These online platforms may be used to seek guidance from and share experiences with individuals suffering from a similar disorder. Some social media platforms can also be used to communicate with health care providers. The aim of this study was to investigate the prevalence of tinnitus-related information on social media platforms. METHOD: The present investigation analyzed the portrayal of tinnitus-related information across 3 social media platforms: Facebook (pages and groups), Twitter, and YouTube. We performed a comprehensive analysis of the platforms using the key words "tinnitus" and "ringing in the ears." The results on each platform were manually examined by 2 reviewers based on social media activity metrics, such as "likes," "followers," and "comments." RESULTS: The different social media platforms yielded diverse results, allowing individuals to learn about tinnitus, seek support, advocate for tinnitus awareness, and connect with medical professionals. The greatest activity was seen on Facebook pages, followed by YouTube videos. Various degrees of misinformation were found across all social media platforms. CONCLUSIONS: The present investigation reveals copious amounts of tinnitus-related information on different social media platforms, which the community with tinnitus may use to learn about and cope with the condition. Audiologists must be aware that tinnitus sufferers often turn to social media for additional help and should understand the current climate of how tinnitus is portrayed. Clinicians should be equipped to steer individuals with tinnitus toward valid information.
AD  - The Hear-Ring Lab, Department of Speech-Language-Hearing Sciences, Hofstra University, Hempstead, NY.
Long Island Doctor of Audiology (Au.D.) Consortium, NY.
Department of Communication Sciences and Disorders, St. John's University, Queens, NY.
AN  - 30458469
AU  - Deshpande, A. K.
AU  - Deshpande, S. B.
AU  - O'Brien, C.
DA  - Dec 6
DO  - 10.1044/2018_aja-18-0033
DP  - NLM
ET  - 2018/11/21
J2  - American journal of audiology
KW  - Awareness
*Consumer Health Information
Humans
Information Seeking Behavior
*Internet
Social Media/*statistics & numerical data
Social Support
*Tinnitus
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1059-0889
SP  - 559-569
ST  - A Study of Social Media Utilization by Individuals With Tinnitus
T2  - Am J Audiol
TI  - A Study of Social Media Utilization by Individuals With Tinnitus
VL  - 27
ID  - 204047
ER  - 


TY  - JOUR
AB  - The number of empirical studies on sexuality and intimate relationships in autistic people has grown over the last years with the increasing awareness that sexuality and intimate relationships are an important part of life and well-being for autistic people. Further, expression and enjoyment of sexuality is a fundamental, basic human right. This paper reports on needs for future research in this area based on the input of autistic adults, researchers, and other stakeholders (e.g., parents and professionals). Utilizing the nominal group technique, 65 individuals participated in eight groups in which they brainstormed on research questions they deemed most important. Responses were categorized into themes and ranked according to importance based on the level of priority attributed by participants. Findings suggest that future research should focus on developing ways to support sexual and relationship well-being and getting a better understanding of sexuality and relationships in autistic people. Also, attention was drawn to the need for studying the influence of stereotypical societal views, and stigma. Finally, the importance of participatory research to include perspectives of autistic people in research and practice was stressed. LAY SUMMARY: Sexuality and romantic relationships are part of daily life for most people, including autistic people. For this study, groups of autistic people, professionals, and autism researchers discussed which research on autism, sexuality, and relationships is needed and can help autistic adolescents and adults. The group discussions revealed that more research is needed on how to support well-being relating to romantic relationships and sexuality in autistic people and how the people around them can contribute to this. Therefore, we also need to learn more about how autistic people of all ages and throughout their lives experience sexuality and relationships. Finally, the need for attention to the role of stereotypical ideas and stigma about autism, sexuality, and relationships was pointed out. Attention to the experiences of autistic people can help professionals, researchers, and policy makers to offer and organize attuned support and do relevant research.
AD  - GGzE, Eindhoven, The Netherlands.
Tranzo, Scientific Center for Care and Wellbeing, Tilburg University, Tilburg, The Netherlands.
Department of Child and Adolescent Psychiatry, Center of Expertise on Gender Dysphoria, Amsterdam UMC, VU University Medical Center, Amsterdam, The Netherlands.
A. J. Drexel Autism Institute, Drexel University, Philadelphia, Pennsylvania, USA.
AN  - 32588542
AU  - Dewinter, J.
AU  - van der Miesen, A. I. R.
AU  - Holmes, L. G.
DA  - Jun 25
DO  - 10.1002/aur.2340
DP  - NLM
ET  - 2020/06/27
J2  - Autism research : official journal of the International Society for Autism Research
KW  - autism
community-based participatory research
education
gender identity
health
quality of life
sexuality
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1939-3806
ST  - INSAR Special Interest Group Report: Stakeholder Perspectives on Priorities for Future Research on Autism, Sexuality, and Intimate Relationships
T2  - Autism Res
TI  - INSAR Special Interest Group Report: Stakeholder Perspectives on Priorities for Future Research on Autism, Sexuality, and Intimate Relationships
ID  - 204686
ER  - 


TY  - JOUR
AB  - Over the past two decades, science, technology, engineering, and mathematics (STEM) faculty have been striving to make their teaching practices more inclusive and welcoming to the variety of students who enter college. However, many STEM faculty, even those at teaching-focused institutions, have been educated in a traditional environment that emphasizes research and may not include classroom teaching. This can produce a deficit in training that leaves many STEM faculty feeling uncertain about inclusive teaching practices and their essential undergirding principles. This essay describes an online, evidence-based teaching guide ( https://lse.ascb.org/evidence-based-teaching-guides/inclusive-teaching ) intended to help fill this gap, serving as a resource for science faculty as they work to become more inclusive, particular with regard to differences in race, ethnicity, and gender. The guide describes the importance of developing self-awareness and empathy for students as a precursor to considering classroom practices. It also explores the role of classroom climate before turning to pedagogical choices that can support students' sense of belonging, competence, and interest in the course. Finally, the guide suggests that true inclusivity is a community effort and that instructors should leverage local and national networks to maximize student learning and inclusion. Each of these essential points is supported by summaries of and links to articles that can inform these choices. The guide also includes an instructor checklist that offers a concise summary of key points with actionable steps that can guide instructors as they work toward a more inclusive practice. We hope that the guide will provide value for both faculty who are just beginning to consider how to change their teaching practices and faculty seeking to enrich their current efforts.
AD  - Department of Biological Sciences, University of Rhode Island, Kingston, RI 02881.
Center for Teaching and Department of Biological Sciences, Vanderbilt University, Nashville, TN 37203.
AN  - 31025917
AU  - Dewsbury, B.
AU  - Brame, C. J.
C2  - Pmc7058128
DA  - Jun
DO  - 10.1187/cbe.19-01-0021
DP  - NLM
ET  - 2019/04/27
J2  - CBE life sciences education
KW  - Empathy
Engineering/education
Faculty
Humans
Mathematics/education
Metacognition
Science/education
Students
*Teaching
Technology/education
Universities
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1931-7913
SP  - fe2
ST  - Inclusive Teaching
T2  - CBE Life Sci Educ
TI  - Inclusive Teaching
VL  - 18
ID  - 203854
ER  - 


TY  - JOUR
AB  - BACKGROUND: Autism spectrum disorder (ASD) is a clinically and biologically heterogeneous condition characterized by social, repetitive, and sensory behavioral abnormalities. No treatments are approved for the core diagnostic symptoms of ASD. To enable the earliest stages of therapeutic discovery and development for ASD, robust and reproducible behavioral phenotypes and biological markers are essential to establish in preclinical animal models. The goal of this study was to identify electroencephalographic (EEG) and behavioral phenotypes that are replicable between independent cohorts in a mouse model of ASD. The larger goal of our strategy is to empower the preclinical biomedical ASD research field by generating robust and reproducible behavioral and physiological phenotypes in animal models of ASD, for the characterization of mechanistic underpinnings of ASD-relevant phenotypes, and to ensure reliability for the discovery of novel therapeutics. Genetic disruption of the SHANK3 gene, a scaffolding protein involved in the stability of the postsynaptic density in excitatory synapses, is thought to be responsible for a relatively large number of cases of ASD. Therefore, we have thoroughly characterized the robustness of ASD-relevant behavioral phenotypes in two cohorts, and for the first time quantified translational EEG activity in Shank3B null mutant mice. METHODS: In vivo physiology and behavioral assays were conducted in two independently bred and tested full cohorts of Shank3B null mutant (Shank3B KO) and wildtype littermate control (WT) mice. EEG was recorded via wireless implanted telemeters for 7 days of baseline followed by 20 min of recording following pentylenetetrazol (PTZ) challenge. Behaviors relevant to the diagnostic and associated symptoms of ASD were tested on a battery of established behavioral tests. Assays were designed to reproduce and expand on the original behavioral characterization of Shank3B KO mice. Two or more corroborative tests were conducted within each behavioral domain, including social, repetitive, cognitive, anxiety-related, sensory, and motor categories of assays. RESULTS: Relative to WT mice, Shank3B KO mice displayed a dramatic resistance to PTZ seizure induction and an enhancement of gamma band oscillatory EEG activity indicative of enhanced inhibitory tone. These findings replicated in two separate cohorts. Behaviorally, Shank3B KO mice exhibited repetitive grooming, deficits in aspects of reciprocal social interactions and vocalizations, and reduced open field activity, as well as variable deficits in sensory responses, anxiety-related behaviors, learning and memory. CONCLUSIONS: Robust animal models and quantitative, replicable biomarkers of neural dysfunction are needed to decrease risk and enable successful drug discovery and development for ASD and other neurodevelopmental disorders. Complementary to the replicated behavioral phenotypes of the Shank3B mutant mouse is the new identification of a robust, translational in vivo neurophysiological phenotype. Our findings provide strong evidence for robustness and replicability of key translational phenotypes in Shank3B mutant mice and support the usefulness of this mouse model of ASD for therapeutic discovery.
AD  - F.M. Kirby Neurobiology Center, Translational Neuroscience Center, Department of Neurology, Boston Children's Hospital, Harvard Medical School, Boston, MA 02115 USA.
MIND Institute, Department of Psychiatry and Behavioral Sciences, University of California Davis School of Medicine, Sacramento, CA 95821 USA.
Autism Speaks, Inc., Boston, MA USA.
Present address: BlackThorn Therapeutics, Inc., Cambridge, MA USA.
AN  - 28638591
AU  - Dhamne, S. C.
AU  - Silverman, J. L.
AU  - Super, C. E.
AU  - Lammers, S. H. T.
AU  - Hameed, M. Q.
AU  - Modi, M. E.
AU  - Copping, N. A.
AU  - Pride, M. C.
AU  - Smith, D. G.
AU  - Rotenberg, A.
AU  - Crawley, J. N.
AU  - Sahin, M.
C2  - Pmc5472997
DO  - 10.1186/s13229-017-0142-z
DP  - NLM
ET  - 2017/06/24
J2  - Molecular autism
KW  - Animals
Anxiety/diagnosis/genetics/*physiopathology
Autistic Disorder/diagnosis/genetics/*physiopathology
*Behavior, Animal
Biomarkers/analysis
Convulsants/administration & dosage
*Disease Models, Animal
Electroencephalography
Female
Grooming
Humans
Interpersonal Relations
Male
Maze Learning
*Memory
Mice
Mice, Knockout
Nerve Tissue Proteins/deficiency/*genetics
Pentylenetetrazole/administration & dosage
Reproducibility of Results
Seizures/chemically induced/genetics/physiopathology
*Anxiety
*Autism
*Gamma oscillations
*Pentylenetetrazol
*Repetitive behavior
*Shank3B
*Social behavior
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SP  - 26
ST  - Replicable in vivo physiological and behavioral phenotypes of the Shank3B null mutant mouse model of autism
T2  - Mol Autism
TI  - Replicable in vivo physiological and behavioral phenotypes of the Shank3B null mutant mouse model of autism
VL  - 8
ID  - 203923
ER  - 


TY  - JOUR
AB  - This research examined mothers’ and sisters’ perceptions of sibling relationships in families with a brother with autism spectrum disorder (ASD) in the context of a strengths-based, family-focused 3D technology program designed for youth on the spectrum. Seven sisters and six mothers participated in semi-structured interviews, which were coded for emergent themes. Both similarities and differences between sisters’ and mothers’ perceptions of the sibling relationship emerged from the narratives. Sisters and mothers framed the sibling relationship differently within the context of everyday life activities compared to the context of their brother’s involvement in the technology program that highlighted his skills and abilities. Within the context of everyday life, sisters described the dual nature of their relationships, involving both positive and negative qualities, whereas mothers focused on the challenges in the sibling relationship. Both mothers and sisters identified the 'sister' role in the sibling relationship as that of a nurturer. Within the context of the technology program, mothers and sisters both perceived the boys’ roles as shifting positively relative to the context of everyday life. Sisters spoke of a sense of pride in their brother’s accomplishments in 3D design, whereas mothers spoke about their children being more engaged with one another because of their shared interests in the program. We discuss implications for interventions with families with a child with ASD. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Diener, Marissa L., Department of Family and Consumer Studies, University of Utah, 225 South 1400 East, Rm. 228 AEB, Salt Lake City, UT, US, 84112-0080
AN  - 2014-04927-001
AU  - Diener, Marissa L.
AU  - Anderson, Laura
AU  - Wright, Cheryl A.
AU  - Dunn, M. Louise
DB  - APA PsycInfo
DO  - 10.1007/s10826-014-9915-6
DP  - EBSCOhost
KW  - Autism spectrum disorder
Siblings
Technology
Community-based participatory research
Mothers’ perceptions
Autism Spectrum Disorders
Program Evaluation
Sibling Relations
Community Psychology
Experimentation
Family
Mothers
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2015
SN  - 1062-1024
1573-2843
SP  - 1060-1072
ST  - Sibling relationships of children with autism spectrum disorder in the context of everyday life and a strength-based program
T2  - Journal of Child and Family Studies
TI  - Sibling relationships of children with autism spectrum disorder in the context of everyday life and a strength-based program
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-04927-001&site=ehost-live&scope=site
marissa.diener@fcs.utah.edu
VL  - 24
ID  - 205019
ER  - 


TY  - JOUR
AB  - This study explores the processes occurring during technology workshops which built on interests and enhanced social engagement for students with autism spectrum disorders (ASD). The workshops used a community based research design and focused on teaching a creative three-dimensional (3D) design programme (SketchUp™) to students with ASD. Seven boys (ages 8–17) participated in this pilot programme over a 6-month period. The methodology was a qualitative thematic analysis of videotapes and transcripts of workshop sessions. The two key themes that emerged were: (1) development of authentic peer relationships through humour, common interests, physical actions, and playful competition; and (2) the importance of a scaffolded learning environment with support from peers and an adult mentor, as opportunities for social engagement. These findings indicate that 3D design technology can build on strengths and interests of students with ASD and promote social engagement in naturally occurring environments. A positive youth development philosophy focusing on technology interests may be useful with students with ASD, especially in connection to existing service delivery models. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Diener, Marissa L.
AN  - 2016-16338-003
AU  - Diener, Marissa L.
AU  - Wright, Cheryl A.
AU  - Dunn, Louise
AU  - Wright, Scott D.
AU  - Anderson, Laura Linnell
AU  - Smith, Katherine Newbold
DB  - APA PsycInfo
DO  - 10.1080/1034912X.2015.1053436
DP  - EBSCOhost
KW  - autism
autism spectrum disorders (ASD)
community based research
creativity
interests
peers
social engagement
technology
Autism Spectrum Disorders
Students
Teaching
Communities
M1  - 2
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2016
SN  - 1034-912X
1465-346X
SP  - 181-200
ST  - A creative 3D design programme: Building on interests and social engagement for students with autism spectrum disorder (ASD)
T2  - International Journal of Disability, Development and Education
TI  - A creative 3D design programme: Building on interests and social engagement for students with autism spectrum disorder (ASD)
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-16338-003&site=ehost-live&scope=site
Marissa.diener@fcs.utah.edu
VL  - 63
ID  - 204862
ER  - 


TY  - CHAP
A2  - Cardon, Teresa A.
AB  - This chapter describes an innovative out-of-school program designed to address gaps in vocational preparation for adolescents and young adults on the autism spectrum. The program represents a shift from a deficit-based, biomedical approach to autism; instead, it is built on a positive youth development framework to create a technology program that builds on the strengths and interests of youth with autism to promote vocational exploration, software skill development, and social engagement. The program is grounded in a community-based participatory research model and is backed by social entrepreneurs and corporate leaders in the technology industry. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Diener, Marissa Lynn, University of Utah, Salt Lake City, UT, US
AN  - 2015-42152-009
AU  - Diener, Marissa Lynn
AU  - Wright, Cheryl A.
AU  - Wright, Scott D.
AU  - Anderson, Laura Linnell
CY  - Cham
DB  - APA PsycInfo
DO  - 10.1007/978-3-319-20872-5_9
DP  - EBSCOhost
KW  - autism spectrum disorders
technology
positive youth development
vocational exploration
software skill development
social engagement
Adolescent Development
Occupational Guidance
Positive Psychology
Skill Learning
Social Skills Training
N1  - PsycInfo EbscoHost literature search August 25, 2020
PB  - Springer International Publishing
PY  - 2016
SN  - 2192-922X
2192-9238
978-3-319-20871-8
978-3-319-20872-5
SP  - 97-112
ST  - Tapping into technical talent: Using technology to facilitate personal, social, and vocational skills in youth with autism spectrum disorder (ASD)
T2  - Technology and the treatment of children with autism spectrum disorder.
T3  - Autism and child psychopathology series; ISSN: 2192-922X (Print), 2192-9238 (Electronic)
TI  - Tapping into technical talent: Using technology to facilitate personal, social, and vocational skills in youth with autism spectrum disorder (ASD)
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-42152-009&site=ehost-live&scope=site
marissa.diener@fcs.utah.edu
ID  - 205028
ER  - 


TY  - JOUR
AB  - Bilingualism changes the way people relate to others. This is particularly interesting in the case of autism, where social interaction presents many challenges. A better understanding of the overlap between the social variations of bilingualism and autism could unveil new ways to support the social experiences of autistic people. This research aims to understand the language learning and social experiences of autistic people who speak one, two or more languages. A total of 297 autistic adults (aged between 16 and 80 years) completed an online questionnaire that included general demographic questions, social life quality self-rating questions, language history questions, and open questions about the respondents' bilingualism experience. Respondents had a wide range of language experiences: there were 89 monolingual English speakers, 98 bilinguals, 110 respondents knew three languages or more, all with a wide range of abilities in their languages. In the full group, younger respondents were more satisfied with their social life, and respondents with many languages were more satisfied with their social life than respondents with few languages. In the multilingual group, younger respondents were more satisfied with their social life, and the more skilled in their third language the more satisfied with their social life. This is the first study describing the language history and social experiences of a large group of bilingual and multilingual autistic adults. It highlights how autistic people can encounter a new language, learn it and use it in their daily life, and how their bilingualism experiences shape their social life.
AD  - University of Edinburgh, UK.
AN  - 32677446
AU  - Digard, B. G.
AU  - Sorace, A.
AU  - Stanfield, A.
AU  - Fletcher-Watson, S.
DA  - Jul 17
DO  - 10.1177/1362361320937845
DP  - NLM
ET  - 2020/07/18
J2  - Autism : the international journal of research and practice
KW  - autism spectrum disorders
bilingualism
communication and language
language learning
quality of life
social life quality
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1362-3613
SP  - 1362361320937845
ST  - Bilingualism in autism: Language learning profiles and social experiences
T2  - Autism
TI  - Bilingualism in autism: Language learning profiles and social experiences
ID  - 204786
ER  - 


TY  - JOUR
AB  - The decoding of conscious experience, based on non-invasive measurements, has become feasible by tailoring machine learning techniques to analyse neuroimaging data. Recently, functional connectivity graphs (FCGs) have entered into the picture. In the related decoding scheme, FCGs are treated as unstructured data and, hence, their inherent format is overlooked. To alleviate this, tensor subspace analysis (TSA) is incorporated for the parsimonious representation of connectivity data. In addition to the particular methodological innovation, this work also makes a contribution at a conceptual level by encoding in FCGs cross-frequency coupling apart from the conventional frequency-specific interactions. Working memory related tasks, supported by networks oscillating at different frequencies, are good candidates for assessing the novel approach. We employed surface EEG recordings when the subjects were repeatedly performing a mental arithmetic task of five cognitive workload levels. For each trial, an FCG was constructed based on phase interactions within and between Frontal (θ) and Parieto-Occipital (α2) neural activities, which are considered to reflect the function of two distinct working memory subsystems. Based on the TSA representation, a remarkably high correct-recognition-rate (96%) of the task difficulties was achieved using a standard classifier. The overall scheme is computational efficient and therefore potentially useful for real-time and personalized applications.
AD  - Artificial Intelligence and Information Analysis Laboratory, Department of Informatics, Aristotle University, 54124, Thessaloniki, Greece.
AN  - 25287648
AU  - Dimitriadis, S. I.
AU  - Sun, Y.
AU  - Kwok, K.
AU  - Laskaris, N. A.
AU  - Thakor, N.
AU  - Bezerianos, A.
DA  - Apr
DO  - 10.1007/s10439-014-1143-0
DP  - NLM
ET  - 2014/10/08
J2  - Annals of biomedical engineering
KW  - Adult
Cognition/*physiology
*Electroencephalography
Female
Humans
Male
Memory, Short-Term/*physiology
*Models, Neurological
*Workload
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0090-6964
SP  - 977-89
ST  - Cognitive workload assessment based on the tensorial treatment of EEG estimates of cross-frequency phase interactions
T2  - Ann Biomed Eng
TI  - Cognitive workload assessment based on the tensorial treatment of EEG estimates of cross-frequency phase interactions
VL  - 43
ID  - 204303
ER  - 


TY  - JOUR
AB  - People with intellectual and developmental disabilities (IDD) are often excluded from meaningful participation in research and program evaluation for various reasons, including protocols and measures that are inaccessible for people with varying cognitive and communication abilities. Emancipatory research models emphasize the importance of inclusive research practices. Video vignettes are a promising tool for research and program evaluation with people with IDD because they are standardized, they use visual imagery rather than relying on written or verbal communication, and they allow for distance from sensitive topics. The Leadership for Empowerment and Abuse Prevention (LEAP) project used video vignettes to evaluate a healthy relationship program for people with IDD. The authors discuss the process of piloting various protocols and measures, which then ultimately led to the use of video vignettes in the evaluation.
AD  - Virginia Commonwealth University, School of Education-Partnership for People with Disabilities, 700 East Franklin Street, Richmond, VA, 23284, United States. Electronic address: padinora@vcu.edu.
University of Richmond, School of Professional and Continuing Studies, 490 Westhampton Way, Univ. of Richmond, VA, 23173, United States. Electronic address: aschoene@richmond.edu.
Virginia Commonwealth University, School of Education-Partnership for People with Disabilities, 700 East Franklin Street, Richmond, VA, 23284, United States. Electronic address: mdwray@vcu.edu.
Virginia Commonwealth University, School of Social Work, 1000 Floyd Ave., Richmond, VA, 23284, United States. Electronic address: ecramer@vcu.edu.
Virginia Commonwealth University, School of Education-Partnership for People with Disabilities, 700 East Franklin Street, Richmond, VA, 23284, United States. Electronic address: brandtj@vcu.edu.
Virginia Commonwealth University, School of Education, 901 Floyd Ave, Richmond, VA, 23284, United States. Electronic address: daguilara@vcu.edu.
AN  - 32032894
AU  - Dinora, P.
AU  - Schoeneman, A.
AU  - Dellinger-Wray, M.
AU  - Cramer, E. P.
AU  - Brandt, J.
AU  - D'Aguilar, A.
DA  - Apr
DO  - 10.1016/j.evalprogplan.2019.101774
DP  - NLM
ET  - 2020/02/08
J2  - Evaluation and program planning
KW  - Abuse prevention
Intellectual disability
Video vignettes
competing financial interests or personal relationships that could have appeared to
influence the work reported in this paper.
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 0149-7189
SP  - 101774
ST  - Using video vignettes in research and program evaluation for people with intellectual and developmental disabilities: A case study of the Leadership for Empowerment and Abuse Prevention (LEAP) project
T2  - Eval Program Plann
TI  - Using video vignettes in research and program evaluation for people with intellectual and developmental disabilities: A case study of the Leadership for Empowerment and Abuse Prevention (LEAP) project
VL  - 79
ID  - 204667
ER  - 


TY  - JOUR
AB  - We present a computational model of spatial navigation comprising different learning mechanisms in mammals, i.e., associative, cognitive mapping and parallel systems. This model is able to reproduce a large number of experimental results in different variants of the Morris water maze task, including standard associative phenomena (spatial generalization gradient and blocking), as well as navigation based on cognitive mapping. Furthermore, we show that competitive and cooperative patterns between different navigation strategies in the model allow to explain previous apparently contradictory results supporting either associative or cognitive mechanisms for spatial learning. The key computational mechanism to reconcile experimental results showing different influences of distal and proximal cues on the behavior, different learning times, and different abilities of individuals to alternatively perform spatial and response strategies, relies in the dynamic coordination of navigation strategies, whose performance is evaluated online with a common currency through a modular approach. We provide a set of concrete experimental predictions to further test the computational model. Overall, this computational work sheds new light on inter-individual differences in navigation learning, and provides a formal and mechanistic approach to test various theories of spatial cognition in mammals.
AD  - Institute of Intelligent Systems and Robotics, Sorbonne Université, CNRS, F-75005 Paris, France.
Defitech Chair in Brain-Machine Interface, Center for Neuroprosthetics, Institute of Bioengineering and School of Engineering, EPFL, Geneva, Switzerland.
AN  - 29630600
AU  - Dollé, L.
AU  - Chavarriaga, R.
AU  - Guillot, A.
AU  - Khamassi, M.
C2  - Pmc5908205
DA  - Apr
DO  - 10.1371/journal.pcbi.1006092
DP  - NLM
ET  - 2018/04/10
J2  - PLoS computational biology
KW  - Animals
Behavior, Animal/physiology
Cognition/physiology
Computational Biology
Computer Simulation
Cues
Mammals
Maze Learning/physiology
Memory/physiology
*Models, Psychological
Reinforcement, Psychology
Spatial Navigation/*physiology
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1553-734X (Print)
1553-734x
SP  - e1006092
ST  - Interactions of spatial strategies producing generalization gradient and blocking: A computational approach
T2  - PLoS Comput Biol
TI  - Interactions of spatial strategies producing generalization gradient and blocking: A computational approach
VL  - 14
ID  - 203934
ER  - 


TY  - JOUR
AB  - Video-based instruction is becoming a common intervention in today's classrooms. Previous research has focused primarily on video modeling techniques that required the student to watch an entire video of the task before attempting to complete the task independently. Video prompting is a form of video instruction that breaks down target skills into steps that are then performed directly after viewing each clip. The present review examined studies using video prompting techniques to teach functional and daily living skills to individuals with autism spectrum disorders (ASD). The focus of the review was on evaluation of the effectiveness of video prompting and the factors that affect student attention to the video, retention of target behavior, production of target behavior, and motivation. Results showed that video prompting was an effective intervention for teaching a wide array of target skills and that students with ASD were able to generalize and maintain the acquired skills. Video prompting was also shown to be more effective than both static picture prompts and video modeling techniques in terms of percentage of correct independent responding. Suggestions for practice and future research are discussed.
AN  - EJ1049356
AU  - Domire, Sarah C.
AU  - Wolfe, Pamela
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Video Technology
Technology Uses in Education
Prompting
Autism
Pervasive Developmental Disorders
Program Evaluation
Program Effectiveness
Attention
Maintenance
Motivation
Intervention
Skill Development
Generalization
Daily Living Skills
Literature Reviews
Case Studies
Behavior Modification
Pictorial Stimuli
Models
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2014
SN  - 1540-7969
SP  - 211-226
ST  - Effects of Video Prompting Techniques on Teaching Daily Living Skills to Children with Autism Spectrum Disorders: A Review
T2  - Research and Practice for Persons with Severe Disabilities
TI  - Effects of Video Prompting Techniques on Teaching Daily Living Skills to Children with Autism Spectrum Disorders: A Review
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1049356&site=ehost-live&scope=site
http://dx.doi.org/10.1177/1540796914555578
VL  - 39
ID  - 205186
ER  - 


TY  - JOUR
AB  - INTRODUCTION: In India, there has been little effort to teach medical students about public health research. Few medical institutions in India and nearby Nepal formally offer exposure to field surveys or projects to medical undergraduates as a part of their training in community medicine. Little is known about the effect of such activity on students or how they apply what they learn. We implemented a systematic, hands-on experience in the public health research process with medical undergraduates in Puducherry, India to evaluate its effect on students. MATERIAL AND METHODS: Two groups, each with 30 third-semester (second year) medical undergraduates, participated in a 15-day, two and one-half hours per day course on the public health research process. At the end of course, a retrospective post-then-pre self-assessment of students skills was obtained. One year later, we resurveyed students with open-ended questions to assess their impressions of what they had gained from learning about the field survey process. RESULTS: Out of the 60 students, 55 (91.6%) provided complete responses for analysis. The mean post-exposure Likert scores of students self-perceived skills and knowledge were significantly higher than their retrospective assessments of themselves prior to the course in areas such as being aware of the public health research process, their skills in interviewing and communicating with local villagers, and ability to collect, enter via computer and present gathered information (p < 0.005). Six categories of common responses, all positive, emerged from the open-ended feedback: 1) ability to apply learning to research work, 2) communication skills, 3) awareness about local epidemiology of injury, 4) awareness of local first-aid practices and health care seeking behavior, 5) awareness of survey techniques, and 6) anticipated application of this learning in the future and its effect on the student. CONCLUSIONS: Overall, the initial implementation of a program exposing medical students to the community survey research process was well received. Early exposure of medical undergraduates to the survey research process appears to help them be better clinicians, who are able to understand and use field level data.
AD  - Department of Community Medicine, Sri Manakula Vinayagar Medical College, Pondicherry, India. amolrdongre@gmail.com
AN  - 22267354
AU  - Dongre, A. R.
AU  - Kalaiselvan, G.
AU  - Mahalakshmy, T.
DA  - Dec
DP  - NLM
ET  - 2012/01/24
J2  - Education for health (Abingdon, England)
KW  - *Awareness
*Clinical Competence
Community-Based Participatory Research/*methods
Data Collection/*methods
Education, Medical, Undergraduate/*methods
Educational Measurement/methods
Educational Status
Faculty, Medical
Female
Humans
India
Male
Qualitative Research
Retrospective Studies
Statistics as Topic
*Students, Medical
Time Factors
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 1357-6283
SP  - 591
ST  - The benefits to medical undergraduates of exposure to community-based survey research
T2  - Educ Health (Abingdon)
TI  - The benefits to medical undergraduates of exposure to community-based survey research
VL  - 24
ID  - 204214
ER  - 


TY  - JOUR
AB  - PURPOSE: To describe the level of functioning of adolescents and young adults with cerebral palsy (CP) and study determinants of their level of functioning. METHOD: In the CP Transition study, adolescents and young adults aged 16-20 years, diagnosed with CP without severe learning disabilities (n =103) participated. In this group we assessed subject characteristics, i.e., age, type of CP, gross motor function (GMFCS), level of education as well as outcome measures on functioning in daily activities and social participation (Life Habits questionnaire, Vineland Adaptive Behavior Scale, Functional Independence Measure). Multivariate regression analyses were performed. RESULTS: About 20-30% of the participants encountered restrictions in daily activities (mobility, self-care, nutrition) and social participation (taking responsibility, community living, leisure activities and employment). The GMFCS level, level of education, and age proved to be important determinants of functioning in daily activities and social participation, explaining 70% and 66% of the variance in outcome respectively. CONCLUSION: A significant number of adolescents and young adults with CP without severe learning disabilities are restricted in daily activities and social participation. These problems are mainly attributable to restricted gross motor functioning, a low level of education and younger age.
AD  - Department of Rehabilitation Medicine, Erasmus MC, University Medical Centre, Rotterdam, The Netherlands. m.donkervoort@erasmusmc.nl
AN  - 17364800
AU  - Donkervoort, M.
AU  - Roebroeck, M.
AU  - Wiegerink, D.
AU  - van der Heijden-Maessen, H.
AU  - Stam, H.
DA  - Mar 30
DO  - 10.1080/09638280600836018
DP  - NLM
ET  - 2007/03/17
J2  - Disability and rehabilitation
KW  - *Activities of Daily Living
Adolescent
Adult
Age Factors
Cerebral Palsy/*epidemiology
*Disability Evaluation
Educational Status
Employment
Female
Humans
Interpersonal Relations
Leisure Activities
Male
Mobility Limitation
Netherlands/epidemiology
Social Adjustment
Surveys and Questionnaires
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0963-8288 (Print)
0963-8288
SP  - 453-63
ST  - Determinants of functioning of adolescents and young adults with cerebral palsy
T2  - Disabil Rehabil
TI  - Determinants of functioning of adolescents and young adults with cerebral palsy
VL  - 29
ID  - 204851
ER  - 


TY  - GEN
AB  - The Center on Innovations in Learning (CIL) is a national content center established to work with regional comprehensive centers and state education agencies (SEA) to build SEAs' capacity to stimulate, select, implement, and scale up innovation in learning. This report is a collection of evidence ratings and practice briefs. The categories for both the Evidence Base and Effect Size Rating for Effective Practices and the Effective Practice Briefs are: (1) School Leadership and Decision-Making; (2) Curriculum, Assessment, and Instruction Planning; (3) Classroom Instruction; (4) Personalized Learning: Digital Learning; (5) Personalized Learning: Blended Learning; (6) Personalized Learning: Cognitive Competency; (7) Personalized Learning: Metacognitive Competency; (8) Personalized Learning: Motivational Competency; (9) Personalized Learning: Social/Emotional Competency; (10) Family Engagement in a School Community; (11) Preschool Early Learning; (12) High School: Leadership and Decision-Making; (13) High School: Opportunity to Learn; and (14) District Support for School Success.
AU  - Donley, Jan
AU  - Temple University, Center on Innovations in Learning
DB  - ERIC
DP  - EBSCOhost
J2  - Center on Innovations in Learning, Temple University
KW  - State Departments of Education
Capacity Building
Educational Practices
Best Practices
Evidence
Instructional Leadership
Decision Making
Curriculum Development
Educational Assessment
Student Evaluation
Educational Planning
Instruction
Individualized Instruction
Electronic Learning
Blended Learning
Cognitive Ability
Competence
Metacognition
Learning Motivation
Family Involvement
Preschool Education
Emergent Literacy
Preschool Children
High School Students
Leadership
Educational Opportunities
Academic Achievement
Instructional Effectiveness
Educational Improvement
Classroom Techniques
Academic Standards
Parent Education
Evidence Based Practice
Achievement Rating
N1  - ERIC EbscoHost Literature Search August 25, 2020
PB  - Center on Innovations in Learning, Temple University
PY  - 2019
ST  - Effective Practices: Research Briefs and Evidence Rating
TI  - Effective Practices: Research Briefs and Evidence Rating
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED593306&site=ehost-live&scope=site
ID  - 205163
ER  - 


TY  - JOUR
AB  - BACKGROUND: The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. OBJECTIVE: The purpose of this study was to answer the following questions: 1) among children age 5-13 yr, do PA and physical fitness influence cognition, learning, brain structure, and brain function? 2) Among children age 5-13 yr, do PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention? STUDY ELIGIBILITY CRITERIA: This study used primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness, or PE/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. DATA SOURCES: Two separate searches were performed to identify studies that focused on 1) cognition, learning, brain structure, and brain function and 2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990-September 2014) for studies that met inclusion criteria. Sixty-four studies met inclusion criteria for the first search (cognition/learning/brain), and 73 studies met inclusion criteria for the second search (academic achievement/concentration). STUDY APPRAISAL AND SYNTHESIS METHODS: Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters; therefore, results were synthesized and presented by study design. RESULTS: A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning. Limited evidence was available concerning the effects of PA on learning, with only one cross-sectional study meeting the inclusion criteria. Evidence indicates that PA has a relationship to areas of the brain that support complex cognitive processes during laboratory tasks. Although favorable results have been obtained from cross-sectional and longitudinal studies related to academic achievement, the results obtained from controlled experiments evaluating the benefits of PA on academic performance are mixed, and additional, well-designed studies are needed. LIMITATIONS: Limitations in evidence meeting inclusion criteria for this review include lack of randomized controlled trials, limited studies that are adequately powered, lack of information on participant characteristics, failure to blind for outcome measures, proximity of PA to measurement outcomes, and lack of accountability for known confounders. Therefore, many studies were ranked as high risk for bias because of multiple design limitations. CONCLUSIONS: The present systematic review found evidence to suggest that there are positive associations among PA, fitness, cognition, and academic achievement. However, the findings are inconsistent, and the effects of numerous elements of PA on cognition remain to be explored, such as type, amount, frequency, and timing. Many questions remain regarding how to best incorporate PA within schools, such as activity breaks versus active lessons in relation to improved academic achievement. Regardless, the literature suggests no indication that increases in PA negatively affect cognition or academic achievement and PA is important for growth and development and general health. On the basis of the evidence available, the authors concluded that PA has a positive influence on cognition as well as brain structure and function; however, more research is necessary to determine mechanisms and long-term effect as well as strategies to translate laboratory findings to the school environment. Therefore, the evidence category rating is B. The literature suggests that PA and PE have a neutral effect on academic achievement. Thus, because of the limitations in the literature and the current information available, the evidence category rating for academic achievement is C.
AN  - 27182986
AU  - Donnelly, J. E.
AU  - Hillman, C. H.
AU  - Castelli, D.
AU  - Etnier, J. L.
AU  - Lee, S.
AU  - Tomporowski, P.
AU  - Lambourne, K.
AU  - Szabo-Reed, A. N.
C2  - Pmc4874515
C6  - Nihms759814
DA  - Jun
DO  - 10.1249/mss.0000000000000901
DP  - NLM
ET  - 2016/05/18
J2  - Medicine and science in sports and exercise
KW  - *Achievement
Adolescent
Brain/anatomy & histology/physiology
Child
Child, Preschool
*Cognition
Exercise/*psychology
Humans
Learning
Physical Fitness/*psychology
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0195-9131 (Print)
0195-9131
SP  - 1197-222
ST  - Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review
T2  - Med Sci Sports Exerc
TI  - Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review
VL  - 48
ID  - 204503
ER  - 


TY  - JOUR
AB  - Within intellectual disability nursing students are prepared within a biopsychosocialeducational model and curriculum address these challenges. Using a simulated learning environment has great potential for promoting competence and in-depth knowledge of substantive topics relevant to practice. This article presents an assignment designed to more closely resemble real-world activities to allow students develop and exercise skills that translate to practice activities and incorporates a student's reflective comments on the process. The assignment was designed to foster intellectual disability student nurses ability to facilitate family/client education. The aim of the assignment was fulfilled through the students designing a clinical skill teaching session that could be used with families/clients. The sessions were recorded and the student reviewed their recording to reflect on their performance and to self assess. To facilitate student learning the modules academic lecturer also reviewed the recording and both lecturer and student meet to discuss the reflection and self assessment.
AD  - Department of Nursing and Midwifery, University of Limerick, Castletroy, Limerick, Ireland. Electronic address: owen.doody@ul.ie.
AN  - 23602694
AU  - Doody, O.
AU  - Condon, M.
DA  - Nov
DO  - 10.1016/j.nepr.2013.03.011
DP  - NLM
ET  - 2013/04/23
J2  - Nurse education in practice
KW  - Attitude of Health Personnel
*Clinical Competence
Education, Nursing, Baccalaureate/*methods
Female
Humans
Intellectual Disability/nursing
*Learning
Male
Nurse-Patient Relations
Nursing Education Research
Nursing Evaluation Research
Nursing Methodology Research
Patient Education as Topic
Professional-Family Relations
Self-Assessment
Students, Nursing/*psychology
*Video Recording
Learning
Nurse education
Reflection
Self assessment
Video analysis
LA  - eng
M1  - 6
N1  - PubMed NLM literature search August 25, 2020
PY  - 2013
SN  - 1471-5953
SP  - 561-6
ST  - Using a simulated environment to support students learning clinical skills
T2  - Nurse Educ Pract
TI  - Using a simulated environment to support students learning clinical skills
VL  - 13
ID  - 204339
ER  - 


TY  - JOUR
AB  - Four students with moderate intellectual disabilities used electronic lists delivered on an iPhone to assist them in skills related to community-based grocery shopping. An alternating treatments design was used to assist in comparing the effectiveness and efficiency of three different types of lists (Text Only, Audio + Text, and Picture + Text). Data gathered during Experiment 1 indicated that the use of pictorial lists delivered via the iPhone interface appeared to be the most effective and efficient prompting system for all participants. The iPhone based pictorial list prompting system was further evaluated to determine whether or not it would assist students to incidentally learn to read the words after multiple presentations of the picture and text. Data gathered during Experiment 2 indicated that one student learned all of the target words incidentally while another student teamed most of the words as a result of using the iPhone based system alone. Two other students required use of a computer-based instructional program with simultaneous prompting to assist them in learning the target words. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Douglas, Karen H., Illinois State University, Campus Box 5190, Normal, IL, US, 61790
AN  - 2015-55845-007
AU  - Douglas, Karen H.
AU  - Ayres, Kevin M.
AU  - Langone, John
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - self-management strategies
iPhone
grocery shopping
literacy
intellectual disabilities
mental retardation
Self-Management
Shopping
Mobile Phones
Intellectual Development Disorder
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2015
SN  - 2154-1647
SP  - 446-465
ST  - Comparing self-management strategies delivered via an iPhone to promote grocery shopping and literacy
T2  - Education and Training in Autism and Developmental Disabilities
TI  - Comparing self-management strategies delivered via an iPhone to promote grocery shopping and literacy
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-55845-007&site=ehost-live&scope=site
kdougla@ilstu.edu
VL  - 50
ID  - 204901
ER  - 


TY  - JOUR
AB  - BACKGROUND: This article is about interactions that occur when someone with intellectual disabilities is engaged in everyday activities with a personal assistant (PA) or a support worker. METHOD: We examine the detail of nine hours of naturally occurring video-recorded interactions, to explore how "relational autonomy" is done in practice. Nine people with ID and seven staff took part in the research, which took place in England from 2016-17. RESULTS: We selected six extracts to illustrate different types of joint decision-making. Informed by inclusive research with a drama group of people with intellectual disabilities, we focus on the ways in which (a) future plans are discussed; (b) choices are offered during an activity; (c) people reflect on their decisions. CONCLUSION: The article concludes with discussion about the teaching and learning content of choice-making, on relational autonomy, and the practice learning for PAs, support workers and for people with intellectual disabilities.
AD  - Norah Fry Centre for Disability Studies, School for Policy Studies, University of Bristol, Bristol, UK.
Centre for Academic Primary Care, University of Bristol, Bristol, UK.
School of Education, University of Bristol, Bristol, UK.
AN  - 30980465
AU  - Dowling, S.
AU  - Williams, V.
AU  - Webb, J.
AU  - Gall, M.
AU  - Worrall, D.
C2  - Pmc6850626
DA  - Sep
DO  - 10.1111/jar.12595
DP  - NLM
ET  - 2019/04/14
J2  - Journal of applied research in intellectual disabilities : JARID
KW  - *Activities of Daily Living
Adolescent
Adult
*Decision Making
Female
Humans
*Intellectual Disability/nursing
*Interpersonal Relations
Male
*Mentally Disabled Persons
Middle Aged
*Personal Autonomy
Qualitative Research
Young Adult
conversation analysis
decision making
interaction
mental capacity
relational autonomy
support practices
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 1360-2322 (Print)
1360-2322
SP  - 1058-1066
ST  - Managing relational autonomy in interactions: People with intellectual disabilities
T2  - J Appl Res Intellect Disabil
TI  - Managing relational autonomy in interactions: People with intellectual disabilities
VL  - 32
ID  - 203887
ER  - 


TY  - JOUR
AB  - The effects of training and supervision on instructor knowledge and performance of discrete trial teaching (DTT) within three domains (DTT Technical Skills; Work Session Preparation/Conclusion; and Student Engagement/Management) were examined in this study. Eight undergraduate student instructors received an 8-hr training in DTT and support skills accompanied by a pre-and post-test of knowledge. The instructors then taught a variety of skills to six students with autism in a community-based preschool, where instructor competence was tracked and performance feedback provided using the Discrete Trial Teaching Competency Checklist for Instructors. Competence in all three domains improved over time with performance feedback. However, significant variability was observed within and between instructors, and performance in some areas remained below optimal levels even with regular supervision and performance feedback. Implications for training and supervising instructors to implement DTT with children with autism in community-based settings are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Downs, Andrew, Department of Social and Behavioral Sciences, University of Portland, MSC 185, 5000 N. Willamette Blvd., Portland, OR, US, 97203
AN  - 2013-38803-003
AU  - Downs, Andrew
AU  - Downs, Robyn Conley
DB  - APA PsycInfo
DO  - 10.1177/1088357612465120
DP  - EBSCOhost
KW  - teaching strategies
autism
community based intervention program
performance feedback
Autism Spectrum Disorders
Preschool Education
Student Engagement
Teacher Education
Community Involvement
M1  - 4
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2013
SN  - 1088-3576
1538-4829
SP  - 212-221
ST  - Training new instructors to implement discrete trial teaching strategies with children with autism in a community-based intervention program
T2  - Focus on Autism and Other Developmental Disabilities
TI  - Training new instructors to implement discrete trial teaching strategies with children with autism in a community-based intervention program
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-38803-003&site=ehost-live&scope=site
downs@up.edu
VL  - 28
ID  - 205047
ER  - 


TY  - JOUR
AB  - Matching unfamiliar faces is a difficult task. Here we ask whether it is possible to improve performance by providing multiple images to support matching. In two experiments we observe that accuracy improves as viewers are provided with additional images on which to base their match. This technique leads to fast learning of an individual, but the effect is identity-specific: Despite large improvements in viewers' ability to match a particular person's face, these improvements do not generalize to other faces. Experiment 2 demonstrated that trial-by-trial feedback provided no additional benefits over the provision of multiple images. We discuss these results in terms of familiar and unfamiliar face processing and draw out some implications for training regimes.
AD  - a School of Psychology , University of Aberdeen , Aberdeen , UK.
b Department of Psychology , University of York , York , UK.
AN  - 25671778
AU  - Dowsett, A. J.
AU  - Sandford, A.
AU  - Burton, A. M.
DO  - 10.1080/17470218.2015.1017513
DP  - NLM
ET  - 2015/02/12
J2  - Quarterly journal of experimental psychology (2006)
KW  - *Face
Female
*Formative Feedback
Humans
Imagination/*physiology
Learning/*physiology
Male
Photic Stimulation
Recognition, Psychology/*physiology
Young Adult
Face matching
Face recognition
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 1747-0218
SP  - 1-10
ST  - Face learning with multiple images leads to fast acquisition of familiarity for specific individuals
T2  - Q J Exp Psychol (Hove)
TI  - Face learning with multiple images leads to fast acquisition of familiarity for specific individuals
VL  - 69
ID  - 204464
ER  - 


TY  - JOUR
AB  - Despite advances in the conceptualisation of facial mimicry, its role in the processing of social information is a matter of debate. In the present study, we investigated the relationship between mimicry and cognitive and emotional empathy. To assess mimicry, facial electromyography was recorded for 70 participants while they completed the Multifaceted Empathy Test, which presents complex context-embedded emotional expressions. As predicted, inter-individual differences in emotional and cognitive empathy were associated with the level of facial mimicry. For positive emotions, the intensity of the mimicry response scaled with the level of state emotional empathy. Mimicry was stronger for the emotional empathy task compared to the cognitive empathy task. The specific empathy condition could be successfully detected from facial muscle activity at the level of single individuals using machine learning techniques. These results support the view that mimicry occurs depending on the social context as a tool to affiliate and it is involved in cognitive as well as emotional empathy.
AD  - Department of Psychology, Humboldt-Universität zu Berlin , Berlin , Germany.
Social Cognition Group, Berlin School of Mind and Brain , Berlin , Germany.
Digital Health Center, Hasso-Plattner-Institute, University of Potsdam , Potsdam , Germany.
Institute for Computer Science, University of Potsdam , Potsdam , Germany.
Leibniz Institute for Agricultural Engineering and Bioeconomy , Potsdam , Germany.
AN  - 30898024
AU  - Drimalla, H.
AU  - Landwehr, N.
AU  - Hess, U.
AU  - Dziobek, I.
DA  - Dec
DO  - 10.1080/02699931.2019.1596068
DP  - NLM
ET  - 2019/03/23
J2  - Cognition & emotion
KW  - Adolescent
Adult
Cognition/*physiology
Electromyography/methods
Emotions/*physiology
Empathy/*physiology
*Facial Expression
Facial Muscles/physiology
Female
Humans
Imitative Behavior/*physiology
Individuality
Male
Young Adult
*Facial mimicry
*cognitive
*complex emotions
*emotional
*empathy
LA  - eng
M1  - 8
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0269-9931
SP  - 1672-1686
ST  - From face to face: the contribution of facial mimicry to cognitive and emotional empathy
T2  - Cogn Emot
TI  - From face to face: the contribution of facial mimicry to cognitive and emotional empathy
VL  - 33
ID  - 204342
ER  - 


TY  - JOUR
AB  - As new technology becomes available and is used for educational purposes, educators often take existing training and simply transcribe it into the new technological medium. However, when technology drives e-learning rather than the learner and the learning, and when it uses designs and approaches that were not originally built for e-learning, then often technology does not enhance the learning (it may even be detrimental to it). The success of e-learning depends on it being 'brain friendly', on engaging the learners from an understanding of how the cognitive system works. This enables educators to optimize learning by achieving correct mental representations that will be remembered and applied in practice. Such technology enhanced learning (TEL) involves developing and using novel approaches grounded in cognitive neuroscience; for example, gaming and simulations that distort realism rather than emphasizing visual fidelity and realism, making videos interactive, training for 'error recovery' rather than for 'error reduction', and a whole range of practical ways that result in effective TEL. These are a result of e-learning that is built to fit and support the cognitive system, and therefore optimize the learning.
AD  - University College London (UCL), UK. i.dror@ucl.ac.uk
AN  - 21456986
AU  - Dror, I.
AU  - Schmidt, P.
AU  - O'Connor, L.
DO  - 10.3109/0142159x.2011.550970
DP  - NLM
ET  - 2011/04/05
J2  - Medical teacher
KW  - *Cognition
*Education, Medical
*Educational Technology
Humans
*Learning
LA  - eng
M1  - 4
N1  - PubMed NLM literature search August 25, 2020
PY  - 2011
SN  - 0142-159x
SP  - 291-6
ST  - A cognitive perspective on technology enhanced learning in medical training: great opportunities, pitfalls and challenges
T2  - Med Teach
TI  - A cognitive perspective on technology enhanced learning in medical training: great opportunities, pitfalls and challenges
VL  - 33
ID  - 204120
ER  - 


TY  - JOUR
AB  - BACKGROUND/OBJECTIVE: Alzheimer's disease (AD) is mainly characterized by decline of cognitive functions such as memory and learning, which has a high prevalence and poor drug efficacy in treatment regimes. A systematic review and meta-analysis of randomized controlled trials (RCTs) were conducted to evaluate the effectiveness of exercise on cognitive function in patients diagnosed with AD. METHODS: The bibliographic databases (PubMed, Cochrane Library and Embase, and Web of Science) and four Chinese databases (Wanfang data, CBM, CNKI, and VIP) were searched to identify RCTs published in any language between January 1, 1960, and January 1, 2018. Only peer-reviewed articles and RCTs were included. The collected data were analyzed by Review Manager (5.3). RESULTS: Overall, 869 patients diagnosed with AD were included from 13 RCTs. Patients in the intervention group received pure exercise interventions and a cognitive test. Although there was heterogeneity in intervention methods and cognitive measures among studies, meta-analysis (seven studies) supports positive effects of physical activity on cognitive function of patients with AD (mean difference [MD] =2.53, the 95% CI=0.84 to 4.22, test for overall effect: Z=2.93 [P=0.003]). Eight studies demonstrated that exercise improves cognitive function for individuals with AD. However, the remaining five studies did not display a beneficial effect of exercise on cognitive function in patients with AD. CONCLUSION: This meta-analysis and systematic review indicated that exercise intervention might improve the cognitive function of AD or slow down the decline of cognition; however, this relationship was not always true across studies. RCTs with clear intervention criteria, large samples, and long-term follow-up are needed in the future to demonstrate the benefits of exercise for cognitive function in AD patients.
AD  - Department of Internal Nursing, School of Nursing, Jilin University, Changchun, Jilin, 130020, People's Republic of China, fli@jlu.edu.cn.
Department of Anesthesiology, The First Hospital of Jilin University, Changchun, Jilin, 130021, People's Republic of China, xige_yang@163.com.
AN  - 30233156
AU  - Du, Z.
AU  - Li, Y.
AU  - Li, J.
AU  - Zhou, C.
AU  - Li, F.
AU  - Yang, X.
C2  - Pmc6130261
DO  - 10.2147/cia.s169565
DP  - NLM
ET  - 2018/09/21
J2  - Clinical interventions in aging
KW  - Alzheimer Disease/*psychology/*therapy
*Cognition
Exercise/*psychology
Humans
Memory
Randomized Controlled Trials as Topic
Alzheimer’s disease
cognitive function
exercise
randomized controlled trial
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1176-9092 (Print)
1176-9092
SP  - 1593-1603
ST  - Physical activity can improve cognition in patients with Alzheimer's disease: a systematic review and meta-analysis of randomized controlled trials
T2  - Clin Interv Aging
TI  - Physical activity can improve cognition in patients with Alzheimer's disease: a systematic review and meta-analysis of randomized controlled trials
VL  - 13
ID  - 204459
ER  - 


TY  - JOUR
AB  - To become a self-regulated learner, one needs to have a skill required to induce himself to comprehend their own cognition. In this paper, we provided a definition of Seed skill to become a self-regulated learner (S2SRL) as a basis terminology for developing our proposed framework, CREMA-Computer-Supported Meta-Reflective Learning Model via MWP in order to design an environment to encourage learners to use intrinsic comprehension of metacognitive questioning to acquire S2SRL in mathematical word problem (MWP) learning. To assess our proposed framework, we addressed these questions: (i) Can CREMA really support learner to gain S2SRL and (ii) How does it work in a practical environment? To answer these two questions, three classes of low performance students of grade 9 (total 101 students) were assigned into three different learning groups: (i) a group of students who learnt MWP with our proposed method by implementing CREMA, (ii) a group of students who learnt MWP in traditional method combining MetaQ-metacognitive questions and motivational statements, and (iii) a class of students who learnt MWP in traditional method. The result from our investigation showed that MetaQ played an important role in CREMA, while integrating computer and technology enhanced students' learning sense and empowered methodology to facilitate learning objects in the implementation of CREMA to effectively support students to gain S2SRL in MWP learning.
AD  - 1School of Knowledge Science, Japan Advanced Institute of Science and Technology, 1-1 Asahidai, Nomi, Ishikawa 9231211 Japan. ISNI: 0000 0004 1762 2236. GRID: grid.444515.5
2School of Information, Computer, and Communication Technology, Sirindhorn International Institute of Technology, Thammasat University, Pathum Thani, 12121 Thailand. ISNI: 0000 0004 1937 1127. GRID: grid.412434.4
3National Electronics and Computer Technology Center, Khlong Luang, Pathum Thani 12120 Thailand. ISNI: 0000 0001 0341 7563. GRID: grid.466939.7
AN  - 30595742
AU  - Duangnamol, T.
AU  - Supnithi, T.
AU  - Srijuntongsiri, G.
AU  - Ikeda, M.
C2  - Pmc6294215
DO  - 10.1186/s41039-018-0080-1
DP  - NLM
ET  - 2019/01/01
J2  - Research and practice in technology enhanced learning
KW  - Computer-supported environment
Designing learning environment
Mathematical word problem
Metacognition
Self-regulated learners
neutral with regard to jurisdictional claims in published maps and institutional
affiliations.
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2018
SN  - 1793-2068 (Print)
1793-2068
SP  - 14
ST  - Computer-Supported Meta-reflective Learning Model via mathematical word problem learning for training metacognition
T2  - Res Pract Technol Enhanc Learn
TI  - Computer-Supported Meta-reflective Learning Model via mathematical word problem learning for training metacognition
VL  - 13
ID  - 204729
ER  - 


TY  - JOUR
AB  - PURPOSE: The main objectives of this study were to learn from youths with intellectual and developmental disabilities about the ways their families were involved in their engagement in community life and to capture how they felt about such involvement. METHOD: The current study is a secondary analysis of a larger study, the Voices of Youths Research Project, framed by inclusive research methods. Thirty-eight semi-structured interviews that discussed perspectives on friendship, social inclusion, and quality of life from 20 participants (ages 13 to 24 years) were included in this paper. All interviews were video-recorded and coded using NVivo 10. Thematic analysis of the coded segments was guided by a constructivist grounded theory approach. RESULTS: Three major themes emerged from the experiences of youths with intellectual and developmental disabilities on family involvement in their social and community engagement: (1) complex of supports and influences, (2) community engagement with and through family, and (3) points of tension. CONCLUSIONS: These thematic findings offer insights into the lived experiences of youths with intellectual and developmental disabilities about engagement in community life. These findings provide an understanding, outside of conventional schemas, of transition into young adulthood for these youths. IMPLICATIONS FOR REHABILITATION Rehabilitation professionals often work with youths with intellectual and developmental disabilities who face barriers to reaching transition goals identified either by themselves or others. Family members' views that may focus on goals of maximizing functional independence and/or decreasing caregiver demands can often overshadow the goals or views of youths with intellectual and developmental disabilities themselves. Rehabilitation professionals should find ways to explore with youth their family's roles in engagement and belonging in community life so that they can link youths to appropriate community resources and plan optimal interventions/programs. Rehabilitation professionals need to be aware of and respond to points of tension that can emerge between youths with intellectual and developmental disabilities and their family during transition.
AD  - a Department of Occupational Science and Occupational Therapy , Faculty of Medicine, University of Toronto , Toronto , ON, Canada.
AN  - 30982357
AU  - DuBois, D.
AU  - Renwick, R.
AU  - Chowdhury, M.
AU  - Eisen, S.
AU  - Cameron, D.
DA  - Apr 14
DO  - 10.1080/09638288.2019.1576781
DP  - NLM
ET  - 2019/04/16
J2  - Disability and rehabilitation
KW  - Community engagement
family relations
intellectual/developmental disability
qualitative research
support
transition
youths
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2019
SN  - 0963-8288
SP  - 1-12
ST  - Engagement in community life: perspectives of youths with intellectual and developmental disabilities on families' roles
T2  - Disabil Rehabil
TI  - Engagement in community life: perspectives of youths with intellectual and developmental disabilities on families' roles
ID  - 204717
ER  - 


TY  - JOUR
AB  - Academic performance for students with moderate to severe disabilities falls far behind their typically developing peers and puts them at risk for continued dependence after school ends. Video prompting is an evidence-based practice that has been used to teach various nonacademic skills; however, few studies have focused on using video prompting to teach academic skills other than reading. This study used a delayed multiple baseline across students design to evaluate the use of video prompting to teach single- and double-digit addition to three students with moderate disabilities. Results indicated that all three students improved their accurate completion of addition problems immediately upon introduction of the video prompting intervention. In addition, all three students completely faded the use of the videos and generalized completing addition problems to another setting. Social validity of the intervention was high across all participants, their families, and their teacher.
AN  - EJ1231811
AU  - Dueker, Scott A.
AU  - Cannella-Malone, Helen I.
DA  - 09/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Mathematics Instruction
Teaching Methods
Technology Uses in Education
Video Technology
Prompting
Addition
Students with Disabilities
Moderate Intellectual Disability
Evidence Based Practice
Instructional Effectiveness
Intervention
Elementary School Students
Individualized Education Programs
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2019
SN  - 2167-3454
ST  - Teaching Addition to Students with Moderate Disabilities Using Video Prompting
T2  - Journal of Special Education Apprenticeship
TI  - Teaching Addition to Students with Moderate Disabilities Using Video Prompting
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1231811&site=ehost-live&scope=site
VL  - 8
ID  - 205337
ER  - 


TY  - JOUR
AB  - BACKGROUND: Within a life span approach, introducing opportunities to explore careers through activities of interest provide ways for children to learn to explore, problem solve, and envision a future for themselves. However, little information exists about programs to promote social engagement and to explore potential career interests for youth with autism. OBJECTIVE: Explore engagement and learning in a technology-based extracurricular program (called iSTAR) for youth with autism. METHODS: The researchers used a qualitative approach with grounded-theory analysis to explore the processes that contributed to engagement and learning for youth with autism in an technology-based extracurricular program. FINDINGS: Youth Centered Learning and Opportunities to Demonstrate Skills emerged as themes that illuminated the processes by which engagement and learning occurred for the youth in the iSTAR program. Interest in the graphics program stimulated interactions amongst the youth with each other and with the adults. Modeling, demonstration, and scaffolded questioning supported engagement and learning for all the youth. Providing structure, encouraging choices, and following the youths' lead provided bridges for sharing and learning about the technology program. CONCLUSIONS: Career exploration through use of interests in technology can provide opportunities for youth with autism to develop social and technical skills needed later for employment. Providing an environment that recognizes and builds on the youths' strengths and supports their autonomy and choices are critical components to promote their positive development and career potential.
AD  - School of Occupational Therapy, Brenau University, Gainsville, GA, USA.
Family and Consumer Sciences, University of Utah, Salt Lake City, UT, USA.
School of Nursing, University of Utah, Salt Lake City, UT, USA.
iSTAR Project, University of Utah, Salt Lake City, UT, USA.
AN  - 26519134
AU  - Dunn, L.
AU  - Diener, M.
AU  - Wright, C.
AU  - Wright, S.
AU  - Narumanchi, A.
DO  - 10.3233/wor-152160
DP  - NLM
ET  - 2015/11/01
J2  - Work (Reading, Mass.)
KW  - Adolescent
Autism Spectrum Disorder/*rehabilitation
Career Choice
Child
*Computer Graphics
Humans
*Learning
Male
Qualitative Research
Rehabilitation, Vocational
*Social Participation
Technology
Young Adult
Strength-based
interests
positive youth development
school-aged children
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 1051-9815
SP  - 457-68
ST  - Vocational exploration in an extracurricular technology program for youth with autism
T2  - Work
TI  - Vocational exploration in an extracurricular technology program for youth with autism
VL  - 52
ID  - 204182
ER  - 


TY  - JOUR
AB  - Students with developmental disabilities often struggle with life-readiness skills (e.g., literacy skills such as reading and writing, task completion, and communication), which also help prepare students for the workplace. Assistive technology tools offer these students a means to do better in these areas. In this action-research study, we provided students with developmental disabilities (N = 9) who were transitioning out of secondary school with iPad applications (apps) that could help them improve their life-readiness skills. The Common Core State Standards' overall objective is students' college and career readiness by the end of secondary school. While collecting qualitative and quantitative data across the 2012-2013 academic years, a group of educators worked with the students and their parents to help them learn and apply the iPad apps for life-readiness skills. The results indicated that all students improved in life-readiness skills. Ideas for future research as well as limitations of this study are also discussed.
AN  - EJ1098203
AU  - Dunn, Michael
AU  - Barrio, Brenda
AU  - Hsiao, Yun-Ju
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Handheld Devices
Assistive Technology
Developmental Disabilities
Daily Living Skills
Computer Oriented Programs
Secondary School Students
High School Graduates
Action Research
Common Core State Standards
College Readiness
Career Readiness
Outcomes of Education
Technology Uses in Education
Statistical Analysis
Rating Scales
Scores
Qualitative Research
Observation
Interviews
Pacific Northwest
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2016
SN  - 1925-7147
SP  - 51-75
ST  - Do iPad Applications Help Students with Developmental Disabilities Improve Life-Readiness Skills?
T2  - Canadian Journal of Action Research
TI  - Do iPad Applications Help Students with Developmental Disabilities Improve Life-Readiness Skills?
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1098203&site=ehost-live&scope=site
http://cjar.nipissingu.ca/index.php/cjar/article/view/243
VL  - 17
ID  - 205156
ER  - 


TY  - JOUR
AB  - A growing body of work indicates a close relation between complement clause sentences and Theory of Mind (ToM) in children with autism (e.g., Tager-Flusberg, & Joseph (2005). In Astington, & Baird (Eds.), Why language matters for theory of mind (pp. 298-318). New York, NY, US: Oxford University Press, Lind, & Bowler (2009). Journal of Autism and Developmental Disorders, 39(6), 929). However, this link is based primarily on success at a specific complement clause task and a verbal false-belief (FB) task. One cannot exclude that the link found between these tasks may be a by-product of their both presupposing similar levels of language skills. It is also an open question if the role of complementation in ToM success is a privileged one as compared to that of other abilities which have been claimed to be an important factor for ToM understanding in autism, namely executive functioning (EF) (Pellicano (2007). Developmental Psychology 43, 974). Indeed the role played by complementation may be conceived of as an indirect one, mediated by some more general cognitive function related to EF. This study is the first to examine the relation between theory of mind assessed both verbally and non-verbally and various types of complement clause sentences as well as executive functions in children with autism spectrum disorder (ASD). Our participants included 17 children and adolescents with ASD (aged 6 to 16) and a younger TD control group matched on non-verbal IQ (aged 4 to 9 years). Three tasks assessing complements of verbs of cognition, verbs of communication and verbs of perception were conducted. ToM tasks involved a verbal ToM task (Sally-Anne, Baron-Cohen et al. (1985). Cognition, 21(1), 37) as well as a non-verbal one (Colle et al. (2007). Journal of Autism and Developmental Disorders, 37(4), 716). Indexes of executive functions were collected via a computerized version of the Dimensional Change Card-Sorting task (Frye et al., 1995). Standardized measures of vocabulary, morphosyntax and non-verbal IQ were also administered. Results show similar performance by children with ASD and TD controls for the understanding of complement sentences, for non-verbal ToM and for executive functions. However, children with ASD were significantly impaired for false belief when this was measured verbally. For both ASD and TD, correlations controlling for IQ were found between the verbal FB task and complement sentences of verbs of communication and cognition, but not with verbs of perception. EF indexes did not significantly correlate with either of the ToM tasks, nor did any of the general language scores. These findings provide support for the view that knowledge of certain specific types of complement clause may serve as a privileged means of 'hacking out' solutions to verbal false belief tasks for individuals on the autistic spectrum. More specifically, complements with a truth-value that is independent of that of the matrix clause (i.e. those occurring with verbs of cognition and of communication, but not of perception) may describe a false event while the whole sentence remains true, making these linguistic structures particularly well suited for representing the minds of others (de Villiers, 2007). LEARNING OUTCOMES: Readers will be able to (1) describe and evaluate the hypothesis that complement sentences play a privileged role in false belief task success in autism; (2) describe performance on complement sentences, executive functioning and false belief tasks by children with autism as compared to IQ-matched peers; (3) explain which types of complements specifically relate to false belief task performance and why; and (4) understand that differences in performance by children with autism at different types of false-belief tasks may be related to the nature of the task conducted and the underlying mechanisms involved.
AD  - Institute of Cognitive Science, CNRS, Lyon, France; Dept. of Linguistics, University of Geneva, Geneva, Switzerland. Electronic address: stephanie.durrleman@unige.ch.
Dept. of Psycholinguistics, University of Geneva, Geneva, Switzerland.
AN  - 25637130
AU  - Durrleman, S.
AU  - Franck, J.
DA  - Mar-Apr
DO  - 10.1016/j.jcomdis.2014.12.001
DP  - NLM
ET  - 2015/02/01
J2  - Journal of communication disorders
KW  - Adolescent
Autism Spectrum Disorder/*psychology
Case-Control Studies
Child
*Cognition
*Executive Function
Humans
*Language
Language Tests
Psycholinguistics
Theory of Mind
*Autism spectrum disorder
*Executive functioning
*False belief
*Sentence complements
*Theory of mind
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0021-9924
SP  - 15-31
ST  - Exploring links between language and cognition in autism spectrum disorders: Complement sentences, false belief, and executive functioning
T2  - J Commun Disord
TI  - Exploring links between language and cognition in autism spectrum disorders: Complement sentences, false belief, and executive functioning
VL  - 54
ID  - 204091
ER  - 


TY  - JOUR
AB  - Purpose The purpose of this paper is to explore how action learning concepts were used in two healthcare projects undertaken many decades apart. The specific purpose in both cases was to examine how action learning can contribute to shared learning across key stakeholders in a complex socio-technical system. In each case study, action learning supported joint design programmes and the sharing of perspectives about the complex system under investigation. Design/methodology/approach Two action learning projects are described: first, the Hospital Internal Communications (HIC) project led by Reg Revans in the 1960s. Senior staff in ten London hospitals formed action learning teams to address communication issues. Second, in the Better Outcomes for People with Learning Disabilities: Transforming Care (BOLDTC) project, videoconferencing equipment enabled people with learning disabilities to increase their opportunities to communicate. A mutual learning process was established to enable stakeholders to explore the potential of the technical system to improve individual care. Findings The HIC project demonstrated the importance of evidence being shared between team members and that action had to engage the larger healthcare system outside the hospital. The BOLDTC project confirmed the continuing relevance of action learning to healthcare today. Mutual learning was achieved between health and social care specialists and technologists. Originality/value This work draws together the socio-technical systems tradition (considering both social and technical issues in organisations) and action learning to demonstrate that complex systems development needs to be undertaken as a learning process in which action provides the fuel for learning and design.
AD  - Design School, Loughborough University , Loughborough, UK and The Bayswater Institute, London.
AN  - 28514911
AU  - Eason, K.
DA  - May 2
DO  - 10.1108/lhs-11-2016-0057
DP  - NLM
ET  - 2017/05/19
J2  - Leadership in health services (Bradford, England)
KW  - Cooperative Behavior
Disabled Persons/*education
Health Services Research
Hospital Information Systems/*organization & administration
Humans
*Problem-Based Learning
Videoconferencing
*Action learning
*Disabled people
*Health care
*Organisational design
*Socio-technical systems
*Systems development
LA  - eng
M1  - 2
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1751-1879
SP  - 118-128
ST  - Action learning across the decades
T2  - Leadersh Health Serv (Bradf Engl)
TI  - Action learning across the decades
VL  - 30
ID  - 203930
ER  - 


TY  - JOUR
AB  - We evaluated a video prompting procedure to teach adults with developmental disabilities to take a digital photograph and print it using a laptop computer and a printer. Participants were four men with developmental disabilities. Training was conducted at the participants' residential facility. During baseline, participants were told to take a photograph, but were given no other instruction. During intervention, participants received instruction using a video prompting procedure. Video prompting consisted of watching a clip of each step of the task analysis and then having the opportunity to imitate that step. Video prompting was evaluated using a multiple-probe across participants design. Following acquisition, video prompting was removed to assess maintenance at 2, 4 and 8 weeks and at 6 months. During naturalistic probes, participants had the opportunity to take a picture of their choice of flora, surroundings or persons. All four participants learned to take and print a digital photograph with the video prompting procedures. The skills generalized to novel situations and were maintained at each follow-up probe. These data suggest that video prompting may be an effective instructional strategy for teaching digital photography skills to adults with developmental disabilities. (Contains 1 figure and 1 table.)
AN  - EJ915744
AU  - Edrisinha, Chaturi
AU  - O'Reilly, Mark F.
AU  - Choi, Ha Young
AU  - Sigafoos, Jeff
AU  - Lancioni, Giulio E.
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Developmental Disabilities
Adults
Males
Photography
Adult Education
Video Technology
Prompting
Instructional Effectiveness
M1  - 2
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2011
SN  - 0891-4222
SP  - 636-642
ST  - "Say Cheese": Teaching Photography Skills to Adults with Developmental Disabilities
T2  - Research in Developmental Disabilities: A Multidisciplinary Journal
TI  - "Say Cheese": Teaching Photography Skills to Adults with Developmental Disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ915744&site=ehost-live&scope=site
http://dx.doi.org/10.1016/j.ridd.2010.12.006
VL  - 32
ID  - 205313
ER  - 


TY  - JOUR
AB  - Few studies have focused on home participation of high-functioning children with autism spectrum disorder. We employed a mixed-methods design to explore and compare parent perspectives on (1) participation of children with and without autism spectrum disorder in activities at home, (2) the environmental features and resources that affect these children’s home participation and (3) the strategies parents use to help their children participate at home. The Participation and Environment Measure for Children and Youth (PEM-CY) was used to gather online survey and qualitative data from parents of 99 high-functioning children with autism spectrum disorder and 241 children without autism spectrum disorder. Independent sample t-tests and χ² tests were used to explore differences between groups, and Cohen’s d was calculated to examine effect sizes. Differences were obtained on all Participation and Environment Measure for Children and Youth dimensions but particularly when comparing parents’ satisfaction and perceived environmental barriers to their children’s participation. The qualitative analyses revealed that parents in both groups used similar strategies to facilitate their children’s participation at home, although parents of children with autism spectrum disorder made use of more distinct modifications. Our results highlight the importance of environmental aspects and point to how practitioners can support families in their efforts to promote their child’s participation at home. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
AD  - Egilson, Snæfrídur T., Faculty of Social and Human Sciences, University of Iceland, Saeundargata 2, 101, Reykjavik, Iceland
AN  - 2018-34089-006
AU  - Egilson, Snæfrídur T.
AU  - Jakobsdóttir, Gunnhildur
AU  - Ólafsdóttir, Linda B.
DB  - APA PsycInfo
DO  - 10.1177/1362361316685555
DP  - EBSCOhost
KW  - autism
children
environment
home participation
parent-report
Participation and Environment Measure for Children and Youth
strategies
Adolescent
Adult
Autism Spectrum Disorder
Case-Control Studies
Child
Family
Family Relations
Female
Hobbies
Humans
Male
Middle Aged
Parents
Play and Playthings
Self Care
Social Environment
Social Participation
Video Games
Autism Spectrum Disorders
Home Environment
Learning Strategies
Parental Attitudes
Environmental Effects
Parent Child Relations
M1  - 5
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2018
SN  - 1362-3613
1461-7005
SP  - 560-570
ST  - Parent perspectives on home participation of high-functioning children with autism spectrum disorder compared with a matched group of children without autism spectrum disorder
T2  - Autism
TI  - Parent perspectives on home participation of high-functioning children with autism spectrum disorder compared with a matched group of children without autism spectrum disorder
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-34089-006&site=ehost-live&scope=site
sne@hi.is
VL  - 22
ID  - 204985
ER  - 


TY  - JOUR
AB  - AIM: This study explored parent perspectives of participation patterns and environmental supports and barriers for high-functioning children with autism spectrum disorder (ASD) within their communities compared with a group of children without ASD. METHOD: The Participation and Environment Measure for Children and Youth was used to gather online data from parents of 99 children with ASD and 241 children without ASD. Mann-Whitney U test and chi-square tests were used to explore differences between groups and Cohen's d was calculated to examine effect sizes. RESULTS: Significant differences between children with and without ASD were observed for all participation and environment summary scores. Children with ASD participated less frequently, were less involved, and their parents were less satisfied with their child's participation in community-based activities. Parents of children with ASD also identified fewer supports for their child's participation and more environmental barriers than other parents. CONCLUSION: Children with ASD participated less in community-related activities than children without ASD as perceived by their parents. Barriers limiting community participation included features of the social and physical environment and limited resources. SIGNIFICANCE: Occupational therapists should focus on decreasing environmental challenges in their efforts to facilitate participation of children with ASD in the community.
AD  - a Faculty of Social and Human Sciences , University of Iceland , Reykjavík , Iceland.
b Child and Adolescent Psychiatric Department , University Hospital of Iceland , Reykjavík , Iceland.
c School of Humanities and Social Sciences , University of Akureyri , Akureyri , Iceland.
d The State Diagnostic and Councelling Centre , Kópavogur , Iceland.
AN  - 27329683
AU  - Egilson, S. T.
AU  - Jakobsdóttir, G.
AU  - Ólafsson, K.
AU  - Leósdóttir, T.
DA  - May
DO  - 10.1080/11038128.2016.1198419
DP  - NLM
ET  - 2016/06/23
J2  - Scandinavian journal of occupational therapy
KW  - Adolescent
Autism Spectrum Disorder/*psychology
Child
Child Behavior
Community Participation/*psychology
Female
Humans
Male
Parents/*psychology
*Social Environment
Surveys and Questionnaires
Autism spectrum disorder
children
community
environment
participation
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2017
SN  - 1103-8128
SP  - 187-196
ST  - Community participation and environment of children with and without autism spectrum disorder: parent perspectives
T2  - Scand J Occup Ther
TI  - Community participation and environment of children with and without autism spectrum disorder: parent perspectives
VL  - 24
ID  - 203857
ER  - 


TY  - JOUR
AB  - Previous studies in our laboratory have shown the benefits of immediate feedback on cognitive performance for pathology residents using an intelligent tutoring system (ITS) in pathology. In this study, we examined the effect of immediate feedback on metacognitive performance, and investigated whether other metacognitive scaffolds will support metacognitive gains when immediate feedback is faded. Twenty-three participants were randomized into intervention and control groups. For both groups, periods working with the ITS under varying conditions were alternated with independent computer-based assessments. On day 1, a within-subjects design was used to evaluate the effect of immediate feedback on cognitive and metacognitive performance. On day 2, a between-subjects design was used to compare the use of other metacognitive scaffolds (intervention group) against no metacognitive scaffolds (control group) on cognitive and metacognitive performance, as immediate feedback was faded. Measurements included learning gains (a measure of cognitive performance), as well as several measures of metacognitive performance, including Goodman-Kruskal gamma correlation (G), bias, and discrimination. For the intervention group, we also computed metacognitive measures during tutoring sessions. Results showed that immediate feedback in an intelligent tutoring system had a statistically significant positive effect on learning gains, G and discrimination. Removal of immediate feedback was associated with decreasing metacognitive performance, and this decline was not prevented when students used a version of the tutoring system that provided other metacognitive scaffolds. Results obtained directly from the ITS suggest that other metacognitive scaffolds do have a positive effect on G and discrimination, as immediate feedback is faded. We conclude that immediate feedback had a positive effect on both metacognitive and cognitive gains in a medical tutoring system. Other metacognitive scaffolds were not sufficient to replace immediate feedback in this study. However, results obtained directly from the tutoring system are not consistent with results obtained from assessments. In order to facilitate transfer to real-world tasks, further research will be needed to determine the optimum methods for supporting metacognition as immediate feedback is faded.
AD  - Department of Biomedical Informatics, University of Pittsburgh School of Medicine, UPMC Shadyside Cancer Pavilion, 5150 Centre Avenue, Pittsburgh, PA, 15232, USA.
Department of Health and Community Services, University of Pittsburgh School of Nursing, Pittsburgh, PA, USA.
Department of Psychology, University of Memphis, Memphis, TN, USA.
Department of Dermatology, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.
Department of Pathology, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.
Department of Biomedical Informatics, University of Pittsburgh School of Medicine, UPMC Shadyside Cancer Pavilion, 5150 Centre Avenue, Pittsburgh, PA, 15232, USA. crowleyrs@upmc.edu.
Department of Pathology, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA. crowleyrs@upmc.edu.
Intelligent Systems Program, University of Pittsburgh School of Arts and Sciences, Pittsburgh, PA, USA. crowleyrs@upmc.edu.
AN  - 19434508
AU  - El Saadawi, G. M.
AU  - Azevedo, R.
AU  - Castine, M.
AU  - Payne, V.
AU  - Medvedeva, O.
AU  - Tseytlin, E.
AU  - Legowski, E.
AU  - Jukic, D.
AU  - Crowley, R. S.
C2  - Pmc2815142
C6  - Nihms148993
DA  - Mar
DO  - 10.1007/s10459-009-9162-6
DP  - NLM
ET  - 2009/05/13
J2  - Advances in health sciences education : theory and practice
KW  - Adult
Clinical Competence
Cognition
Computer-Assisted Instruction/*instrumentation
Education, Medical, Graduate/*methods
Educational Measurement
*Feedback, Psychological
Female
Humans
*Intuition
Male
*Pathology
Problem-Based Learning
Reproducibility of Results
Self Efficacy
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 1382-4996 (Print)
1382-4996
SP  - 9-30
ST  - Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold
T2  - Adv Health Sci Educ Theory Pract
TI  - Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold
VL  - 15
ID  - 204197
ER  - 


TY  - JOUR
AB  - For a long time, Québec has fostered the integration and social participation of people with an intellectual disability. However, few adaptations have been made in the context of integration. The current situation of these people is characterized by poverty, dependency, illiteracy and isolation. The "Processus de production du handicap" (Disability Creation Process) shows that this situation can be improved by adapting certain environmental elements, such as television and posters, to the characteristics of these people. These two modes of communication could respond to the needs of people with an intellectual disability by more directly fostering their social participation. This would contribute to increased acceptance of their differences on the part of the general population, encourage them to act on their own behalf, encourage them to feel they are capable of and will succeed at accomplishing a task, and better serve them in terms of accessing information. In addition, creators of media messages should assume the responsibility of adapting their messages to the characteristics and needs of people with an intellectual disability by such means as simplifying texts or adding pictograms.
Publisher: Abstract available from the publisher.
fre
AD  - Département de communication sociale et publique, Groupe de recherche Mèdicas et santé, Université du Québec a Montréal, Montréal, QC. el_shourbagi.sahar@courrier.uqam.ca
AN  - 19507725
AU  - El Shourbagi, S.
C2  - Pmc6974109
DA  - May-Jun
DO  - 10.1007/bf03405543
DP  - NLM
ET  - 2009/06/11
J2  - Canadian journal of public health = Revue canadienne de sante publique
KW  - Communication
Humans
Intellectual Disability/*rehabilitation
*Social Adjustment
*Social Support
*Television
LA  - fre
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
OP  - Quels rôles les affiches et la télévision peuvent-elles jouer pour favoriser la participation sociale des personnes ayant une déficience intellectuelle?
PY  - 2009
SN  - 0008-4263 (Print)
0008-4263
SP  - 212-4
ST  - [What roles can posters and television play to influence social participation of persons with mental disabilities?]
T2  - Can J Public Health
TI  - [What roles can posters and television play to influence social participation of persons with mental disabilities?]
VL  - 100
ID  - 204261
ER  - 


TY  - JOUR
AB  - This article advocates an approach to supporting students who experience difficulties in learning, irrespective of nosology, particularly in the key areas of literacy and numeracy. In the state of Queensland, Australia, a distinction has been made between students' experiencing learning difficulties and those who have learning disabilities (LD). However, government priorities for improved achievement in literacy and numeracy have focused schools on the performance of all low-achieving students, without regard to diagnostic category. Many are now mobilizing a schoolwide effort that combines resources into a unified plan, using a three-wave approach. The first wave is high-quality classroom teaching, the second is early intervention, and the third is ongoing support for those students who have persistent difficulties, using adapted instruction and intensive tutoring. A further theme is the promise of neuropsychological advances for giving meaning to the underlying impairments of some students--who do have LD--that justifies the provision of adaptations to sustain their learning throughout their schooling and beyond. Throughout this article, the different yet converging understandings of LD in Australia and the United States are tracked, with suggestions made for future research that avoid the problems of operationalizing the definition of LD proposed by Keogh in 1982.
AD  - Griffith University, Australia. j.elkins@griffith.edu.au
AN  - 17915493
AU  - Elkins, J.
DA  - Sep-Oct
DO  - 10.1177/00222194070400050201
DP  - NLM
ET  - 2007/10/06
J2  - Journal of learning disabilities
KW  - Adolescent
Child
Early Diagnosis
Education, Special/*trends
Educational Status
Forecasting
Health Services Needs and Demand/trends
Humans
Learning Disabilities/diagnosis/*therapy
Quality Assurance, Health Care/trends
Queensland
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2007
SN  - 0022-2194 (Print)
0022-2194
SP  - 392-9
ST  - Learning disabilities: bringing fields and nations together
T2  - J Learn Disabil
TI  - Learning disabilities: bringing fields and nations together
VL  - 40
ID  - 204023
ER  - 


TY  - JOUR
AB  - This study examined correspondence in selections of job preference across a video CD-ROM assessment program, community jobs observed during employment site visits, and photographs of employment sites. For 20 participants ages 18-22 with developmental disabilities, the video CD-ROM program was initially administered to identify preferred jobs, followed by community job visits and photographs of employment sites. Some community job visits were ones selected as highly preferred using the video CD-ROM program while other visits were not selected. Results indicated 34 of 40 jobs preferred on the video CD-ROM program were identified as preferred after community observations, and 33 of 40 jobs preferred on the video CD-ROM program were identified as preferred from photographs. Twenty of 40 nonselected jobs were identified as preferred following community visits. Results are discussed as to potential validity of the video CD-ROM program as one method of identifying job preferences for individuals with developmental disabilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Morgan, Robert L., Department of Special Education and Rehabilitation, Utah State University, 2865 Old Main Drive, Logan, UT, US, 84322-2865
AN  - 2006-03469-008
AU  - Ellerd, David A.
AU  - Morgan, Robert L.
AU  - Salzberg, Charles L.
DB  - APA PsycInfo
DP  - EBSCOhost
KW  - job preferences
developmental disabilities
community job visits
video disk
Employment Status
Occupational Choice
Occupational Preference
Communities
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2006
SN  - 1547-0350
SP  - 81-90
ST  - Correspondence between video CD-ROM and community-based job preferences for individuals with developmental disabilities
T2  - Education and Training in Developmental Disabilities
TI  - Correspondence between video CD-ROM and community-based job preferences for individuals with developmental disabilities
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-03469-008&site=ehost-live&scope=site
VL  - 41
ID  - 204903
ER  - 


TY  - JOUR
AB  - OBJECTIVE: To design and evaluate a preregistration course utilizing asynchronous online learning as the primary distance education delivery method. DESIGN: Online course components including tutorials, quizzes, and moderated small-group asynchronous case-based discussions were implemented. Online delivery was supplemented with self-directed and face-to-face learning. ASSESSMENT: Pharmacy graduates who had completed the course in 2004 and 2005 were surveyed. The majority felt they had benefited from all components of the course, and that online delivery provided benefits including increased peer support, shared learning, and immediate feedback on performance. A majority of the first cohort reported that the workload associated with asynchronous online discussions was too great. The course was altered in 2005 to reduce the online component. Participant satisfaction improved, and most felt that the balance of online to face-to-face delivery was appropriate. CONCLUSION: A new pharmacy preregistration course was successfully implemented. Online teaching and learning was well accepted and appeared to deliver benefits over traditional distance education methods once workload issues were addressed.
AD  - Department of Pharmacy Practice, Monash University, Monash University, Parkville, Australia. rohan.elliott@pharm.monash.edu.au
AN  - 19777092
AU  - Elliott, R. A.
AU  - McDowell, J.
AU  - Marriott, J. L.
AU  - Calandra, A.
AU  - Duncan, G.
C2  - Pmc2739060
DA  - Aug 28
DO  - 10.5688/aj730577
DP  - NLM
ET  - 2009/09/25
J2  - American journal of pharmaceutical education
KW  - Adult
Australia
*Certification
Clinical Competence
Comprehension
Computer-Assisted Instruction
Cooperative Behavior
Curriculum
Drug and Narcotic Control
*Education, Distance
Education, Pharmacy, Graduate/*methods
Feedback, Physiological
Female
Humans
Learning
Male
Middle Aged
*Online Systems
Peer Group
Program Development
Program Evaluation
*Students, Pharmacy/psychology
Surveys and Questionnaires
Workload
Young Adult
asynchronous
online
online discussion
preregistration
LA  - eng
M1  - 5
N1  - PubMed NLM literature search August 25, 2020
PY  - 2009
SN  - 0002-9459 (Print)
0002-9459
SP  - 77
ST  - A pharmacy preregistration course using online teaching and learning methods
T2  - Am J Pharm Educ
TI  - A pharmacy preregistration course using online teaching and learning methods
VL  - 73
ID  - 204087
ER  - 


TY  - JOUR
AB  - Infants, 18-24 months old who have difficulty learning words compared to their peers are often referred to as "late talkers" (LTs). These children are at risk for continued language delays as they grow older. One critical question is how to best identify which LTs will have language disorders, such as Specific Language Impairment (SLI) at school age, in order to maximize the opportunity for early and appropriate intervention and support. Recent research suggests that LTs are not only slower to learn and speak words than their peers, but are also slower to recognize and interpret known words in real time. This investigation examined online moment-by-moment processing of novel word learning in 18-month-olds. A low vocabulary, late talking group (LT, N=14) and an age and cognitive-level matched typical group (TYP, N=14) of infants participated in an eye-tracked novel word learning task and completed standardized testing of vocabulary and cognitive ability. Infants were trained on two novel word-picture pairs and then were tested using an adaptation of the looking while listening paradigm. Results suggest that there are differences between groups in the time-course of looking to the novel target picture during testing. These findings suggest that LTs and typical infants developed strong enough representations to recognize novel words using traditional measures of accuracy and reaction time, however interesting group differences emerge when using additional fine-grained processing measures. Implications for differences in emerging knowledge and learning patterns are discussed. LEARNING OUTCOMES: The reader will be able to understand many benefits of using eye-tracking methods to study young infant and toddler populations with and without language disorders. Readers will learn that examining moment-by-moment time course of novel word learning allows additional insight into different learning patterns. Finally, readers should understand the data from this article suggest late talkers may have different emerging representations of novel words than their typical peers, which may contribute to their difficulty learning new words.
AD  - School of Speech Language & Hearing Sciences, San Diego State University, San Diego, CA, United States; Center for Research in Language, University of California, San Diego, La Jolla, CA, United States.
Department of Psychology, Florida State University, Tallahassee, FL, United States.
Center for Research in Language, University of California, San Diego, La Jolla, CA, United States.
Center for Research in Language, University of California, San Diego, La Jolla, CA, United States; School of Behavioral & Brain Sciences, University of Texas at Dallas, Richardson, TX, United States.
AN  - 26188415
AU  - Ellis, E. M.
AU  - Borovsky, A.
AU  - Elman, J. L.
AU  - Evans, J. L.
C2  - Pmc4659719
C6  - Nihms708452
DA  - Nov-Dec
DO  - 10.1016/j.jcomdis.2015.06.011
DP  - NLM
ET  - 2015/07/21
J2  - Journal of communication disorders
KW  - Attention/physiology
*Child Language
Comprehension/physiology
Eye Movements/*physiology
Female
Humans
Infant
*Language Development
Language Development Disorders/psychology
Male
Verbal Learning/*physiology
*Vocabulary
Eye tracking
Fast mapping
Infants
Late talkers
Toddlers
Word learning
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2015
SN  - 0021-9924 (Print)
0021-9924
SP  - 143-57
ST  - Novel word learning: An eye-tracking study. Are 18-month-old late talkers really different from their typical peers?
T2  - J Commun Disord
TI  - Novel word learning: An eye-tracking study. Are 18-month-old late talkers really different from their typical peers?
VL  - 58
ID  - 204526
ER  - 


TY  - JOUR
AB  - This article explores the decision-making process with a group of people with learning difficulties in an inclusive research project. The article explores the literature around people with learning difficulties and decision-making, drawing in particular on studies using conversation analysis. Three examples drawn from the research process and illustrated by transcripts of video data are then examined critically to unpick the author’s claims of collaborative decision-making. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD  - Ellis, Liz
AN  - 2018-07661-007
AU  - Ellis, Liz
DB  - APA PsycInfo
DO  - 10.1080/09687599.2017.1392932
DP  - EBSCOhost
KW  - Inclusive research
learning disabilities
decision-making
Collaboration
Experimentation
Group Decision Making
Content Analysis
M1  - 3
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2018
SN  - 0968-7599
1360-0508
SP  - 454-475
ST  - Making decisions together? Exploring the decision-making process in an inclusive research project
T2  - Disability & Society
TI  - Making decisions together? Exploring the decision-making process in an inclusive research project
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-07661-007&site=ehost-live&scope=site
ORCID: 0000-0001-9628-8413
liz@simpletheory.org
VL  - 33
ID  - 204969
ER  - 


TY  - JOUR
AB  - BACKGROUND: Extremely high rates of mortality and morbidity have been reported among people with intellectual disabilities. Virtually no research has addressed the potential social determinants of health status within this very vulnerable population. METHOD: Cross-sectional survey of self-reported health status and indicators of socioeconomic disadvantage and social connectedness in 1273 English adults with mild or moderate intellectual disabilities. RESULTS: Indicators of socioeconomic disadvantage accounted for a statistically significant proportion of variation in health status, over and above any variation attributable to the personal characteristics and living circumstances of participants. Indicators of social participation and networks did not add to the explanatory power of the model. Among the indicators of socioeconomic disadvantage, hardship was more strongly associated with variation in health status than either employment status or area-level deprivation. CONCLUSION: As in the general population, self-reported health was associated with indicators of socioeconomic disadvantage, especially hardship. In contrast, there was no evidence of any association between health status and social participation and networks.
AD  - Institute for Health Research, Lancaster University, Lancaster, UK. eric.emerson@lancaster.ac.uk
AN  - 17488752
AU  - Emerson, E.
AU  - Hatton, C.
DA  - Feb
DO  - 10.1093/eurpub/ckm041
DP  - NLM
ET  - 2007/05/10
J2  - European journal of public health
KW  - Adolescent
Adult
Analysis of Variance
Community Networks
Cross-Sectional Studies
England/epidemiology
Female
*Health Status Disparities
Humans
Male
Mentally Disabled Persons/*statistics & numerical data
Middle Aged
Social Behavior
Social Class
Social Support
LA  - eng
M1  - 1
N1  - PubMed NLM literature search August 25, 2020
PY  - 2008
SN  - 1101-1262 (Print)
1101-1262
SP  - 31-7
ST  - Socioeconomic disadvantage, social participation and networks and the self-rated health of English men and women with mild and moderate intellectual disabilities: cross sectional survey
T2  - Eur J Public Health
TI  - Socioeconomic disadvantage, social participation and networks and the self-rated health of English men and women with mild and moderate intellectual disabilities: cross sectional survey
VL  - 18
ID  - 204853
ER  - 


TY  - JOUR
AB  - Providing the evidence-base to establish whether mindfulness for young people is beneficial is undoubtedly more challenging than it has been for adults. First of all there are the practical difficulties in training teachers to deliver mindfulness well. Yet this is what needs to be done; teachers with the class management and pedagogical expertise are best placed to deliver mindfulness training to students with whom they have built trust. Secondly, it is difficult to measure the outcomes, particularly for teenagers, because unlike the positively predisposed adult participants of Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) training, adolescents, particularly if drafted into research at school, are less likely to focus on gaining understanding of the techniques, let alone actually practise them. Thirdly, a Whole-School drive and parental involvement, to promote mindfulness practice, may seem necessary to get students to spend enough time mindfully to see measurable benefits, but may actually have counterproductive effects. Students, parents and even teachers can react badly to such initiatives from leadership, which means any null results from formal studies may not be valid. The upshot of this is that clear evidence may be some time away. In the meantime the low risk of adverse reactions to mindfulness needs to be mitigated through the use of guidelines and training for educators. In search of solutions to the challenges to research validity, randomised controlled trials using teachers (not researchers) who have training and credibility to deliver mindfulness training, will paint a clearer picture of its effectiveness for young people.
AN  - EJ1180344
AU  - Ennis, Harriet
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Credibility
Metacognition
Evidence Based Practice
Stress Management
Psychotherapy
Cognitive Restructuring
Training
Adolescents
Guidelines
Foreign Countries
Instruction
Educational Benefits
Outcomes of Treatment
United Kingdom
M1  - 1
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 0965-948X
SP  - 59-62
ST  - Credibility in Mindfulness Training for Young People
T2  - Psychology Teaching Review
TI  - Credibility in Mindfulness Training for Young People
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1180344&site=ehost-live&scope=site
https://shop.bps.org.uk/publications/publication-by-series/psychology-teaching-review.html
VL  - 24
ID  - 205136
ER  - 


TY  - JOUR
AB  - Self-monitoring is a low-intensity strategy teachers can use to support instruction in classrooms across the grade span in various instructional settings and content areas. This study extended the knowledge base by examining the effectiveness of self-monitoring through a systematic replication with three students with specific learning disabilities and attention deficit hyperactivity disorder in a fifth-grade resource classroom. Classroom teachers designed and implemented the intervention in collaboration with university researchers, including implementation by a student teacher and data collection supported by the classroom teacher. Self-monitoring resulted in increases in overall academic engagement and active academic engagement. Treatment integrity and social validity data suggested that the intervention was feasible and acceptable when implemented in collaboration with classroom teachers. Limitations, future directions, and tips for teacher implementation are presented.
AN  - EJ1182022
AU  - Ennis, Robin Parks
AU  - Lane, Kathleen Lynne
AU  - Oakes, Wendy Peia
DA  - 01/01/
DB  - ERIC
DP  - EBSCOhost
KW  - Teacher Empowerment
Educational Strategies
Self Evaluation (Individuals)
Elementary School Students
Special Needs Students
Learning Disabilities
Attention Deficit Hyperactivity Disorder
Grade 5
Intervention
Learner Engagement
Feasibility Studies
Program Implementation
Rural Schools
Outcome Measures
Case Studies
Outcomes of Education
Student Behavior
Self Management
Prompting
Handheld Devices
Observation
M1  - 3
N1  - ERIC EbscoHost Literature Search August 25, 2020
PY  - 2018
SN  - 1045-988X
SP  - 176-189
ST  - Empowering Teachers with Low-Intensity Strategies to Support Instruction: Self-Monitoring in an Elementary Resource Classroom
T2  - Preventing School Failure
TI  - Empowering Teachers with Low-Intensity Strategies to Support Instruction: Self-Monitoring in an Elementary Resource Classroom
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1182022&site=ehost-live&scope=site
http://dx.doi.org/10.1080/1045988X.2017.1408055
VL  - 62
ID  - 205192
ER  - 


TY  - JOUR
AB  - Research on reading in augmentative and alternative communication (AAC) is primarily provided for the English language, which has nontransparent orthographic depth and a complex syllable structure. While there is a great deal to learn about English reading in AAC, there is substantially more information regarding reading in AAC in English than in other languages. In this article we compare reading acquisition in English and German, drawing from the existing research regarding reading for children with complex communication needs and describing how that might apply to German and other European languages with orthography that is more consistent than English (e.g., Swedish, Spanish, Finnish; Aro & Wimmer, 2003). The goal is to support the development of cross-linguistic understandings in reading and AAC.
AD  - University of North Carolina at Chapel Hill, 27599, USA. Erickson@unc.edu
AN  - 20874080
AU  - Erickson, K.
AU  - Sachse, S.
DA  - Sep
DO  - 10.3109/07434618.2010.505606
DP  - NLM
ET  - 2010/09/30
J2  - Augmentative and alternative communication (Baltimore, Md. : 1985)
KW  - Child
*Communication Aids for Disabled
Communication Disorders/*rehabilitation
Comprehension
Cross-Cultural Comparison
Germany
Humans
*Language
*Phonetics
*Reading
*Transfer, Psychology
Translating
United States
Verbal Learning
Vocabulary
*Writing
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2010
SN  - 0743-4618
SP  - 177-90
ST  - Reading acquisition, AAC and the transferability of english research to languages with more consistent or transparent orthographies
T2  - Augment Altern Commun
TI  - Reading acquisition, AAC and the transferability of english research to languages with more consistent or transparent orthographies
VL  - 26
ID  - 204195
ER  - 


TY  - JOUR
AB  - Understanding the characteristics of students with complex communication needs and significant cognitive disabilities is an important first step toward creating the kinds of supports and services required to help them successfully access the general education curriculum, achieve grade-level standards, and improve overall communication competence. The First Contact Survey was designed to collect important information about students with significant cognitive disabilities who were eligible to take the Dynamic Learning Maps™ (DLM(®)) alternate assessment based on alternate achievement standards. From November 2012-May 2013, the survey was used to gather information regarding more than 44,787 students. At that time, the goal was to use the data to inform the development of the DLM assessment. Although the survey includes a wealth of information regarding this large sample of students, the reanalysis of the data reported in the current study focused on the motor, sensory, language, reading, and writing skills of students with significant cognitive disabilities, based on their speech production abilities. Significant differences were identified across each of the domains between students who do and do not use speech with or without aided augmentative and alternative communication.
AD  - a Center for Literacy & Disability Studies, Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill , NC , USA.
AN  - 27487315
AU  - Erickson, K. A.
AU  - Geist, L. A.
DA  - Sep
DO  - 10.1080/07434618.2016.1213312
DP  - NLM
ET  - 2016/08/04
J2  - Augmentative and alternative communication (Baltimore, Md. : 1985)
KW  - Adolescent
Affective Symptoms/epidemiology
Autistic Disorder/epidemiology
Child
Cognitive Dysfunction/*epidemiology
*Communication Aids for Disabled
Communication Disorders/epidemiology/*rehabilitation
Comorbidity
Disabled Children
*Education, Special
Female
Hearing Loss/epidemiology
Humans
Intellectual Disability/epidemiology
Language Development Disorders/epidemiology
Learning Disabilities/epidemiology
Male
Motor Skills Disorders/epidemiology
*School Teachers
Students
Surveys and Questionnaires
United States/epidemiology
Vision Disorders/epidemiology
*Significant cognitive disabilities
*complex communication needs
*literacy
*multiple disabilities
*orthopedic impairment
LA  - eng
M1  - 3
N1  - PubMed NLM literature search August 25, 2020
PY  - 2016
SN  - 0743-4618
SP  - 187-97
ST  - The profiles of students with significant cognitive disabilities and complex communication needs
T2  - Augment Altern Commun
TI  - The profiles of students with significant cognitive disabilities and complex communication needs
VL  - 32
ID  - 203869
ER  - 


TY  - JOUR
AB  - OBJECTIVES: To assess the feasibility of conducting in-home comprehensive medication reviews (CMRs) and to identify and intervene when appropriate for medication-related problems (MRPs) found in medication regimens taken by people with an intellectual or developmental disability (IDD). SETTING: Community-based group homes in southeast Michigan. PRACTICE DESCRIPTION: Implementation and evaluation of a pilot program conducting CMRs within community-based group homes. PRACTICE INNOVATION: An in-home CMR conducted by a clinical pharmacist. EVALUATION: Identified MRPs, pharmacist recommendations, recommendation acceptance, time spent directly on intervention, and barriers to implementation. RESULTS: CMRs were conducted for 15 patients identified as receiving 5 or more medications by their community support agency. Thirty-six MRPs were identified (mean ± SD of 2.4 ± 1.5 per person). The most common MRPs were a medication that was being taken with no indication for its use (7 occurrences) and identification of an untreated medical problem (7). Other MRPs included wrong dose (5); patient or caregiver indicated that the medication was not working (4); wrong dosage form was being used or given (3); duplication of therapy (2); pharmacy error (2); extended release medications were being crushed before administration (2); and wrong administration time, drug ordered but not given, drug-disease potential interaction, and poor drug administration technique (1 for each). The interventions included sending information letters to the group home manager containing information to be discussed with the patient's physician or telephone calls made directly to the prescriber or pharmacy. The interventions made by telephone calls to prescribers included 3 calls to physicians to discuss 5 MRPs, and 3 telephone calls for pharmacy-related MRPs, all of which were accepted. CONCLUSION: The results of this prospective pilot project provide justification to further explore the role of conducting independent CMRs for patients with an IDD living in the community to ensure safe and effective use of their medications.
AN  - 32334965
AU  - Erickson, S. R.
DA  - Apr 22
DO  - 10.1016/j.japh.2020.03.019
DP  - NLM
ET  - 2020/04/27
J2  - Journal of the American Pharmacists Association : JAPhA
LA  - eng
N1  - PubMed NLM literature search August 25, 2020
PY  - 2020
SN  - 1086-5802
ST  - In-home comprehensive medication reviews for adults with intellectual or developmental disability: A pilot study
T2  - J Am Pharm Assoc (2003)
TI  - In-home comprehensive medication reviews for adults with intellectual or developmental disability: A pilot study
ID  - 204666
ER  - 


TY  - JOUR
AB  - This study examined the effect of services provided through Maryland's Home and Community-Based Services Medicaid waiver for children with autism on several outcomes related to families, specifically family quality of life (FQoL) and employment. The purpose of this study was to assess the impact of the services provided through the Maryland autism waiver on families' perceived quality of life by comparing responses of families receiving waiver services in Maryland with families in the same state who were on the registry (i.e., a waiting list) for waiver services. An invitation letter and Internet-based survey were sent out to 723 waiver recipients and 2,298 families on the wait-list registry by the state's agency administering the waiver program. Some 861 surveys (229 waiver, 632 registry) were returned, yielding an overall response rate of 28.8% (31.6% waiver, 27.5% registry). Both study groups reported lower satisfaction with FQoL and the majority of respondents in both groups reported that having a child with autism affected their employment. However, the findings suggest that families of children with autism who currently receive services through the waiver report higher FQoL than those not receiving services through the waiver. The authors note that there needs to be additional research to fully understand the most effective features of the waiver, including whether and how waiver programs make a difference in families' quality of life, health, and participation in school, work and leisure activities, and the effect of self-determination on these outcomes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD  - Eskow, Karen, Family Studies and Community Development, Towson University, 8000 York Road, Towson, MD, US, 21252-0001
AN  - 2011-05107-004
AU  - Eskow, Karen
AU  - Pineles, Lisa
AU  - Summers, Jean Ann
DB  - APA PsycInfo
DO  - 10.1111/j.1741-1130.2011.00284.x
DP  - EBSCOhost
KW  - autism waiver services
family quality of life
community services
Medicaid
Autism Spectrum Disorders
Family Relations
Health Care Services
Quality of Life
M1  - 1
N1  - PsycInfo EbscoHost literature search August 25, 2020
PY  - 2011
SN  - 1741-1122
1741-1130
SP  - 28-35
ST  - Exploring the effect of autism waiver services on family outcomes
T2  - Journal of Policy and Practice in Intellectual Disabilities
TI  - Exploring the effect of autism waiver services on family outcomes
UR  - http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2011-05107-004&site=ehost-live&scope=site
keskow@towson.edu
VL  - 8
ID  - 204932
ER  - 


TY  - JOUR
AB  - Significant growth in the field of neuroscience has occurred over the last decade such that new application areas for basic research techniques are opening up to practitioners in many other areas. Of particular interest to many is the principle of neuroergonomics, by which the traditional work in neuroscience and its related topics can be applied to non-traditional areas such as human-machine system design. While work in neuroergonomics certainly predates the use of the term in the literature (previously identified by others as applied neuroscience, operational neuroscience, etc.), there is great promise in the larger framework that is represented by the general context of the terminology. Here, we focus on the very specific concept that principles in brain-computer interfaces, neural prosthetics and the larger realm of machine learning using physiological inputs can be applied directly to the design and implementation of augmented human-machine systems. Indeed, work in this area has been ongoing for more than 25 years with very little cross-talk and collaboration between clinical and applied researchers. We propose that, given increased interest in augmented human-machine systems based on cognitive state, further progress will require research in the same vein as that being done in the aforementioned communities, and that all researchers with a vested interest in physiologically-based machine learning techniques can benefit from increased collaboration. We thereby seek to describe the current state of cognitive state assessment in human-machine systems, the problems and challenges faced, and the tightly-coupled relationship with other research areas. This supports the larger work of the Cognitive State Assessment 2011 Competition by setting the stage for the purpose of the session by showing the need to increase research in the machine learning techniques used by practitioners of augmented human-machine